Matthew Cooke, 17299158 Lesson Plan Analysis 1

102086 Designing Teaching & Learning

Assessment 2: Lesson Plan Analysis

Matthew Ashby Cooke

Western Sydney University

Matthew Cooke, 17299158 Lesson Plan Analysis 2

Table of Contents

Original Lesson Plan…………………………………………………………………………..3

Lesson Plan Analysis………………………………………………………………………….7

Modified Lesson Plan………………………………………………………………………..10

Academic Justification……………………………………………………………………….15

References……………………………………………………………………………………18

Learning Portfolio URL……………………………………………………………………...19

Matthew Cooke, 17299158 Lesson Plan Analysis 3

Original Lesson Plan

Matthew Cooke, 17299158 Lesson Plan Analysis 4
Matthew Cooke, 17299158 Lesson Plan Analysis 5
Matthew Cooke, 17299158 Lesson Plan Analysis 6

Source: Sample lesson plan from NESA http://www.boardofstudies.nsw.edu.au/7-10-literacy-

numeracy/pdf-doc/history-sample-lesson-plan.pdf

Note: screenshots captured to avoid formatting errors when copying from the original PDF.
Matthew Cooke, 17299158 Lesson Plan Analysis 7

Lesson Plan Analysis

102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more
generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: No mention is made of adjusting the lesson to meet the needs of diverse linguistic,
5 cultural, religious, or socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No mention is made of strategies to teach to Aboriginal or Torres Strait Islander
5 students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: Differentiating delivery from whole class discussion to group or individual work
5 is suggested to meet the needs of the class, but the needs of the class, or the extent to which
this addresses the needs of the class, is not explicitly mentioned.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – Comments: No mention is made of strategies to facilitate the participation of students with
5 disabilities.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: The content is well organised and builds to a complete and in depth lesson.
5
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: The lesson starts with a review of previous lesson and contains multiple areas of
5 class participation when assessment can be made, but no formalised or explicit mention of
assessment is made.
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 – Comments: No ICT is utilised at all during the lesson.
5
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: The lesson involves the synthesising of information from a text to compile notes
5 and create a joint construction, but work isn’t especially challenging as it is guided and
potentially spread across the entire class.
3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: The lesson builds on prior knowledge to progressively construct an in depth view
5 of lesson content, and allows class discussion and peer engagement.
3.3 Use teaching strategies
1–2–3–4– Comments: The lesson begins teacher focused but becomes student directed and can be
5 adjusted to include entire class, group, or individual work as time and class needs dictate.
3.4 Select and use resources
1–2–3–4– Comments: The lesson includes examination of text and images, but only utilises one source
5 and does not include ICT.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: The lesson allows for dynamic utilisation of class participation and discussion,
5
Matthew Cooke, 17299158 Lesson Plan Analysis 8

4.2 Manage classroom activities

1–2–3–4– Comments: The directions are clear and guided, and student participation is sufficiently open
5 to adjustment in response to class needs
4.3 Manage challenging behaviour
1–2–3–4– Comments: No mention is made of strategies to manage student behaviour, nor are general
5 expectations for student behaviour made.
4.4 Maintain student safety
1–2–3–4– Comments: No explicit mention of student safety is made.
5
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: ICT is not utilised in this lesson, so ICT safety is not applicable.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: Open class discussions and work provide opportunity to informally assess
5 students understanding, but not explicit mention is made to assessing student learning
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: No explicit mention of feedback is made
5

Section 2: NSW Quality Teaching Model

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 – Comments: The knowledge covered is broad, but it is not especially superficial as it builds on
5 knowledge covered from previous lessons, and remains largely centred on the concept of the
historical movements of people between 1750 and 1901. The focus remains the key ideas
communicated in the text throughout the entirety of the lesson, and the purpose of the lesson is
to organise the ideas and understand their cause-and-effect importance.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Students are given opportunity to demonstrate their understanding through class
5 discussion, but class wide participation may dilute the understanding of individual students as
the participation of the individual becomes less crucial.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The information in the lesson involves an understanding of a time in history that
5 isn’t innately structured, but informed by the values and circumstances of the people involved.
However, the lesson is about synthesising and organising information from a single text, and
no explicit mention is made inviting students to question the content of this text.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The lesson involves the synthesis of information from a text, but this synthesis is
5 largely methodical and repetitive and the text is purely fact based. Different students focusing
on different areas when taking notes may breed discussion and new interpretations as the
information is manipulated, but this is limited by level of teacher guidance during the note
taking period and intrinsically by the text itself.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The text contains definitions of terminology describing different kinds of migrants
5 explicitly to allow students to consider how the perspective of these migrants may differ based
on their circumstances. The consideration of perspective behind the various subtle definitions
goes beyond simple jargon, but its utility is limited and no other mention of metalanguage is
made in the lesson.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: The lesson has the ability to facilitate substantive levels of student interaction,
5 either by discussing and collaborating with groups or the whole class. The students
organisation the notes taken from the text may have a kind of ‘fill in the blank’ structure for
fact based information, but this is not in response to explicit questions and the nature of in
Matthew Cooke, 17299158 Lesson Plan Analysis 9

