Designing Teaching and Learning: Lesson Plan Analysis

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The teacher is not just teaching about speeches but also teaching to understand
them. This is done not just by showing them famous, well-regarded speeches but also by
allowing them to identify language features used in speeches which make them effective.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: This is hard to see because we cannot see the progression of the lesson. Since it
facilitates students sharing knowledge we may be able to assume there’s mixed understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Both of the speeches the students are asked to look up are immediately regarded as
exemplifying what makes a good speech. It doesn’t really make room for a discussion on even
speeches as a whole and whether they’re actually effective.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Use of worksheets could be seen as hindering students from attempting higher order
thinking. This even occurs when they’re asked to come up with their own speeches.

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: A lot of the lesson is focused on the language and language features used within
speeches. They’re asked to identify language features and asked to analyse them.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: This is difficult to see without viewing the lesson in practice. While there is
discussion involved, the work sheets again may hinder this.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There isn’t much on the teacher expecting a high level of quality from the students.
The only time this occurs is when it is mentioned in the end that the teacher expects the students
to have a clear understanding of audience and purpose.

2.2 Engagement
1–2–3–4–5 Comments: It is difficult to code this because it is impossible to see the lesson in practice.
However, since there are a number of tasks covered, it is possible that a class would possibly
mostly remain engaged.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: High expectations aren’t really expressed by the teacher within the lesson plan.
Risk taking isn’t present nor is it covered in the lesson plan, because of the structure of work
sheets.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: It’s difficult to judge social support because it is not covered in the lesson plan.
There is a lack of mentioning making sure there is strong social support in the classroom.

2.5 Students’ self-regulation

 1–2–3–4–5 Comments: This is difficult to code with just the lesson plan. It may be fair to judge in regards
to the amount of group work the elements of the lesson that students are very self-regulated.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Students make almost no choice about the structure of the lesson or how they will
be assessed in regards to speeches. While they can contribute to discussion and do research,
they make no choices in what they research and have to do each task when told.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: There is nothing in the lesson plan that asks students about their knowledge prior
to the lesson about speeches. Considering this is for a year 10 class, it may be that they already
know and understand the topic of speeches.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: There’s not much, if any, reference cultural knowledge to be inferred in the lesson
plan. It uses an African-American man’s speech and a white Australian man’s speech, which
shows two different people from different cultures, but there’s no real discussion around that.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: There is very little connection made to knowledge outside of the topic of speeches
and the learning area of English. It is possible through the use of Martin Luther King’s speech
that a connection to the history and context of it would likely be made but it may only be
shallow.

3.4 Inclusivity
1–2–3–4–5 Comments: It is difficult to note it in only the lesson plan, but there seems to be an attempt but
no guarantee of inclusion. Group work encourages students to maybe all feel comfortable to get
involved but a focus on just contributing answers might hinder this.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: There is some effort in the lesson plan to acknowledge situations outside the
classroom. The emphasis on written word being spoken being effective and powerful could be
seen as this.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is not found within the lesson plan. There’s no attempt to tell any stories
within the lesson.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 2.3 High expectations 2) 2.4 Social support
3) 2.6 Student direction 4) 3.2 Cultural knowledge
 Lesson Plan – English

Topic area: Stage of Learner: Syllabus Pages:

Close look at speeches Stage 5 – Year 10
Date: Location Booked: Lesson Number: /

Time: Total Number of students: Printing/preparation

1 hour None
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Students present Students learn about
speeches in class. speeches as powerful
EN5-1A: responds to and composes spoken texts by taking a look
increasingly sophisticated and at speeches they know and
sustained texts for understanding, assessing them.
interpretation, critical analysis,
imaginative expression and
pleasure
EN5-2A: effectively uses and critically
assesses a wide range of
processes, skills, strategies and
knowledge for responding to and
composing a wide range of texts
in different media and technology.
EN5-3B: selects and uses language forms,
features and structures of texts
appropriate to a range of
purposes, audiences and contexts,
describing and explaining their
effects on meaning.
EN5-5C: thinks imaginatively, creatively,
interpretively and critically about
information and increasingly
complex ideas and arguments to
respond to and compose texts in a
range of contexts.
EN5-6C: investigates the relationships
between and among texts.
EN5-7D: understands and evaluates the
diverse ways texts can represent
personal and public worlds.

Time Teaching and learning actions

Intro Remind students of the range of text types they have studied and indicate that this lesson
will be focused on speeches as powerful examples of spoken texts. Ask them what work around speeches
they’ve done already and point out that previous experience with speeches means they should understand
and do great with the tasks set out for them.

Body Discussion about strength of speech as a way of expressing one’s self and as a text. Class discussion about
important speeches they have watched and the impact these speeches have had on them, ask for speeches
not only in English or from English speaking countries and not only well-known ones in Australia. Also ask
about speeches in their respective cultures. Encourage them to contribute even if they aren’t sure.

Allow students to make note of the famous or important speeches they know of and then in pairs to search
for and watch clips of some on laptops. Remind them that you expect that they will choose appropriate,
relevant and interesting speeches.
Then facilitate small group discussions and check in on their progress and what they’ve chosen. Allow them
choice in task for the groups: some students might just find a speech, watch and discuss it, some can
compare and contrast two speeches and some can prepare a PowerPoint on a speech they have looked at.
 Allow groups to share the speeches they looked at when they’re ready and the things about these speeches
that they think made them effective.
As a class, identify the language features used in the speeches looked at. Praise students for providing
helpful and relevant answers.

