You are on page 1of 18

102086 Designing Teaching & Learning

Lesson Plan Analysis

Contents
1. Original Lesson Plan

2. Lesson Plan Analysis

3. Modified Lesson Plan

4. Academic Justification

5. References

6. Learning Portfolio Web Link

1
Original Lesson Plan

Year Level Year 10 Subject Everybody needs good economic


neighbours…don’t they?
Session title A look to the future Total time 60 minutes
Learning Learning Aims:
objectives 1. Identify 5 key issues facing the Australian economy
2. Understand the pros and cons of globalising a business and/or outsourcing overseas
Expected Learning: To have an understanding of how the Australian economy can be
impacted by external forces, and what some of these may be over the next 10 years. Also, to
understand the rationalisation for a business to outsource its operations or enter the global
market.

Resources  Who Wants to be a Millionaire? – assessment game


https://www.superteachertools.net/millionaire/online/game1444788482.php
 Laptop computers for each student

AusVELS Economics and Business:


ACHES061: Reflect on the intended and unintended consequences of economic and
business decisions.
ACHES056: Gather relevant and reliable data and information from a range of
digital, online and print sources.
ACHEK050: Indicators of economic performance and how Australia’s economy is
performing.
Civics and Citizenship:
ACHCK091: Australia’s roles and responsibilities at a global level, for example
provision of foreign aid, peacekeeping, participation in international organisations
and the United Nations.
Vocabulary Outsource, globalisation, asylum seekers

Time Activities e5
LESSON SUMMARY
This lesson will commence with an introduction to possible factors likely to impact
the Australian economy over the next 10 years. The teacher will provide some
examples for the students to stimulate ideas and discussion. The students will then be
required to compile a collage of articles and/or images relating to one or more of these
factors and explain their choices to the rest of the class. A think-pair-share exercise
regarding the pros and cons of outsourcing and/or globalising a business will follow
to give students an opportunity to showcase their understanding and current level of

2 / 18
knowledge. An individual, interactive assessment will conclude the lesson. This will
be an opportunity to track the progress of students up until this point of the unit in a
fun, competitive manner.

BODY

5 mins Expected Learning (students to copy off Engage


whiteboard/projector):
 Fosters positive
To have an understanding of how the Australian economy can relations
be impacted by external forces, and what some of these may be
over the next 10 years. Also, to understand the rationalisation  Stimulates interest and
for a business to outsource its operations or enter the global curiosity
market.  Supports students to
make connections to
Introductory lecture/discussion: past learning
experiences
Teacher to provide a list of examples of issues facing the
Australian economy in the next 10 years, including:
 Technology (outline how Asia is at the forefront)
 Asylum seekers (e.g. employment, benefits, costs to
Australian tax payers)
 Indigenous Australians (employment opportunities
available to them. How does treatment of them differ to
asylum seekers?)
 Political instability (e.g. what impact has the constant
change of Prime Ministers had? How does it affect our
reputation on the world stage?)
 Foreign investment (e.g. how do factors like the US dollar
and Greek economy impact on investment in Australia).
Ask students for any suggestions that they may have to add to
this list.

20 mins Group activity Explore


In groups of 4, students are to put together a collage of news  Teacher presents
articles, images, etc. pertaining to at least one of the topics challenging tasks
addressed in introductory lecture/ discussion. Students to think  Provides tools and
about why they have chosen those articles, images, etc. and procedures
how THEY think the Australian economy is impacted  Challenges
(positively or negatively) by this/these issue(s). misconception
Each group will require access to at least two
laptops/computers with the ability to print.

10 mins Presentation Explain


Each group is required to present their collage to the rest of the  Provides opportunities
class and outline why they chose those particular articles for students to
demonstrate their

3 / 18
and/or images. In particular, they are to explain what they current level of
think the impact is on the Australian economy. Once the understanding
presentation is concluded, groups are required to stick their  Assists students to
poster to the wall for display and will be referred to at the end represent their ideas
of the class for the reflection.

15 mins Outsourcing Elaborate


 Refining students
Teacher to provide students with a definition of outsourcing
understanding
(display on projector or write this on the whiteboard).
 Build the students’
Globalising your business ability to transfer and
generalise their
Teacher to explain how globalising your business differs to learning

outsourcing. Essentially it is having a physical presence in


international market places as opposed to being located purely
in Australia and having certain aspects of the business’
operations conducted elsewhere for a lower cost. In particular,
focus on the Asian region.

