Sara Oskay 20201890 | Denise Carrick Monday 2pm

Assessment 2 - English Lesson Plan Analysis & Revision

Design, Teaching and Learning | Denise Carrick Monday 2pm
Sara Oskay 20201890
 Sara Oskay 20201890 | Denise Carrick Monday 2pm

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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

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

1 Intellectual quality
1.1 Deep knowledge
1–2–3–4–5 Comments: Throughout the lesson, there isn’t an even focus on knowledge, with a lack of focus
into the knowledge of ANZAC Day. Rather there is a perpetual focus on the knowledge of
notetaking.
1.2 Deep understanding
1–2–3–4–5 Comments: During the lesson, students understanding of ANZAC Day is minimal, however with the
exception of showing little understanding of note taking and scaffolding from previous lessons.
1.3 Problematic knowledge
1–2–3–4–5 Comments: The knowledge during the lesson is not explored, rather listed and stated, as minimal
research is undertaken. There is limited discussion of students own perspectives and
interpretations regarding the knowledge of ANZAC Day, and rather much of a focus on how to
complete tasks.
1.4 Higher-order thinking
1–2–3–4–5 Comments: Students demonstrate low-order thinking throughout the majority of the lesson, as
they are engaging in a repetitive activity of note-taking similar to their Harmony Day activity. They
are also asked to recall previous information, to identify, list and state content knowledge.
1.5 Metalanguage
1–2–3–4–5 Comments: During the lesson, there is no focus or discussion of metalanguage rather listing of
important information and listing of statements. Lack of discussion into what use of language has
been used.
1.6 Substantive communication
1–2–3–4–5 Comments: Half the lesson consisted of constant interactions in relation to the topic at hand, with
either teachers and/or students. However, during teacher demonstration, class could of engaged
with increased communication with the lesson at hand.
Quality learning environment
2.1 Explicit quality criteria
1–2–3–4–5 Comments: It can only be seen that general statements regarding the quality of the ANZAC Day
knowledge content is required. There is more of a focus on the quality of the note-taking activity
work, rather than ANZAC Day.
2.2 Engagement
1–2–3–4–5 Comments: During the lesson most students seem to be engaging with the lesson. However, there
is a lack of engagement during introduction and greeting of the lesson, and also when the
discussion of content related to ANZAC Day, takes place.
2.3 High expectations
1–2–3–4–5 Comments: Majority of the lesson students do not participate in challenging and risk taking work,
as it is familiar note-taking activities from a previous lesson. Rather they are challenged in the area
of content regarding ANZAC Day.
2.4 Social support
1–2–3–4–5 Comments: Throughout the lesson there is clearly a positive level of social support, with the
teacher announcing supportive comments throughout the lesson as students participate.
2.5 Students’ self-regulation
1–2–3–4–5 Comments: Most of the lesson, it can be seen that students demonstrate autonomy through the
majority of the lesson, without the teacher having to control student’s behaviours.
2.6 Student direction
 Sara Oskay 20201890 | Denise Carrick Monday 2pm
Comments: The lesson showed no evidence of student direction, as the teacher
1–2–3–4–5 governed all aspects of timing regarding each activity throughout the lesson, limiting students to
self-direct.
3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: During the lesson, with the second main objective of the lesson focusing on students
background knowledge, regarding ANZAC Day, we can see some brief mention of this during the
lesson, yet more of a focus on how to organise and format this knowledge.
3.2 Cultural knowledge
1–2–3–4–5 Comments: Only some cultural knowledge in relation to ANZAC Day is recognised during the
lesson, with a later activity discussing the significance of this day.
3.3 Knowledge integration
1–2–3–4–5 Comments: There is limited connections made to other areas of topic, rather there is specific
focus on the topic of ANZAC Day, and how to note-take on just this one subject area.
3.4 Inclusivity
1–2–3–4–5 Comments: During the whole lesson, it can evidently be seen that all groups are inclusive within
all aspects of the lesson. With the class being an EAL/D class, it is important that each student’s
presence is significant and feels equal within the class.
3.5 Connectedness
1–2–3–4–5 Comments: In terms of connectedness, we can recognise some connection between the
classroom knowledge of ANZAC Day, and its significance to Australian society outside the
classroom. However, lacks a deeper understanding into the implications of these connections.
3.6 Narrative
1–2–3–4–5 Comments: With the hand out of the ANZAC Day text, the use of this narrative is specifically to
focus on the significance of this event, and to enhance students understanding. Yet, the narrative
is not used throughout the whole lesson.

