102086 Designing, Teaching & Learning

Assessment Two:

Lesson Plan Analysis

Luke Ranieri

17698506

Contents:

Lesson Plan Analysis………………………………………………………… 2

Identifying Areas for Improvement…………………………………………...3

Modified Lesson Plan…………………………………………………………4

Academic Justification……………………………………………………….10

References……………………………………………………………………12

Learning Portfolio Web Link………………………………………………...13

1
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

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

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

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Due to this lesson being the first lesson, as an introduction, the information
5 provided is used to state the rules and expectations of the class with basic content.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: As the content of the first lesson is important but limited to being basic, the
5 activities can support deep understanding of the subject and contents.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: There is moderate problematic knowledge offered within the standard lesson
5 plan, as the lesson is about innovation; improving on what exists.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Though the lesson is scaffolding based, there is reasonable higher order thinking
5 during class discussions.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Colours, properties, features are examples of metalanguage used in the lesson
5 plan, however, the total use of metalanguage is lacking.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: The lesson is well setup and allows ongoing communication, as there is guidance
5 from both students and teacher, and provides ample opportunities for these discussions to
occur.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson plan presents expectations of the students for behaviour and to
5 complete the tasks at hand.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: This lesson plan creates engagement between the students and the teacher, with
5 strong interaction through brainstorming.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: The expectations of the content are made clear, but there is minimal information
5 presented on behaviour of the students and their work quality.

2.4 Social support

1 – 2 – 3 – 4 – Comments: The lesson plan aims to use the entire class as a group, to help each other in
5 completing the tasks set out through the teacher noting the students’ statements on the
whiteboard.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: The computer tasks within the lesson plan show that students should self-regulate
5 their research and findings and then contribute them towards class discussions.

2.6 Student direction

2
 1–2–3–4– Comments: The activities within the lesson allow the students to learn and work at steady
5 pace while knowing exactly what to do from teacher and materials given from the lesson
plan.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan calls on background knowledge of design aspects from students,
5 and add insight to this knowledge. The lesson plan doesn’t mention much on the overall
outcomes of the coarse.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Within the lesson plan there is no reference to any other culture or society. There
5 is possibility to expand on this in future lesson with aspects of design within culture.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: There is minimal knowledge integration from other subjects, however, there is
5 some on different aspects of design.

3.4 Inclusivity
1–2–3–4– Comments: The lesson plan incorporates all students and teachers into activities using class
5 discussions, and building relationships to help one another formulate design considerations
and aspects in the activities.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The overall lesson plan sets out to create some class discussions and activities to
5 connect students to each other and the teacher.

3.6 Narrative
1–2–3–4– Comments: Narrative is used at no point in the lesson, however can be used in the
5 brainstorming process on teachers will to do so for examples.

Identifying Areas for Improvement

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

QT model
1) 3.3 Knowledge integration 2) 3.2 Cultural knowledge
3) 2.3 High expectations 4) 3.5 Connectedness

3
 Revised Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Tuesday 27th January, 2017 Computer Lab 1 /16
Time: Total Number of students Printing/preparation
60 minutes 20

Outcomes Assessment Students learn about Students learn to

P4.1 uses design processes in the -(Observation)
development and production of Students’ ability to • project analysis • formulate and
design solutions to meet discuss & contribute - design briefs analyse design
identified needs and to class briefs
opportunities discussions/brainstor
ms

Time Teaching and learning actions

0 Pre-students entering classroom

-Ensure the classroom is tidy and hazard free

NOTE: Turn on/load all computers ready for students to log on (reduces time wastage
in the lesson for computers to load)

-(Resource) teacher is to display PowerPoint presentation ‘Welcome year 11 Design &

Technology’ slide 1 ready for class upon arrival

-(Resource) teacher is to have the assessment task notification printed ready for
distribution amongst students.

-(Resource) teacher is to have an assessment task completed by previous students as an

example.

-(Resource) design brief analysis table uploaded onto school server + hard copy
printouts. Link to table on school server printed on handouts, and displayed at front of
class.

-Teacher asks students to form two lines at the door of the classroom. Address students
as whole group whereby they must enter quietly.

5 Lesson introduction

Teacher is to express subject and class objectives and expectations within 5 minutes of
class commencing.
10
-Students can now enter

-Teacher is then to immediately mark the roll and do a head count

4
NOTE: students are to be made verbally aware that they are about to learn new content

-3-minute activity, Teacher & Subject introduction,

-(Resource) teacher is to flick to slides 2, 3 & 4 on the PowerPoint (projected onto the
whiteboard) and spend 1 minute per slide

-Teacher introduction including lesson goals, brief explanation of qualifications,

contact information (email address, staff room location), hobbies, favourite NRL team
and favourite car manufacturer.

