Halim Yasar 18030727

102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template –

In this assignment, I will analyse and modify the English LP from

VUWS

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: The lesson plan engages students with speeches from a broad range of
5 socioeconomic and cultural figures, such as Martin Luther king.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: There are no strategies in place for Aboriginal and Torres Strait Islander students,
5 room for improvement, speeches from indigenous leaders could help improve cultural
awareness of the lesson while still providing the same learning outcome.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: No form of differentiated teaching, all students are expected to complete the
5 same activities and learn the same way.

1.6 Strategies to support full participation of students with disability

1–2–3–4– Comments: There are no strategies in place to support students with disability. The teacher
5 could implement certain features, especially in the ICT department, such as fully integrated
audio-subtitle captions which assist and engage students with hearing disabilities in the class,
particularly when listening to speeches.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: The content of the lesson plan is good at depicting powerful and impactful
5 speeches, however there is some room for improvement, such as the selection of the
speeches, while MLK’s speech “I have a dream” is powerful, there maybe could have been
a better choice for the second speech.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: There is a clear correlation with the lesson and the outlined curriculum however
5 there is much needed improvement to provide a clearer link to the outcome, for improved
student learning outcome. There are many opportunities in the lesson plan to assess and
report on the students learning progress throughout the lesson, such as asking the students
questions about the content or group/class discussions.

2.6 Information and Communication Technology (ICT)

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1–2–3–4– Comments: While there is some level of ICT involved in the lesson, such as the use of
5 multimedia videos, for example Youtube clips of speeches, there is not much ICT involved
and instead is primarily facilitated through the use of worksheets/handouts.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: There are both achievable and challenging learning goals that are appropriate
5 designed and scaffolded. Students there have the have the necessary knowledge/tools to
adequately complete the tasks in the lesson.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: The lesson is properly planned and sequenced, slowly progressing the students
5 understanding on the matter of speeches in a pace that is digestible by the student. However,
this could be improved my removing a lot of the downtime, such as the individual research
time, and instead using that time as a period of class discussion on the figures.
3.3 Use teaching strategies
1–2–3–4– Comments: There are some teaching strategies implemented in the lesson plan, like
5 collaborative group work, ICT integration (YouTube videos) and class discussions around
worksheets and exercises. There is much needed room for improvement.

3.4 Select and use resources

1–2–3–4– Comments: There is a wide range of resources that are used in the lesson plan, such as
5 worksheets, Venn diagrams and YouTube videos. However, this could be changed to include
a wider range of resources as most of the resources in the lesson are currently made up of
physical handout/worksheets, room for further inclusion of ICT

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1–2–3–4– Comments: Students are encouraged to give their answers in class discussions and also
5 participate in class through group discussions. However, there is no procedure in place that
would encourage quieter or non-active students to participate in class.

4.2 Manage classroom activities

1–2–3–4– Comments: Classroom activities are well managed and teacher facilitates learning by
5 continuously assessing students with questions and discussions to gauge their understanding
from these activities. However, some activities, such as the personal/individual research time,
could lead to issues such as student non-involvement or participation with class
materials/activities

4.3 Manage challenging behaviour

1–2–3–4– Comments: No strategies in place for managing challenging behaviour. There are situations
5 in the lesson plan that could provide issues with challenging behaviour, i.e.
personal/individual research time.

4.4 Maintain student safety

1–2–3–4– Comments: There are no situations in the lesson plan in which student safety should be
5 endangered in any way as students, throughout the lesson, should be seated at their desks,
with only minor movement when going into their discussion groups.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: ICT is used in an appropriate manner, in which only speeches from influential
5 figures are shown, and that these speeches are also cut short in order to flow with the lesson
plan

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: There are many situations in the lesson plan in which the teacher can assess and
5 gauge student learning and progress, such as the activity worksheet and class discussions.
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The “write your own speech” activity at the end then fully assesses the students
understanding and grasp with the concept of speeches in which they try to write their own

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: There are some moments in which the teacher provides feedback to students
5 however there is no substantial feedback provided. Room for improvement

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: There is some discussion about certain concepts, such as the context of the
5 speeches, the effectiveness of the speeches when addressed to the audience and the
transformation/impact of text when verbally spoken, in context.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: There is prevalence of deep understanding in the lesson plan, students throughout
5 the task are encouraged to think critically about the impact of speeches on audiences and the
effects it has contextually.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Students are expected to interpret, analyse and construct their own understanding
5 of the speeches to construct their own speech that they think has a similar impact/effect as
the ones they listened to. However other than that, there is not further use of problematic
knowledge