Consider things like global marketing, ethical conduct (i.e.


sweat shops), communicating across languages, cultural
differences, etc.

Think-pair-share activity

Individually, students are to write down as many advantages


that they can think of relating to outsourcing. After one
minute, share with a partner for a further minute. At the
conclusion of the second minute, have a brief group discussion
to ensure wide range of student responses.

10 mins Who Wants to be a Millionaire? Evaluate


Each student to attempt this activity on a computer/laptop.  Integrate evidence
Questions relate to each of the topics covered during the unit from each phase,
up until this point. The intention is to ascertain the students’ formally recording
students progress
level of knowledge thus far. The interactive nature is intended
to be engaging, while making it competitive (whoever gets the  Support students to
highest amount) generates greater interest amongst the reflect on their process
students.  Identify future
learning
Link to game -
https://www.superteachertools.net/millionaire/online/gam
e1444788482.php

4 / 18
At the commencement of the next lesson re-cap this lesson by
going through ALL the answers to the questions included in
the Who Wants to be a Millionaire assessment. This is a
chance for students to self-assess and for teacher to provide
detailed answers to each question and respond to any student
queries.

Reflection: Each student to write down one down one thing


that they learned from the collages that were posted up by the
other groups.

Formative Assessment:
- Student participation in discussion and activities
- Student participation in Who Wants to be a
Millionaire assessment
Summative Assessment:
- Student Reflection

HOMEWORK
Students to listen to the attached file. It is an example of how a
retired AFL footballer started a business, took it overseas and
is now highly successful.
https://audioboom.com/boos/3161056-craig-ellis-and-his-b
ooming-bikini-business.

URL:
https://www.tes.com/teaching-resource/economics-and-science-unit-everybody-n
eeds-good-neighbours-don-t-they-11154939

5 / 18
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: Students’ diverse background was not taken into consideration in teaching
5 strategies.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: No specific teaching strategy was implemented to support Aboriginal and
5 Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: Students were given lots of autonomy on class activity, but not mentioned
5 any teacher assistances. For less capable students, scaffolding might be needed.
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – Comments: not mentioned in the lesson plan at all. However, it depends if there is any
5 child with disability in the class.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: Learning objectives are clearly shown in the lesson plan. Followed by a
5 lesson summary which shows how students are going to learn.
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: both formative and summative assessments are included in the lesson plan
5 to reflect on where students are up to.
2.6 Information and Communication Technology (ICT)
1–2–3–4– Comments: Technologies included in the lesson plan: laptop/computers & projector
5 (possibly). Students are encouraged to use computers/laptops to complete classroom
activities. Forms of ICT can be more various.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: Two learning aims and expected learning outcomes are shown in the
5 lesson plan. Be aware of the time management.
3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: The lesson plan is well structured; students are assigned to activities after
5 teacher’s explanation. However, student’s prior knowledge and necessary assistance is
not mentioned.
3.3 Use teaching strategies
1–2–3–4– Comments: teaching strategies is more students centred. Including group activity,
5 presentation, games, think-pair-share activity. Teacher could have scaffolded and
interacted more with students.
3.4 Select and use resources
1–2–3–4– Comments: ICT is largely used in the lesson to engage students. Form of ICT could
5 have been more various.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: group work, pair work and games are introduced in the lesson to engage

6 / 18
5 students, however, teachers should be aware that students could be distracted from the
task.
4.2 Manage classroom activities
1–2–3–4– Comments: classroom activities are well organized and clearly instructions are given
5 to students.
4.3 Manage challenging behaviour
1–2–3–4– Comments: No mention of challenging behaviour.
5
4.4 Maintain student safety
1–2–3–4– Comments: safety issue is not involved in the lesson plan. Although classroom
5 activities do not involved risky behaviour, instruction of appropriate use of ICT
should still be given to students
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: Not mention how to use ICT appropriately and safely.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: A variety of formative and summative assessments are included in the
5 lesson plan.
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: Feedback is given in brief to the whole class by asking questions&
5 suggestions.