Students too stand up and go around the classroom one at a time, restating their name,
and two more interesting facts/info about themselves to the classroom. This is done so
the teacher and the students become more familiar with each other’s names and
characteristics.

Explain to students the expectations set by the teacher and school:

- Respectful of others’ opinions, beliefs and culture.
- Students will have appropriate instruments and equipment for each class. e.g.
pens and books (drawing and writing equipment) and enclosed shoes.
- Students are to raise their hand when wanting to ask questions, unless directed
otherwise by the teacher.
- Students are to have the enthusiasm to acquire new knowledge and ideas.
- If a student or someone else is injured in any way, they must notify the closest
teaching staff as soon as possible.
- If a student requires to leave the room the lesson is taught in, they must ask
permission first, unless otherwise specified by teacher at the start of the lesson.
- If anybody is unsure of anything, whether it is about activities, information or
requirements, it is encouraged that the teacher be notified/informed.

Explain to students the expectations set by the coarse/curriculum (NESA) for

assessment:
- Knowledge and understanding of course content has a 40% weighting.
- Knowledge and skills in designing, managing, producing and evaluating design
projects has a 60% weighting.

-Subject information about D&T and what students can expect to learn over the next
year.

NOTE: Teacher is to ask to students if there are any questions

PLAN B, if there is no access to a computer to present the PowerPoint have printed

hardcopies of the PowerPoint to distribute

-Get students to take turns in reading the hardcopy out loud, one at a time, thus
everyone is reading along, learning the required information, and everyone feels
involved.

-5-minute activity, Comparison Table,

5
 -(Resource) teacher is to flick to slide 5 on the PowerPoint (projected onto the
whiteboard) and spend 5 minutes on this slide

NOTE: Teacher is to reassure students that if these terms don’t make sense they’ll
become clearer through the project & not to stress

-The purpose of this table is to show students how & what they will learn during this
project is identical to the real-life design industry. This comparison is to make
relevance & underline the importance of the learning, particularly for students
interested in potentially becoming designers.

Teacher to state to the class that teacher assistance will be given to students where
necessary and when students’ request it.

NOTE Teacher is to ask to students if there are any questions

TIME CHECK, should be into 10 minutes of the lesson

15 Lesson body

-20-minute activity, Assessment Task,

NOTE Teacher is to reassure students that assessment may seem lengthy (at a first
glance) but will be worked on during class time

- Reassure to students that the class’ s activities are done to provide the necessary tools
for the students to complete their major assessment task and the complete the class.

-(Resource) Teacher is to distribute hard copies of the assessment task notification

PLAN B, as a secondary measure the teacher is to email all student the student copy of
the assessment task notification due to the high chance most students will lose the
paper form

NOTE Ensure that Teacher whilst reading is addressing the entire classroom and not
just students at the front; to ensure this, walk around the classroom while reading and
20 looking at all students.

NOTE Encourage students to make any notes on the assessment task notification
whilst the teacher is explaining what is expected.

Teacher is to now read through the below headings of the assessment task notification:
- ‘Due date’, refer to week & day
- ‘Design brief’, explain this is the core of the assessment & student should constantly
refer back to it at every stage & decision of the design process. Describe this as the
guide to success.
- ‘Assessment description’, what students will be doing
- ‘Part 1 PowerPoint’, scaffolded heading which must be in the assessment,
- ‘Part 2 Concept model’, physical model of the developed idea
- ‘Part 3 presentation’, summing up all the above/the overall design process
- ‘Submission details’, when, what & how to submit

6
 - ‘Marking criteria’, focus on key terms which differentiate possible marks
- Hand out a marking criteria sheet, specifying the marks that will be given for the
quality of work handed in. This can be given along with a previous student work that
received top marks.
- Specify to student that plagiarism will not be tolerated, especially from the example
provided. E.g. following layout and general visual presentation is acceptable.
25 - Restate to the students that teacher assistance will be given to students where
necessary and when students’ request it.

-Cross curricular themes, literacy, the use & understanding of NESA key glossary
terms (i.e. elaborate, reflect, evaluate)

-(Resource) teacher is to flick to slide 6 on the PowerPoint to show students previously

completed assessment task examples:

- Example of design brief for an Environment.

- Example of design brief for a Product.
- Example of design brief for a System.

NOTE: Teacher is to ask to students if there are any questions

30
TIME CHECK, should be into 30 minutes of the lesson

-5-minute activity, Brainstorm-Packaging ideas

- e.g. Materials, colours, shape, size, what could the packaging be for or who, is it
protective or aesthetic etc.
- Ask students to not only think of ideas based in their country and culture, but also
think about others too.
- Ask the students to think about their hobbies, interests, memories, likes etc. for ideas.