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students are regularly engaged in class and group discussions are about the
5 contextual meaning of the speeches, requiring them to interpret and analyse the speeches and
engage in high order thinking. They are also required to then construct their own speech
which requires a set amount of skills such as interpretive analytical and written skills.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: There is high use of metalanguage involved in the lesson plan due to the nature
5 of the lesson plan itself which requires students to critically analyse and interpret speeches
from a broad range of contexts, thus engaging in the analyses of language use

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Students are, throughout the lesson, encouraged to engage in class and group
5 discussions about the content material, to discuss the impact and effectiveness of certain
speeches, thus expressing their knowledge verbally. They also express their knowledge on
speeches artistically through the activity in which they write their own speeches

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: There are various reference points throughout the lesson plan that could be
5 indicators for assessment on student progress throughout the lesson. Such as calling on
students to share their findings on their individual research, class discussions in which
students are volunteered to answer, and the class activity of constructing a Venn Diagram.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: The lesson plan has certain activities that could gauge certain levels of
5 engagement, such as the video task, group discussion, Venn Diagram activity and the speech
writing activity. However there are no strategies in place to observe and assess the
engagement level of the students
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2.3 High expectations

1 – 2 – 3 – 4 – Comments: While there are expectations that are set in place, such as writing a speech, there
5 are no high expectations set in place nor are there rewards that are awarded for those students
that reach those expectations

2.4 Social support

1 – 2 – 3 – 4 – Comments: There is no semblance of social support present in the lesson plan. The lesson
5 plan could include a section in which positive encouragement is incorporated in order to
assist student learning outcomes

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Students are expected, at the start, to conduct their own individual research into
5 the backgrounds of the figures that they’ll be discussing by themselves. Students are also
expected to regulate themselves by engaging in group discussion and also write their own
speeches.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: There is some student direction, in which students can contribute their own ideas
5 about what they liked about the speeches and then apply these ideas to their own speeches.
However, for most of the lesson plan, there is barely any student direction and most of the
lesson is pre-set and must be adhered to the plan.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students, at the start of the class, are asked to conduct their own research and
5 then volunteers share their information with the class in order to coincide with other students
and their back knowledge of the figures.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: There is some discussion of cultural knowledge and different social cultural
5 standings, such as MLK’s speech “I have a dream”. However, there is room for improvement,
as speeches from indigenous leaders could drastically improve the cultural knowledge aspect
and be relevant to the students understanding as it’s a relevant social issue both historically
and contemporarily.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: There is some knowledge integration with areas such as ICT and history,
5 however primarily this is a English focused lesson with little to no integration of other key
learning areas or cross curriculum studies.

3.4 Inclusivity
1–2–3–4– Comments: There is frequent emphasis on student participation and volunteering in the
5 classroom, such as students answering questions, sharing their answers, sharing their
opinions on what they look for in a speech, engaging students and their personal opinions.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Lesson is drawn from real life events in different points in history. Speeches are
5 addressed to real audiences and real social justice issues, students learn about these and can
apply these to contemporary social justice issues, especially in the current political climate
regarding race, in which MLK’s speech is specifically relevant.

3.6 Narrative
1–2–3–4– Comments: Lesson plan employs narrative from various sources through the medium of
5 speech and encourages students to engage in these narratives through activities, class
discussions and writing their own speech
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Section 3: Identifying Areas for Improvement

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

APST
1.4 Strategies for teaching Aboriginal and Torres Strait 2.6 Information and Communication Technology (ICT)
Islander students
QT model
1) 3.2 Cultural knowledge 2) 2.2 Engagement
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Lesson Plan (Simplified for DTL)

Topic area: English Stage of Learner: Stage 5 Syllabus Pages: 133-150

Date:9/29/2017 Location Booked: Building D, Lesson Number: 2/7

Classroom A
Time: Total Number of students: Printing/preparation
75 minutes 25 Kahoot online quiz preparation

Worksheets – worksheets for

Contextual information
And “write your own speech”
Worksheet

Outcomes Assessment Students learn about Students learn to

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ACELY17501 Lesson assessment Students learn about Critically analyse different text
: Identify and explore the purposes speeches as powerful spoken types and the relation between
and effects of different text structures Student completion of texts by considering two written and verbals
and language features of spoken texts questionnaire style speeches from different
and use this knowledge to create worksheets contexts and cultures Critically asses a wide variety of
purposeful texts that texts from different cultural
inform, persuade and engage. Question students and social backgrounds, from
throughout the lesson different forms of media and
EN5-1A, responds to and composes to gauge their technologies
increasingly sophisticated and understanding of the
sustained texts for understanding, lesson content Develop a deeper cultural
interpretation, critical analysis, understanding of indigenous
imaginative expression and pleasure Students will write heritage and history
their own speeches in
EN5-8D questions, challenges and response to either a Interact and engage in ICT
evaluates cultural assumptions in texts critical event in history inspired learning activities and
and their effects on meaning or something they content material, in different
value mediums.
EN5-3B selects and uses language
forms, features and structures of texts Observation of class
appropriate to a range of purposes, during group
audiences and contexts, describing and discussions to asses
explaining their effects on meaning student progress