depth note making requires substantive responses.

Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: There is no explicit mention of the quality of work expected
5
2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson is essentially note taking, which is not very engaging, but it should
5 become more engaging when treated as a whole class or group activity. The lesson allows for
mode of delivery to be altered (whole class to individual) potentially in response to student
engagement.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: The work is not especially challenging and, while there is room for participation,
5 there is little opportunity for students to take risks.
2.4 Social support
1 – 2 – 3 – 4 – Comments: While not specifically mentioned, social support for students during group work
5 could be seen as implicit as the class works toward a common goal.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: After the text has been read in detail, students can be left largely self-regulated as
5 they synthesise and collate the information from the text. The teacher’s actions during this
time are not specifically mentioned, but it can be inferred that they provide assistance where
requested/needed.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students will likely take different avenues when collecting and organising their
5 notes, but the overall goal precludes meaningful student control.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson begins with a review of background knowledge from previous lessons,
5 onto which the content of this lesson builds. While there is no “out of school background
knowledge” specified by the QTM (???), the background knowledge does have some
connection to the substance of the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan content contains mention of differing cultures in historical context
5 and reference to discrimination is made and valued as important, but little investigation occurs
in this lesson.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Though some rudimentary numeracy skills may be employed when considering
5 dates and population growths, no explicit cross-curricular connections are made.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: No explicit mention of inclusivity is made in this lesson plan, so it therefore
5 cannot be said to include or exclude students. An assumption of total class participation could
be inferred by reference to note making as a whole-class activity, but this does not preclude
students from excluding themselves.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is potential for connecting the historical movement of migrants with
5 problems faced by today’s migrants, but this connection is not explicitly utilised.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: There is potential for the utilisation of narratives, but people in the text are spoken
5 about generally, and narratives are not explicitly utilised.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 2.6 Information and Communication Technology 2) 5.1 Assess student learning
(ICT)
QT model
1) 2.1 Explicit quality criteria 2) 3.5 Connectedness
Matthew Cooke, 17299158 Lesson Plan Analysis 10

Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

History Stage 5 Depth Study 1, Topic 1b
ACDSEH018
Date: Location Booked: Lesson Number: n /a
History classroom
Time: Total Number of students Printing/preparation
50 minutes ~30 History text on school’s
website or Google Drive
Download of World Vision
article on school’s website or
Google Drive.
Kahoot Quiz on prior knowledge
Scrible browser extensions
Prepared Google Docs link
High standard exemplar

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  Push/pull migration Synthesis information from

factors, specifically
HT5–1 explains and assesses the Beginning Kahoot quiz during the Agricultural
historical forces and on prior knowledge and Industrial
factors that shaped Revolutions
the modern world and Informal monitoring and  Changes in technology
Australia questioning of students affected
learning throughout the migration/living
HT5–4 explains and analyses the lesson. conditions
causes and effects of  Effect of natural
events and Assessment of student disasters and
developments in the and group contributions
population increase
modern world and on Scrible and Google
on migration
Docs page
Australia  Religious persecution,
forced emigration to
Informal assessment of
colonies, slavery,
responses during
transportation
sharing/reflection period
(including to
at the end of the lesson.
Australia).