-(Resource) teacher is to flick to slide 7 on the PowerPoint

-Now that the design brief has been made clear, the teacher is to ask students what may
be some possible packaging ideas students can choose to do

-Teacher is to map student responses on the white board branching off the centre of the
PowerPoint slide.

-Possible student responses include:

-a box
-a case
-a carton
-plastic wrapping
-a container
-a frame
- a package/parcel

NOTE Teacher is to photograph the brainstorm (for next lesson & in case of student
that were absent)

7
35
NOTE Teacher is to remind students that any one of these ideas could be chosen for
their assessment and expanded upon.

TIME CHECK, should be into 35 minutes of the lesson

-10-minute activity, Brainstorm-Design brief

-(Resource) teacher is to flick to slide 8 on the PowerPoint

-The teacher is to re-read the design brief & ask students to identify important aspects
which may be relevant to their project & customer needs.
- Ask students to not only think of ideas based in their country and culture, but also
think about others too, as their customer may be from a different culture or may be
inclusive of many.
- Ask the students to think about their hobbies, interests, memories, likes etc. for ideas.

40 -Teacher is to map student responses on the white board branching off the centre of the
PowerPoint slide.

-Possible student responses include:

-a new refined version of the Wayfarer (Ray Bans)
-an array of colours
-even greater properties (U.V protection)
-make customer aware of new features etc.
- how they will be stored?
-what material will they be made of?
- what manufacturing process used?
- who will they be marketed to?
- how durable will they be?
-interchangeable parts

45
NOTE Teacher is to ask to students if there are any questions

NOTE Teacher is to photograph the brainstorm (for next lesson & in case of student
that were absent)

TIME CHECK, should be into 45 minutes of the lesson

50
-15-minute activity, Design brief analysis table

-(Resource) Students are to NOW log on to the computers and access the school
server to download the ‘design brief analysis’ table from the D&T subject folder

PLAN B, If experiencing technical difficulties or limited time, or limited computers

have printed hardcopy of the design brief analysis table

-Student simply place information from the brainstorm (on the whiteboard) into the
table which helps address Section 1 of their assessment

NOTE Students are prompted to save work (will be continued next lesson) & log off

8
 TIME CHECK, should be into 60 minutes of the lesson

Conclusion: Teacher to direct students’ concentration towards the whiteboard.

55

-Have the links on the whiteboard for the school servers for all the stated material
provide in the lesson.

Teacher to restate the class rules and standards. States the expectations of the class and
future lessons.
Teacher to ask the students for feedback on the lesson and the class rules and standards
to form a safe learning environment.

Teacher will go through the feedback from the class and how the students believe the
class/lesson can be improved for the benefit of their understanding and learning.

Involve the following strategy into the classroom to provide positive feedback:
- Ask
- Listen
- Respond
- Tell

Students too stand up and go around the classroom one at a time, restating their name,
and two more interesting facts/info about themselves to the classroom (different from
the two facts stated at the start of the lesson). This is done so the teacher and the
students become more familiar with each other’s names and characteristics.
60 State to the class the lesson is over and to make sure all computers are logged out/off.

Teacher lets the class know they can leave (if the bell/end of class sound has been
heard).

Teacher states that if there are any final questions, come and ask before the teacher
leaves.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H2.1 Informal Formative assessment during discussion and
displaying results of student input.
H3.1 Informal Formative assessment by observation and
questioning during the practical component of the
lesson
H4.1 Informal Formative assessment during discussion and
displaying results of student input.

9
 Academic Justification

The provided Design and Technology lesson plan was thorough, however,
when examined further with a quality teaching analysis, shortcomings were seen and
further improvements were made with reference to the Australian Professional
Standards for Teachers (AITSL, 2017; NESA, 2018). These enhancements to the
lesson plan were made due to lacking lesson planning in knowledge integration,
cultural knowledge, high expectations and connectedness.

With respect to the Australian Professional Standards for Teachers (NESA,

2018), standard 1.6.1 was present across the lesson plan, and demonstrated
approaches to aid full participation and input of students with disability using multiple
presentation mediums from computers, internet links and slideshows to whiteboards
and print outs. However, cultural knowledge was lacking throughout the lesson plan,
and therefore was void of standards 1.3.1 and 1.4.1 (NESA, 2018); strategies for
teaching students with cultural, socio-economic, religious, and diverse linguistic
backgrounds, including Aboriginal and Torres Strait Islander students. Standard 1
(NESA, 2018) outlines knowledge of students and how they learn, and the
improvement that were made to accommodate for missing sub standards in the lesson
plan as the request for students to think about the cultures and societies outside their
country in the brainstorming processes.