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: Lesson content and class activities/tasks are closely related to the key
5 concept.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Students are given opportunities to demonstrate their understanding of the
5 main ideas of the key concepts. Students are engaged in activities that require them to
apply knowledge and explanations.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Students are encouraged to give own ideas of the topic and group
5 discussion also encourages different perspectives, however, social construction of
knowledge is not focused in the lesson.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Students are engaged to think in relation to key ideas. Students are
5 encourage to think via group activities and pair work.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Outsourcing, globalisation, political instability, foreign investment and
5 etc. are examples of metalanguage, but more time needs to be given to teacher to
explain the definition.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Interaction between teachers and students mentioned once in the lesson
5 plan. Students work independently most of the time.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Clearly explanation and instruction were given to students; however,
5 expectation for group presentation could have been stated in the lesson plan.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are fully engaged in different activities.

7 / 18
5
2.3 High expectations
1 – 2 – 3 – 4 – Comments: No explicit expectation mentioned in the lesson plan for promoting
5 students learning.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Paired and group work is listed in the lesson. It possibly implied respect
5 for and acceptance of other students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Issue related to students’ behaviour is not mentioned in the lesson plan.
5 Presumbly, students are self-disciplined.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are given control over the topics they are going to present and
5 how they are going to produce their collage
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Class activity “Who wants to be a Millionaire” includes questions relate to
5 each of the topics covered during the unit. Being able to play the game builds up on
prior knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Lesson plan includes Indigenous Australia and Asian region.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Cross-curricular is not mentioned in the lesson plan.
5
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: All students are involved in class activities. However, not mentioned of
5 specific group of students.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students are required to stick posters on the wall for display. This is kind
5 of connection between learning and outside world.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: Instead of simply explaining, more narrative techniques could be used
5 when introducing Australian economy prospective and the difference between
globalising and outsourcing.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.4 Strategies for teaching Aboriginal and Torres 2) 4.5 Use ICT safely, responsibly and ethically
Strait Islander students
QT model
1) 1.6 knowledge integration 2) 3.6 Narrative

8 / 18
Modified Lesson Plan
Topic area: Stage of Learner: Stage 6 Syllabus Pages: P11-12
Economics
Date: 10/05/2017 Location Booked: Lesson Number: 4/4
Computer Lab
Time: 60 minutes Total Number of students Printing/preparation
24 Homework sheet for review
Access to internet for video clips
Projector
24 Computers/laptops
Game “Who wants to be a Millionaire” Link
Question sheet for assessment

Outcomes Assessment Students learn about Students learn to


Syllabus outcomes Lesson assessment 1. 5 key issues facing Understand how the Australian
H4: Analyses the impact of Asking questions & Australian economy economy can be impacted by
global markets on the discussion throughout the 2. Pros and cons of external forces over the next 10
Australian and global whole lesson to engage globalising a business years
economies students and ensure they and/or outsourcing
H8: Communicates economic are on the right track overseas Understand the rationalisation for a
information, ideas and issues in business to outsource its operations
appropriate forms Summative Assessment Syllabus: or enter the global market
H12: Works independently and Group presentation to The role of business in
in groups to achieve appropriate examine students’ economy: impact of investment, Syllabus:
goals in set timelines. understanding technological change and ethical Examine the effects of changes in
decision-making on a firm trade and financial flows on
Question sheet at the end through Australia’s economic performance
of the class to examine 1. Production methods
student’s prior knowledge 2. Globalisation
and what they have learnt
in this lesson

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Aboriginal and Torres Strait Islander influence on Australian The students are required to compile a collage of articles and/or
economy images relating to one or more of these factors and explain their
Ethics & moral (relevant to content: business outsourcing) choices to the rest of the class.
General capability Students are required to complete a game “Who wants to be a
ICT – Youtube clip, use of computer/laptop Millionaire” – prior knowledge required.
Critical thinking ability- own life experience, discussion on Students are required to complete a question sheet at the end of the
advantages and disadvantages of “outsourcing” class – examine their understanding of today’s lesson.
Presentation skills
Literacy skills – answering the question sheet

Tim Teaching and learning actions Organisation Centr


e ed
T/S
Intro Recap of Current Australian economic Teacher: give homework back to students and ask them to Teacher
2 environment – homework review look at questions that they got wrong and figure out why they
mins a) What is recession? got wrong and direct students to correct by themselves.
b) What is inflation?
c) What is GDP/GDP per capita in Student: look at the questions they got wrong and discuss
Australia? with peers or ask teachers.
d) What is the unemployment rate in
Australia and how to calculate Resources: homework worksheet
unemployment rate?
Body Video demonstration – Youtube Teacher: Sets up the YouTube clip and plays. Student
8 Students will watch a video clip from Youtube Link: https://www.youtube.com/watch?v=jCJ5yHAYV64
mins that shows the possible issue facing Australian and link:

9 / 18
economy for the next 10 years. https://www.youtube.com/watch?v=nFiuMlzL4IY
Then students will be asked to recall the issues
from the video. Repeat what students should focus on.