Syllabus:
The influence of the Industrial
Revolution on the movement of
peoples throughout the world,
including the transatlantic slave
trade and convict
transportation
greater text
Collate and organise information
into structured order
Understand the cause and effect
of historical forces on migration
Syllabus:
 outline the key features
of the Industrial
Revolution in Britain
 explain how the
agricultural revolution
caused British people to
move from villages to
towns and cities to
create a cheap labour
force
 outline how the
Industrial Revolution
influenced
transportation of
convicts to Australia and
the migration of free
settlers

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

General capabilities from curricular content Key inquiry question: What were the changing features
descriptors (Australian Curriculum, n.d.): of the movements of people from 1750 to 1918?
Matthew Cooke, 17299158 Lesson Plan Analysis 11

Numeracy Language focus: Explaining historical factors, cause and

effect, abstract expressions, organising information
Estimating and calculating with whole numbers
Understand some cause and effects behind the
 Understand and use numbers in migration of people between 1700s-1901
context
Recognising and using patterns and relationships Identify push and pull factors during the Agricultural and
Industrial revolutions
 Recognise and use patterns and
Recognise the effect of technological improvements and
relationships
increased population, as well as natural disasters,
Critical and Creative Thinking
persecution, and forced emigration and slavery on the
Inquiring – identifying, exploring and organising movement of people during this period.
information and ideas
Collect, organised, and explain this information as part of
 Identify and clarify information and ideas an in-depth study.
 Organise and process information
Personal and Social Capability

Social awareness

 Appreciate diverse perspectives

Ethical Understanding

Exploring values, rights and responsibilities

 Examine values
 Explore rights and responsibilities
 Consider points of view
Intercultural Understanding

Recognising culture and developing respect

 Investigate culture and cultural identity

 Explore and compare cultural knowledge,
beliefs and practices

Time Teaching and learning actions Organisation Centred

T/S
Intro Marking roll Teacher: Provide students hyperlink and Teacher
code to Kahoot quiz, then mark roll
while they follow instructions

2 minutes Student: Follow hyperlink and enter

code.

Resources: Smartboard and students’

devices.

Body Review background of previous lessons using Kahoot
quiz, covering industrial revolution, European empires,
and the first fleet and settlement of Australia.
8 minutes Self-assessment of quiz where students note areas they
did not answer correctly or lacked confidence for
Teacher: Direct students to begin quiz Student
on prior knowledge and make note of
how well they did and the areas where
they need improvement.
Student: Participate in Kahoot quiz and
Matthew Cooke, 17299158 Lesson Plan Analysis
improvement.
Arrange students in groups and direct them to access
the history text and the download of the World Vision
article about Syrian refugees online via the schools
website or Google drive.
15
minutes Have each student log into Scrible and elect one
student in each group to invite each of the students in
their group (and the teacher) to edit the PDF.
Read each paragraph of the text, including images, and
discuss it. Have students highlight and mark
information using Scrible. Student interactions on
Scrible are live, and comments can be responded to
and individual highlights made to collectively build a
detailed reading.
Read relevant portions of the World Vision article and
ask students to consider how the movement of Syrian
refugees can be compared to historical movements of
people, and identify the causes and effects.
Ask students to consider the movement of their own
family, if any, and the reasons or possible reasons for
that movement.
Direct each group to specific, pre-established Google
Docs pages.
10
minutes Students use their comments and highlighted key
information from Scrible to organise notes to the
Google Doc.
A high standard exemplar of organised notes and joint
construction from a different elective topic is shown on
the smartboard and the teacher specifies this as the
standard and nature of the work expected.
Once students feel their notes are well organised, they
should write their group’s joint construction at the
10 bottom of the Google Docs page.
minutes
Each member of the group is directed to add their own
paragraph to the work and end that paragraph with
their name.
Google Docs updates live, so students can work are
encouraged to either work collectively on each
paragraph with a nominated scribe or divide the notes
and work simultaneously.
The exemplar should be reinforced to guide the
standard and nature of work expected from groups.
12
note questions they got wrong or were
not confident about.
Resources: Student devices and Kahoot
quiz
Teacher: Reading and promoting Teacher
discussion of history text and Syrian
refugee article, then moving around the
classroom checking student focus.
Student: Listening and contributing to
Making notes and highlighting text using
their devices via the Scrible browser
extension.
Resources: History text pdf, printed
history text as back up, Scrible extension
and student email for log in, download
of World Vision article
(https://www.worldvision.org/refugees-
news-stories/syria-refugee-crisis-war-
facts)
Teacher: Moving around the classroom Student
checking student focus, responding to
students’ questions and concerns, and
asking student to specify some of the
information they found to be relevant
for organisation.
Student: Working in groups using notes
taken via Scrible to organise information
into a Google Docs page.
Resources: Same as previous, Google
Docs(https://docs.google.com/documen
t/d/1bCnvsgcq-
VPa3scnm_dzGsZPIVM0cs340PE3zhduo
qc/edit?usp=sharing)
Teacher: Moving around the classroom Student
checking student focus, responding to
students’ questions and concerns
Student: Working in groups using
organised notes to create a joint
construction.
Resources: Same as previous.
Matthew Cooke, 17299158 Lesson Plan Analysis 13