Another way standard 1 was expanded on was the use of personal

introductions, where students went around the room stating their name and two
interesting facts about themselves, thus introducing themselves and possibly their
cultures or religions, while allowing the teacher to learn about the students, and
possibly start predicting how to teach each of them based on the information
provided. Tactics for accommodating cultural differences in design is predicated on
acknowledging cultural values and way of life so that a practical and homogenous
design solution can be developed (Rusten & Bryson, 2010; Zajda, 2001).

The next modification made to the lesson plan was rectifying the absence of
knowledge integration of the students, where activities should necessitate students to
build from understandings of the links between and within subjects and key learning
areas. This is done by introducing students to other subjects and areas to think about
when brainstorming for design ideas in the activities, with the help of the personal
introduction at the start of the lesson allowing the teacher to understand what subjects
to prod for based on the students’ intro facts. This allows not only a higher order
thinking on the students’ behalf, but fills the required learning outcome of P2.2 in the
Design and Technology syllabus (NESA, 2013). This is where students learn to
understand and appreciate the interrelationship of design, technology, society and the
environment through different backgrounds and industries.

Class connectedness was another are to enhance, as activities in lessons

require the application of educational knowledge to real life problems or settings and
deliver prospects for students to share their knowledge and work (NSW DET, 2017).
Connectedness is enriched by getting students to take turns in reading a couple
sentences each, out loud to the class and the teacher included. Thus, everybody is
learning the required information, students are deterred from not reading along by
using potential public involvement, and everyone feels involved. Connectedness is
also improved using class feedback for the teacher on lessons and for students based

10
on their actions and responses within class, in accordance with professional standard 5
(AISTL, 2017). This is a crucial tool of evaluation because feedback allows the
students to progressively improve their behaviour, knowledge and skill, assisting in
teacher and peer relationships throughout class (Brown, Bull & Pendlebury, 2013).
Connectedness is reinforced by using the ‘Ask, Listen, Respond and Tell’ strategy to
deliver positive feedback to the students and by reassuring students to ask for a
helping hand, allowing for further student and teacher improvement and growth.

The final improvement made to the lesson plan was high expectations, this
needs to be implemented at the start of the lesson; setting the atmosphere and
headspace for the students and teacher for the lesson, and ensures students to be
efficient and motivated (Peterson, Rosenthal, Rubie-Davies & Sibley, 2015). Setting
high expectations on students’ attitudes and behaviours is achieved by informing the
students what is expected of them at state and national level. Other methods used was
the hand out of the grading criteria and exemplars of previous students’ high-quality
work; setting the standards for the students to aim at and achieve.

In conclusion, the lesson plan was modified improvement in knowledge

integration, cultural knowledge, high expectations and connectedness, guided by
analysis of the strengths and weaknesses towards the quality of teaching model
(AITSL, 2017; NESA, 2018). With any lesson, both the students and teacher learn
together to better each other’s education, for as a teacher, you never stop learning. As
Charles H Mayo (1865-1939), once said “The safest thing for a patient is to be in the
hands of a man involved in teaching medicine. To be a teacher of medicine the doctor
must always be a student” (Manning & DeBakey, 1987, p. 96).

11
 References

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher
education. Routledge.

Manning, P. R., & DeBakey, L. (1987). Medicine, preserving the passion. New York:
Springer-Verlag, p. 96.

NSW DET (2017). Quality teaching in our schools. Retrieved from

https://education.nsw.gov.au/teaching-and-learning/professional-
learning/scan/past-issues/vol-36,-2017/quality-teaching-in-our-schools#The1

NESA. (2018). Australian Professional Standards for Teachers. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-
accreditation/how-accreditation-works/guide-to-accreditation/professional-
standards

NESA. (2013). Design and Technology Stage 6 Syllabus. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/technologies/design-and-technology-syllabus

Peterson, E. R., Rosenthal, R., Rubie-Davies, C. M., & Sibley, C. G. (2015). A

teacher expectation intervention: Modelling the practices of high expectation
teachers. Contemporary Educational Psychology, 40, 70-84.

Rusten, G., & Bryson, J. R. (2010). Industrial design, competition and globalization.
Basingstoke: Palgrave Macmillan.

Zajda, J. I. (2001). Curriculum, culture and teaching. (p. 112) Albert Park, Australia:
J. Nicholas.

12
Learning Portfolio Web Link:

https://lukeranieri.weebly.com

13