EN5-7D - understands and evaluates

the diverse ways texts can represent
personal and public worlds
Cross Curriculum themes & General capabilities
Aboriginal/torres strait islander – speeches from
Aboriginal leaders will be integrated into the
lesson to provide cultural and social awareness
on indigenous cultures and issues.
History – Students will be analysing speeches
with historical contexts (such as the Martin
Luther King speech and Kevin Rudd’s apology
speech).
General Capabilities
ICT – Youtube, online quiz/question competition,
Venn Diagram
Literacy- students will be writing their own
speeches and comprehending worksheets
Explicit subject specific concepts and skills
Basic analytical and written skills – students are
expected to, at a basic level, interpret and
analyse written/verbal texts to a point of basic
understanding, and be able to write their own
texts at a basic level.
Students are expected to pull on the range of
text types to which they have already studies
and be able to apply their prior knowledge to
speeches
Teacher will provide reference points, examples
and worksheets to guide and assist students in
constructing their own speeches
 Time Teaching and learning actions Organisation Centred
T/S
Intro Seat the students in class and Remind Teacher: Quietly sit students at their desk and address Teacher
the class
2 minutes
students of the range of text
types they have studied and Student: Students sit at their desks and listen to the
indicate that this lesson will be teacher.
focused on speeches as
Resources: N/A
powerful examples of spoken
texts and the impact these
speeches have in influencing
and shaping audience
perception
Body Split the class into two groups Teacher: Teacher asks for volunteers and engage in Student
class discussion
and provide one group with
handouts that has information Student: Students are expected to read, individually,
8 minutes regarding the systematic the provided handouts, comprehend the information
oppression of aboriginal and then provide their input.
people, providing context for Resources: Worksheets detailing historical oppression
the upcoming speech and the of aboriginal people and information about MLK and
other group with details about the civil rights movement in America
Martin Luther King and the
social justice issues regarding
African Americans during the
civil rights movement in
America. Ask the students to,
in their groups, write down
thoughts and information
regarding their selected area

Have a quick class discussion,

asking students to volunteer
from each group and share the
information they collected with
the class.
10 After the students shared their Teacher: Explains the quiz and groups the students Teacher
minutes into 5 groups and facilitates the online quiz
answers, the students will be
split into 5 groups and answer Students: Through group discussions, students will
questions in an online Kahoot attempt to answer the quizzes shown on the
quiz with questions regarding interactive board
the worksheets as they will be Resources: https://kahoot.com/
displayed on the interactive
board.
 What is oppression
 Which group was primarily
targeted in Australian history

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  What are the social justice
issues prevalent in society
 What issues was MLK’s speech
addressing
 Which group was Kevin Rudd’s
apology speech directed
towards
 What was the name of MLk’s
famous speech
Show the students the speech Teacher: Teacher explains the context of the speech, Student
background information of Martin Luther King,
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“I have a dream” by Martin answers any questions the students have and opens
minutes Luther King the YouTube clip of the speech

Once again, students have time
to write down their initial
thoughts in answer to the
questions regarding Martin
Luther King’s speech before
discussing these answers in
small groups.
Provide context for Kevin
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Rudd’s “apology to the stolen
minutes generation” (3 minutes)
speech, and the opportunity to
ask questions before viewing
the video.
Students then write down their
initial thoughts in answer to the
questions regarding Rudd’s
speech.
Student: Students are expected to watch the video,
write their thoughts down and facilitate group
discussions to share their answers
Resurces: Martin Luther King Speech “I have a dream”
Youtube clip
https://www.youtube.com/watch?v=3vDWWy4CMhE”
Teacher: Explain the context of the speech, answer Student
any questions the students have and open the
YouTube clip of the speech
Student: Students are expected to watch the video,
write their thoughts down, facilitate group discussion
to share their answers
Resources: Kevin Rudd’s Speech “Apology to the
Stolen generation” 3 minute YouTube clip :
https://www.youtube.com/watch?v=b3TZOGpG6cM

Facilitate small group

discussions where students can
share their answers.