Conclusion Students read a portion of their joint construction or Teacher: Directs at least one student Teacher
share something they learnt or found interesting during from each group to share or reflect on
the lesson. the lesson content

5 minutes Ask students to log out of applications before the end Student: Reading of joint construction
of class. or reflecting on content as directed by
the teacher.

Resources: Same as previous.

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I found the lesson plan to be quite general, so there were lots of avenues for improvement,
but ultimately I decided on introducing a variety of ICT resources and assessing student learning.
Rather than treat these two modifications as separate, I found it easier to integrate them, so the
notes taken, points organised, and joint discussion created by students using ICT resources can all be
seen to have a student author, and their individual contribution, as well as total group contribution,
can be assessed during and after class.

Additionally, I wanted to specify to students what was expected from them, and I also
thought it important to introduce a contemporary element to the lesson beyond the single history
text, as it was rather dry in its original form. The inclusion of an exemplar is something I had found
useful in my own studies, and it is supported in the literature, so this was an easy decision.
Moreover, the subject of migration is always an important and relevant topic, so the integration of
contemporary examples was a simple, but important, addition to increase the significance and
perceived value of the lesson.

Overall, given that the original lesson plan was rather general and vague, it was difficult to
know what elements I should focus on to address with my modifications. For example, I chose to
incorporate ICT and assessment from the professional standards, and therefore did not have space
to address ICT safety. However, this restriction makes clear the interconnected and
multidimensional nature of lesson plans, and how I will need to take all aspects of the professional
standards and QT model into account when designing my own lessons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5–1 Assessment of contributions to note making, collation and

joint construction (group and individual).

Observation and questions during group work.

HT5–4 Assessment of contributions to note making, collation and

joint construction (group and individual).
Matthew Cooke, 17299158 Lesson Plan Analysis 14

Observation and questions during group work.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

The lesson poses very few risks to students, but safe, responsible, and ethical use of
ICT, as specified in standard 4.5 of the APST, should be considered. Brief instruction
outlining expectations of students and what constitutes safe use of ICT, as well as
regular student monitoring during the lesson, would serve to reduce this risk.
Matthew Cooke, 17299158 Lesson Plan Analysis 15

Academic Justification

The original sample lesson plan from NESA is general in its construction and vague

in its delivery, so many aspects of the Australian Professional Standards for Teachers (APST)

and Quality Teaching (QT) evaluations were limited by a lack of information. The present

analysis focuses on improvement though the introduction of Information and Communication

Technologies (ICT) and assessment, in line with APST standards 2.6 and 5.1 respectively

(AITSL, n.d.), and also addresses deficiencies regarding explicit quality criteria and

connectedness, in line with QT elements 2.1 and 3.5 respectively (Ladwig & Gore, 2003).

This is by far an exhaustive approach to addressing the limitations of the original lesson plan,

but further modifications are beyond the scope of this analysis.

To begin, the modifications to the lesson plan sought to introduce various forms of

Web 2.0 technologies. The incorporation of ICT in schools is an expectation seen of teachers,

which serves to help prepare students for 21st century world, as well increase learning skills

and motivation (Kale & Goh, 2012). Echoing this characterisation, ICT is listed by the NSW

Education Standards Authority (NESA) as one of the skills needed for students to “live and

work successfully in the 21st century” (NESA, n.d., para. 4), but ICT is not listed as a skill

present under the relevant curriculum content descriptor for this lesson (Australian

Curriculum, n.d.), meaning ICT implementation here is an entirely novel modification. The

ICT standard was addressed through the implementation a Kahoot quiz use of Scrible, and

through Google Docs. While lack of access and increased workload are some challenges

identified by teachers when considering incorporation ICT (Kale & Goh, 2012), the Web 2.0

technologies suggested in this modification are all free and readily available, and the

preparations needed are low.