Students will watch another video clip from Student: take a pen and a piece of paper and get ready to
Youtube that shows how Indigenous watch the video clip.
Australians contribute into Australian economy
and how their participation influence Australian Resources: Youtube set up on Screen and the clip is ready to
economy. Students will be asked to discuss the watch
relationship between indigenous contribution
and Australian economy.
Encourage inclusive teaching

8 Teacher: repeat task criteria while circulating among the Student


mins Teacher read through school policy of use of groups and answer any questions raised.
ICT and show possible consequences. Teachers express confidence and expectations in students.
Teachers also ask students questions relate to the task to
In groups of 4, students are to put together a
examine students’ understanding and provide
collage of news articles, images, etc. pertaining clarification/explanation and scaffold if necessary.
to at least one of the topics addressed in Teacher makes sure that students are using internet safely,
introductory lecture/ discussion. Students to responsibly and ethically.
think about why they have chosen those
articles, images, etc. and how THEY think the Student: focusing on task
Australian economy is impacted (positively or
Resources: laptops/computers, papers for taking notes,
negatively) by this/these issue(s).
coloured marker pens.
Each group will require access to at least two
laptops/computers with the ability to print.
12 Teacher: give feedback to the presenting group and also Student
mins Presentation encourage students to think critically.
Each group is required to present their collage
Student: presenting their work and giving feedback to
to the rest of the class and outline why they
others. Allow students to think deeper and speak up for their
chose those particular articles and/or images no own thoughts.
more than 2 mins. In particular, they are to
explain what they think the impact is on the Resources: equipment needed for presentation
Australian economy.
After each presentation, teacher and other
group give feedback to the presenting group
Once the presentation is concluded, groups are
required to stick their poster to the wall for
display and will be referred to at the end of the
class for the reflection.

15 Outsourcing VS Globalising Teacher: Set up the projector to present or write the Student
mins Teacher to provide students with a definition of definition of outsourcing on the whiteboard.
outsourcing (display on projector or write this Engage all students to speak about their experiences. Guide
on the whiteboard) students to a debate

Teacher shares current stories/own experience Student: write the definition of outsource down, share their
regarding to the concept. experience, list advantages/disadvantages of outsourcing,
Ask students to think of examples of debate with the other group and engage in whole class
outsourcing or globalising from what they have discussion.
heard from parents or read from
internet/newspaper. Allow students to connect Resources: projector/ whiteboard, market pens, papers.
what they have leant to the real world.

Class debate on the advantages and


disadvantages of outsourcing.

Guide students to think of the ethical issues of


outsource. Allow students to link economy to
race, discrimination, human rights.

10 / 18
After the debate, teacher discusses with whole
class, reinforce the key points.
10 Teacher: set up the game, give link to the game to students, Student
mins Who Wants to be a Millionaire?
Link:
Teacher read through the game rules and
https://www.superteachertools.net/millionaire/online/gam
announce the expectation e1444788482.php
Each student to attempt this activity on a Teacher repeats the game instruction, circulates the room,
computer/laptop. Questions relate to each of the encourages students and provides assistance if necessary.
topics covered during the unit up until this Scaffolds students who are less capable. After the game,
point. The intention is to ascertain the students’ teacher announces the winner and gives clap to the whole
level of knowledge thus far. The interactive class.
nature is intended to be engaging, while making
it competitive (whoever gets the highest Students: play the game
amount) generates greater interest amongst the
students. Resources: laptop/computer, link to the game
Concl Wrap up & reflection Teacher: hand out the question sheet student
usion
Students are required to complete a question Student: complete the question sheet
5 sheet
mins a) Why business outsource? Resources: question sheet
b) What are some of the ethical issues?
c) What are the driven-factors of Australian
economy for the next decade?
d) Write down one take home message from
today’s lesson
e) What is the part interested you the most?