While the classes discuss in

their groups, open up the
Online Venn Diagram program
to prepare for the next activity.
10 As a class, construct a Venn
minutes
diagram which identifies the
similarities and differences in
the speeches of Rudd and King
with a focus on the language
features used. As more content
is added to the Venn diagram,
continually highlight the vastly
different contexts of the
speeches.
Teacher: Sets up Venn Diagram and provides an Student
example answer to set a reference point for students,
the teacher then writes down the responses/answers
of the students
Student: Students share their answers with the
teacher and plots them down either as a similarity or
difference
Resources: https://www.canva.com/graphs/venn-
diagrams/

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 Provide the first example of
similarity and difference
between the two speeches to
provide students with a point
of reference for their answers.

 Similarity: The Rudd and MLK

speech both address issues of
oppression
 Difference: MLK speech was
about a call for the end of
racism in America, whereas
Rudd’s speech was about
apologising for past oppression
of Indigenous Australians
12minutes Students then, after sharing Teacher: teacher facilitates the conversation and student
instructs the students on the activity and how to
their answers and reflecting on complete it.
the speeches, write their own
short speech, in which a Student: Students are expected to write their own
volunteer student could share speech and share their speech with the class
their speech with the class. Resources: “how to write a speech” worksheet
Provide students with a “how
to write a speech” worksheet in
which they can draw

Emphasise the importance of

students demonstrating that
they have a clear
understanding of audience and
purpose.
Conclusion Facilitate a class discussion
where students can contribute
8 minutes their ideas about what it is they
liked about either or both
speeches. This is another way
of ensuring that students are
considering the effectiveness
of the speeches.
Teacher: Facilitate class discussion, ask students to Teacher
volunteer and share their ideas, and conclude with a
reflection on cultural and social impacts speeches have
on audiences. Explore how written words, when
presented orally to an audience, effect the meaning
and power of the written word
Student: Explore and reflect on the speeches, listen to
the class discussion and volunteer to share answers
with class and teacher

Resources: N/A
Briefly explore the concept of
how written language when
presented to an audience
orally, can affect the power of
the written word.

Then conclude the lesson with

a reflection on the cultural and
social implications of these
speeches

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY17501 Assessment of student progression achieved through the
Venn Diagram activity, class discussions and Speech writing
activity
EN5-1A Assessment of students through class discussions,
evaluating and assessing their answers through observation
EN5-7D assessment and visual observation of student progress in
which students share their ideas about the speeches and
what they like, exploring how texts are representative of
their respective public and private worlds
EN5-8D Observation of student progress and answers during the
Online Kahoot questionnaire addresses
EN5-3B Students describe the effectiveness and impact of speeches
and its effect on audience. Informal assessment of
observation of student progress to asses learning outcome

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 Justification
While the original lesson plan provided students with a firm grasp on different texts and

emphasized the importance of speech and its effect on audiences, further improvement is possible

in correlation with the Australian Professional standards for teachers (Aitsl, 2016), particularly in

areas regarding strategies for Aboriginal and Torres strait islander students and ICT

implementation. Furthermore, in accordance to the NSW Quality Teaching framework, while the

lesson plan provided some cultural knowledge with the addition of MLK’s speech, the cultural

knowledge element could be further improved with the addition of speeches from different cultural

contexts, and the use of collaborative group work is encouraged in the lesson plan to promote the

student engagement element from the framework.

The first alteration, which replaced the individual research activity with a group orientated task in

which students collaboratively read and comprehend the provided worksheets, addresses standards

2.5, 2.1 and 2. Changing this individually focused task to one where students read collectively in

groups results in improved reading and literacy capabilities. This change in activity is in response

to the growing concern of reading/comprehension levels of students across NSW, as stated in a

2017 report by the Department of Education (2017) “Preliminary 2016 NAPLAN data shows that

about 24% of Year 9 students in NSW are at or below the national minimum standard for Reading”

(p. 8). The students were tasked to write down ideas in groups, so students who had difficulty

comprehending the worksheets could ask for assistance from their peers, engaging in a social

learning process.

The shift in focus to group based collaborative learning is influenced by research indicating that

learners have a positive pedagogical experience when sharing information and ideas. collaborative

learning is defined as the process in which “a group of learners collaborate to learn and improve

themselves” in which students share ideas, experiences and knowledge to achieve a common goal

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(Economides, 2008, p. 243). Therefore this draws away from traditional notions of teacher-centric

pedagogical practices and instead focuses on student-centric pedagogies, reinforcing elements such

as “student direction” and “engagement” from the NSW QT Framework as collaborative group

work “emphasizes the interaction among all participants in the learning experience”(Economides,

2008, 244). Furthermore, the changes in this lesson is influenced by Vygotsky’s model of social

learning, scaffolding and zone of proximal development. The lesson plan is scaffolded so that

students who are “weaker” are assisted by both the teacher through the “how to write your speech”

worksheet and examples as reference points for their answers, and through collaborative group

work can inquire assistance from peers, while still encouraging independent study so high-

performing students can continue to learn (Rose, 2005).