Matthew Cooke, 17299158 Lesson Plan Analysis 16

The next modification in line with APST is the implementation of assessment

strategies. The facilitation of self-assessment can encourage students to understand the areas

that need improvement and increase student performance (Nicol & Macfarlane‐Dick, 2006).

This was addressed with use of the Kahoot quiz, which provides the teacher assessment data

on the knowledge of the student, and led to a reflection that gave space for students to self-

assess the level of their prior knowledge. In terms of the group work, the teacher is free to

move around the classroom and informally assess students’ participation, ask questions, and

even monitor student participation in real time when logged on to the same Web 2.0

technologies. Moreover, group work and teacher freedom allow for and promotes peer

discussion within groups and between groups and the teacher, and feedback provided during

this time, especially when delivered as dialogue, is suggested to be more meaningful to

students (Nicol & Macfarlane‐Dick, 2006), meaning that this approach to assessment may

also address problems with feedback (standard 5.2) as related to APST.

In regard to the modifications relating the QT model, explicit quality criteria (element

2.1) was addressed (Ladwig & Gore, 2003). This criterion is important to address as students

cannot achieve learning goals unless they understand what is expected and are capable of

assessing their own progress (Nicol & Macfarlane‐Dick, 2006). However, despite attempts to

explain goals and standards, often there is substantial disagreement between the teachers’

expectations of students work and students’ understanding of those expectations (Nicol &

Macfarlane‐Dick, 2006). This need for explicit and direct explanation of the expectations and

quality of student work is addressed in the modified lesson plan by the provision of a high

standard exemplar of previous work from a different topic. This directly addresses the

disconnect between teacher expectations and student learning, as exemplars are understood to

be powerful and effective approach as they “make explicit what is required, and they define a
Matthew Cooke, 17299158 Lesson Plan Analysis 17

valid standard against which students can compare their work” (Nicol & Macfarlane‐Dick,

2006, pp. 206-7).

Finally, the modification addresses the lack of connectedness in the lesson plan.

Connectedness is described in the QT model, under the significance dimension, as entailing

learning that “has value and meaning beyond the classroom and school” (Ladwig & Gore,

2003, p. 48). The history key learning area is a seen a place to foster political thought, and

moral and social responsibilities and considerations (Van Straaten, Wilschut & Oostdam,

2016). However, in practice history is dominated by fact based material that lacks meaning or

significance to students, who in turn do not perceive history as a useful subject (Van Straaten

et al., 2016). Teaching the connection of history to contemporary issues and students’

personal lives is a means of increasing the relevancy and history (Van Straaten et al., 2016),

as well as demonstrating its value outside the classroom. This is achieved in the lesson by

incorporating and comparing the contemporary social issue of the Syrian refugee crisis with

the greater historical movements of people, and inviting students to consider how their own

lives may be shaped by the movement of their family.

Matthew Cooke, 17299158 Lesson Plan Analysis 18

References

AITSL. (n.d.) Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Australian Curriculum. (n.d.). 7-10 History. Retrieved from

http://www.australiancurriculum.edu.au/humanities-and-social-

sciences/history/curriculum/f-10?layout=1#cdcode=ACDSEH018&level=9

Kale, U., & Goh, D. (2012). Teaching style, ICT experience and teachers’ attitudes toward

teaching with Web 2.0. Education And Information Technologies, 19(1), 41-60. doi:

10.1007/s10639-012-9210-3

Ladwig, J. G., & Gore, J. (2003). Quality teaching in NSW public schools: A classroom

practice guide. Sydney: NSW Department of Education and Training/Professional

Support and Curriculum Directorate.

NESA. (n.d.). Learning across the curriculum. Retrieved from

http://syllabus.nesa.nsw.edu.au/hsie/history-k10/learning-across-the-curriculum/

Nicol D. J. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning:

A model and seven principles of good feedback practice, Studies in Higher Education,

31(2), 199-218. doi: 10.1080/03075070600572090

Van Straaten, D., Wilschut, A., & Oostdam, R. (2016). Making history relevant to students

by connecting past, present and future: A framework for research. Journal of

Curriculum Studies, (48)4, 479-502. doi: 10.1080/00220272.2015.1089938

Matthew Cooke, 17299158 Lesson Plan Analysis 19

Learning Portfolio URL

Learning portfolio: http://macooke.weebly.com/planning.html