Conclusion Students then commence writing their own short speech on their laptops. Emphasise the importance of
students demonstrating that they have a clear understanding of audience and purpose and the expectation
that they will use the language features identified as effective in the prior discussion.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

EN5-1A, EN5-2A, EN5-3B, Students present their speeches in class. An activity could then be
EN5-5C, EN5-6C, EN5-7D based around looking at what made the speeches different with regard
to language use, purpose and intended audience.

Academic Justification

The original lesson plan, while it made attempts to satisfy the different dimensions and elements

of the NSW Quality Teaching model (NSW Department of Education and Training, 2006), fell

short in regards to the four elements identified from the model – those being high expectations,

social support student direction and cultural knowledge. The changes I have made have also

updated the learning outcomes that are reached within the lesson.

In an attempt to remedy the lack of inclusion of element 2.3, high expectations which requires

teachers to “communicate the expectation that all members of the class can learn important

knowledge and skills that are challenging for them”, I have attempted to add more than one

instance where the teacher expresses high expectations for the class (NSW Department of

Education and Training, 2006). This is first addressed in the introduction, setting a standard for

the whole lesson and occurs again when they split into their pairs before they do group work, so

they know what is expected of them and also right before they delve into writing their own

speeches. According to Sorhagen (2013), “teacher–student relationships can inform and affect
academic performance and cognitive development far into the future”. This means that the

standards and expectations teachers set for their students, especially when low and high can have

a great impact on the student. Setting low expectations will become a self-fulfilling prophecy and

vice versa (Rosenthal & Jacobson, 1968). Setting the same high expectations for all students will

them arguably result in more of them achieving them.

To attempt to deal with improving element 2.4, social support, which encourages “all students to

try hard and risk initial failure in a climate of mutual respect” (NSW Department of Education

and Training, 2006) I have made multiple changes. To create that social support that is required,

I’ve made sure to include a note on encouraging students, as well as instances where the students

are praised for their contributions. I have also changed the small group work to be a think-pair-

share exercise in regards to speeches. According to Alcott (2017), “teacher encouragement is

influential in students’ progress to higher education”, which means encouraging students to

participate is necessary for students to believe they are capable. Think-pair-share is a pedagogical

practice which “helps vary and increase participation without being overt” (Buzzerio, 2017). It

allows a natural flow on from thinking by themselves, sharing with a partner and then sharing

with a group or the class. It can provoke more student participation and is also based around

students getting encouragement from their peers because they’ll be sharing their ideas with at

least one other student (Kaddoura, 2013).

To attempt to deal with improving element 2.6, student direction, which involves “students

exercising control” over one or more of the following: “choice of activities, time spent on

activities, pace of the lesson and criteria by which they will be assessed” (NSW Department of

Education and Training, 2006), I have scrapped worksheets entirely and tried to give them more

choice and control over the lesson. The specific additions to the lesson plan I have made include

allowing them to make decisions about what speeches are discussed and looked at by the class

and adding multiple differentiated tasks for students to be tackling in their groups that they have
a choice over. I’ve also added that we move on when the students believe they are ready to,

allowing them to help control the pacing of the lesson so they are comfortable and believe they’ve

gotten the most out of it. Student directed learning allows students to “take responsibility for their

own learning processes” and to “estimate their own levels and to plan and adjust their learning

processes accordingly” (Lunenberg & Korthagen, 2003).

Finally, to attempt to improve element 3.2 cultural knowledge, which requires “understanding,

valuing and acceptance of the traditions, beliefs, skills, knowledge, languages, practices and

protocols of diverse social groups” (NSW Department of Education and Training, 2006) I have

tried to actually encourage the acknowledgement of different cultures. Since it is difficult to show

cultural knowledge without an understanding of the cultural diversity of a specific classroom, I

have attempted to do this with a note on encouraging students to talk about speeches from their

cultures or their understanding about speeches in that culture. Students should be able to “learn

about cultural diversity, their own cultural identity and to develop a sense of belonging within a

multicultural society” in their classroom and this has attempted to do so (Forrest, Lean & Dunn,

2017).
REFERENCE LIST

Buzzerio, P. C. (2017, October). Engaging the quiet highly capable learners in your classroom.

AMLE Magazine, 13-15.

Forrest, J., Lean, G. & Dunn, K. (2017). Attitudes of classroom teachers to cultural diversity and

multicultural education in country New South Wales, Australia. Australian Journal of

Teacher Education, 42(5), 17-34.

Kaddoura, M. (2013). Think pair share: A teaching learning strategy to enhance students' critical

thinking. Educational Research Quarterly, 36(4), 3-24.

Lunenberg, M. & Korthagen, F. A. J. (2003). Teacher educators and student-directed learning.

Teaching and Teacher Education, 19, 29–44.

NSW Department of Education. (2006). Quality teaching in NSW public schools: A classroom

practice guide. Retrieved from: https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf.

Rosenthal, R., & Jacobs, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart, and

Winston.

Sorhagen, N. S. (2013). Early teacher expectations disproportionately affect poor children’s high

school performance. Journal of Educational Psychology, 105(2), 465–477. DOI:

10.1037/a0031754
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