While the original lesson plan incorporated ICT (Standard 2.6) with the use of YouTube videos, the

revised lesson further embeds ICT (standard 2.6) to gauge student attention and engagement,

improving pedagogical teaching practices through creative methods that are only possible through

ICT. As research indicates, ICT in classrooms have positive effects on students in areas such as

engagement, improved creativity, motivation, (Voogt et al, 2001; Passey et al, 2003) and students

are more attentive due to the “stimulating nature of the presentation”(Balanskat, Belmire & Kefala,

2006, p.30) This is achieved adding additional online components to the lesson through the form of

a Kahoot quiz and an online interactive Venn Diagram, which takes traditional aspects of old

technology such as pop quizzes, and makes it interactive and enjoyable, presenting new and

creative ways in approaching predominately traditional forms of learning. For example, the Kahoot

quiz activity was designed to provide a sense of competitiveness between the groups of students,

promoting a positive pedagogical experience as research indicates that competitiveness in class

helps facilitate student learning and thus results in an increase in student performance (Burguillo,

2010)

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Standards 1.4. 1.3 and 1.5 are addressed in this revised lesson plan by replacing Gill’s speech from

the original lesson plan with Rudd’s speech. This change to Rudd’s speech is appropriate as its

relevant to Indigenous Australian students, increasing pedagogical outcomes for indigenous

students, while still retaining the student learning outcomes from the original lesson plan. This

intersection of content material and pedagogy with student’s prior knowledge, culture and their

local community results in higher levels of engagement with school curriculum and material

(Brayboy and Castagno, 2009). Furthermore, it is crucial that strategies for Aboriginal and Torres

strait islanders are implemented as it addresses the issue of high levels of disengagement from

content material (Closing the gap: The Prime ministers report; 2017, Shay, 2015, Mcloughlin &

Oliver, 2000), thus increasing the pedagogical learning experiences of students from indigenous

backgrounds. Additionally, in relation to the NSW QT framework (Department of Education and

Training, 2003), The lesson plans inclusion of MLK’s speech and the addition of Rudd’s apology

speech were decided on the basis that these speeches provided invaluable cultural knowledge of

their respective societies and historical contexts of different cultures, therefore addressing the

cultural knowledge element of the NSW QT framework.

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 References
Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report. European Schoolnet, 1, 1-
71.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566-575.
B. M. J., & Castagno, A. E. (2009). Self‐determination through self‐education:
Culturally Brayboy responsive schooling for Indigenous students in the USA. Teaching
Education, 20(1), 31-53.
Department of Prime minister and cabinet. (2017). Closing the gap: Prime ministers report 2017
Retrieved from http://closingthegap.pmc.gov.au/
Economides, A. A. (2008). Culture-aware collaborative learning. Multicultural Education &
Technology Journal, 2(4), 243-267.
Ferfolja, T., Díaz, C. J., & Ullman, J. (2015). Understanding Sociological Theory for
Educational Practices. Cambridge University Press.
McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A
case study of indigenous online learning at tertiary level. Australasian Journal of
Educational Technology, 16(1).
NSW Department of Education and Communities (2017). Literacy and Numeracy strategy 2017-
2020. Retrieved from https://www.det.nsw.edu.au/media/downloads/about-us/literacy-
numeracy/literacy-and-numeracy-strategy.pdf
NSW department of education and training (2003) Quality Teaching in NSW public schools: A
classroom practice guide. Retrieved from http://web1.muirfield-
NSW Board of Studies (2012) English K-10 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf
Professional Standards Council. (2015), What is a professional. Retrieved August 18, 2017, from
http://www.psc.gov.au/what-is-a-profession
Passey, D., Rogers, C., Machell, J., McHugh, G., & Allaway, D. (2004). The motivational effect of
ICT on pupils. Department of Educational Research.
Rose, D. (2005). Democratising the classroom: A literacy pedagogy for the new
generation. Journal of education, 37(1), 131-168.

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Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which
conditions does ICT have a positive effect on teaching and learning? A call to
action. Journal of computer assisted learning, 29(1), 4-14.
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

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Learning Portfolio Web link:
http://hyasar.weebly.com/

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