11 / 18
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

When preparing this lesson, I had to think how to develop a teaching strategy

that reach out to all students who come from different culture background. To

understand that visual presentation helps Indigenous students to learn better gave me

the idea of using video clips to introduce curriculum content. Moreover, as the

original lesson plan focused on Australian economy, I think it is valuable to show

students how Indigenous Australians participate and contribute to the society and also

it helps Indigenous students to develop a sense of belonging in the classroom.

Moreover, I think some terms of economics can be very abstract, it means some

of the students may have difficulties in understanding. I think if I can link these

abstractions to real world experiences and to their knowledge in other subjects, it may

help students to better understand the content and ultimately to grasp them. Apart

from this, cross-curricular is promoted in Australia, so I think it is a good idea to

integrate the lesson content to another relevant subject, which is Aboriginal studies in

this case, so that students can have a broader picture of what they are learning.

In conclusion, by modifying this lesson plan gives me more chances to build a

deeper understanding of the Australian Professional Standards for Teachers and the

NSW quality teaching model. It also helps me to think more of what and how I should

take into consideration when I am preparing a lesson plan for my practice in the

future.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


H4 Group presentation
H8,H12 Informal assessments including:
- Frequently asking questions throughout the lesson
- Class-based discussion
- Question sheets

12 / 18
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?
I think the risk of this lesson might be culture and economic conflicts between students. Since
classroom environment is quite diverse, it is possibly that students come from different culture
background (e.g. Asia, Indigenous Australians, etc.) and socioeconomic class, so when talk about
Australian economy, which includes terms such as income, unemployment rate, relationship between
Australia and other Asian regions, so students can be sensitive to it. Therefore, teachers need to be
aware, be thoughtful to use appropriate examples and languages.

Academic Justification
According to Australian professional standards for teachers (AITSL, 2011) and

NSW quality teaching model (Gore, 2007), the following four modifications will be

made and relevant academic justifications will be given to support these

modifications.

Standard 1.4 in AITSL was not achieved in the original lesson plan; however it

can be addressed by adding a video clip that shows the impact of indigenous

Australians on the whole economy in Australia. This activity introduces Indigenous

background and perspectives into the classroom and such a culturally responsive

learning environment promotes Indigenous students’ engagement and learning

aspiration (Ockenden, 2014). Additionally, it is important for Aboriginal and Torres

Strait students to see themselves, their cultures, their histories and communities

reflected in classroom (Shipp, 2013 and Biddle, 2010). Using video as a visual tool

helps teachers to develop effective teaching and learning strategies which promotes

Aboriginal and Strait Islander students. Ryan (1992) describes aboriginal students as

holistic learners, which means they perceive world as a whole instead of breaking the

whole into pieces. In other words, their learning approach is more visual (Rasmussen,

Baydala and Sherman, 2004). By showing them video clip, teachers are reaching out

to their learning needs and to best suit their learning style.

13 / 18
Standard 2.6 (Use of ICT) is achieved in the lesson, however, Standard 4.5(Use

internet safely, responsibly and ethically) is not utilized in the origin lesson plan.

Since students are given lots of power to use computer and access to the internet. It is

important for teachers to incorporate strategies to encourage safe, responsible and

ethical use of ICT in this lesson. In other words, when preparing for lessons, teachers

need to be aware of not to put students at risk, and should instruct students effective

approahes to protect themselves (Shin, 2015). Therefore, I added a teacher’s action in

the lesson plan- reading through school policy regards use of ICT, to emphasis the

key terms and to remind students to be aware of potential risks. Although this lesson

plan focuses on high school students, protective measurements still need to be

reinforced.

In the perspective of NSW quality teaching model (Gore, 2007), modifications

are made relate to knowledge integration and narrative.

NSW quality teaching model 1.6 Knowledge Integration suggests that students

are more likely to develop deep understanding of they are studying if teachers help

them to make meaningful connections between different pieces of knowledge within

and between subjects (Gore, 2007). Therefore, in order to achieve high quality

learning outcomes, it is important for teachers to help students connect new learning

to the world beyond the classroom, and to integrate knowledge within and across

subject boundaries (Killen, 2007, p27). In this lesson plan, this goal can be achieved

by integrate multiple learning areas in the school curriculum. The content of the video

clip- How Indigenous Australian contributes to Australian economy, matches the

outcome H2.2 in Aboriginal Studies Stage 6 Syllabus, which expects students to be

able to analyze Aboriginal and other indigenous people’s cultural, political, social and

economic life (Board of Studies NSW, 2010). Moreover, ask students to think

14 / 18
critically about ethical issues of outsourcing encourage students to relate curriculum

content to the real world. Instead of limiting student’s learning into a single subject,

what I did was to provide student a broader picture of what they are learning so that

their interests in learning will be stimulated.

NSW quality teaching 3.6 Narrative suggests story telling as a high quality

teaching strategy. Gooblar (2015)states that stories can effectively draw students’

attention into a subject and make them to be active learners. Sherrelle Walker (2012)

and Cumming (2007) also emphasises that spending time on storytelling during lesson

planning and actual classroom time establishes a highly engaging, creative, and truly,

dynamically learning experience. In the original lesson plan, the way teacher gave

explanation and examples of key terms seems to be brief and monotonous. In order to

guide students to be more active and engaging, I chose to use story telling teaching

strategy. There are many forms of narrative such as short story, drama, poetry, image

and so on. The reason why I chose storytelling was because as teacher is telling their

own experience, students are encouraged to relate their own stories, which help grow

their critical thinking ability.

The four modifications above were made to achieve high quality of teaching and

they are practical and easy to implement.

15 / 18
Reference List

Australian Institute for Teaching and School Leadership (2011). Retrieved from

http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professio

nal_standard_for_teachers_final.pdf

Australian Institution of Health and Welfare. (2014). Positive learning environments

for Indigenous children and young people (Resource sheet No. 33). Retrieved

from

http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129548208

Biddle, N. (2010). A human capital approach to the educational marginalisation of

Indigenous Australians. Working Paper 67/2010. Retrieved from

http://caepr.anu.edu.au/Publications/WP/2010WP67.php

Cumming, J. (2007). The power of Narrative to Enhance Quality in Teaching,

Learning, and Research. In R. Maclean (Ed.), Learning and Teaching for the

Twenty-First Century (pp. 17-33). Bonn, Germany: Springer. Retrieved from

https://link.springer.com/chapter/10.1007%2F978-1-4020-5773-1_2#page-4

Gooblar, D. (2015, July 29). Narrative in the classroom. Vitae. Retrieved from

https://chroniclevitae.com/news/1078-narrative-in-the-classroom

Gore, J. (2007). Improving pedagogy The challenges of moving teachers towards

higher levels of quality teaching. In Butcher, J., &, McDonald, L (Eds.), Making

a Difference: Challenges/or Teachers. Teaching, and Teacher Education (PP.

15-32). Sense Publisher.

Killen, R. (Ed.). (2007). Effective teaching strategies Lessons from research and

practice. South Melbourne, VIC: Thomson Learning Australia

16 / 18
NSW Board of Studies. (2010). Aboriginal Studies Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/aboriginal-studie

s-st6-syl-from2012.pdf

Rasmussen, C., Sherman, J., & Baydala, L. (2004). Learning patterns and education

of aboriginal children: a review of the literature. The Canadian Journal of

Native Studies XXIV (2), 317-342.

Retrieved from http://www.afn.ca/uploads/files/education2/learningpatterns.pdf

Ryan, J. (2009). Aboriginal learning styles: A critical review. Language, Culture and

Curriculum,5(3), 161-183. Retrieved from

http://www.tandfonline.com/doi/abs/10.1080/07908319209525124

Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the

classroom: Why and how. Literacy Learning: the Middle Year, 21(3), 24-29.

Retrieved from https://www.alea.edu.au/documents/item/775

Sherrelle Walker, M.A. (2012, June 14). Using stories to teach: How Narrative

Structure Helps Students. Scientific Learning. Retrieved from

http://www.scilearn.com/blog/using-stories-to-teach

Sang-Keun, S. (2015). Teaching critical, ethical and safe use of ICT in pre-service

teacher education. Language Learning & Technology, 19(1), 181-197.

Retrieved from http://llt.msu.edu/issues/february2015/shin.pdf

17 / 18
Learning Portfolio Web Link

http://mikazhou.weebly.com

18 / 18