Identifying Areas for Improvement

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

QT model
1) 1.2 Deep understanding 2) 1.5 Metalanguage
3) 2.1 Explicit quality criteria 4) 2.6 Student direction
 Sara Oskay 20201890 | Denise Carrick Monday 2pm

Lesson Plan (modifications in red)

Topic area: 1B EAL/D
Stage of Learner: Stage 6
Syllabus Pages: 16
Date: 07/09/2012
Time: 95 minutes
Total Number of students: 9

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes
EAL11-1B: communicates information, ideas and opinions in familiar personal, social and academic contexts
Learners will be able to:
- understand and address information relative to their own thoughts and views in recognisable individual,
communal and educational settings
Lesson assessment:
- teacher observation of student knowledge of ANZAC Day within group and class discussion
- Student work sample of mind maps
- Student group presentations
- ANZAC Day and its historical and cultural significance to Australian society
- the importance of researching and organising information into note taking formats
- recall prior knowledge of both note taking formatting and the significance of ANZAC Day to Australian society
- extract key information from a written text and to understand any new language within the text
- organise the information into two note taking formats in order to read and cite the information clearly

Life Skills outcomes

ENLS6-1: communicates in a range of everyday contexts for familiar audiences and purposes

CCP & GCs

Literacy
Critical and Creative Thinking
Intercultural understanding

Prior Knowledge
- students have difficulty researching and organising information into appropriate note taking formats
- they began Task 4, an investigation into a cultural holiday, festival or special event, two weeks ago
- they have done a modelled and scaffolded note taking activity on Harmony Day and have begun their own
research project
- this is a follow up note-taking activity on ANZAC Day, to check their understanding of the work done in previous
weeks and to aid them with their own investigations

Discipline specific skills

- researching and organising information into appropriate note taking formats

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Sara Oskay 20201890 | Denise Carrick Monday 2pm

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate
substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication

Quality Learning Environment

This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning.
Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
2.6 Student direction

Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with
students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson?

Teaching element
Indicators of presence in the lesson

1.6 Substantive communication

Throughout the lesson there is sustained interaction during group work, and class engagement. The communication
is focused on the substance of the lesson, which in this case is the knowledge of ANZAC Day and note taking, and it
is also reciprocal, as all students are given a chance to communicate during the lesson during the group work and
presentations.

2.2 Engagement
High engagement will be evident throughout the whole lesson, as there is constant critical thinking necessary during
both group work and individual work. More specifically, high engagement will predominantly be shown during the
group presentations and when students raise questions.

3.6 Narrative
This teaching element is crucial to the lesson, as the narrative in this plan, refers to the ANZAC Day written text,
where students will need to read and use this throughout the lesson, to gain knowledge that they will address
during the class. It will also enhance the significance of the content being learned both relating to ANZAC Day, and
note taking.
 Sara Oskay 20201890 | Denise Carrick Monday 2pm

Time Teaching and learning actions Organisation Format

5 min 1. Ask students to recall everything they know about Teacher: Looking over group work Individual
10 min ANZAC Day and make a list in their exercise books. Group
1. Ask students to get into groups of three, therefore Students: Sitting at desks in groups
having three groups of three. As a group using pre-existing of three.
knowledge, brainstorm and write on an A3 paper
everything they know about ANZAC Day. Resources: A3 poster
10 min 2. Write a combined list on the board in no particular Teacher: Scribing ideas on the Class
5 min order, then the students copy any information they have board Class/Group
missed.
2. Staying in their groups, get each person in the group to Student: Students sitting at desks
read aloud one idea they have written about ANZAC Day, in groups reading aloud ideas.
whilst teacher scribes on whiteboard. Continue going
around, with each group having a turn at a time, and Resources: Whiteboard and A3
getting them to add any other idea a student gives to their poster
poster if they haven’t already written it.
10 min 3. Ask the students to think in pairs about how many Teacher: Looking over group work, Pairs
10 min groups and what headings to use. Decided which headings assisting when needed Group
you would put the information under.
3. Then with students staying in their groups, hand out the Student: Sitting at desks in groups
written text on ANZAC Day. Get students to read these of three
texts in their groups, adding new information about
ANZAC Day to their poster, and then highlighting any Resources: ANZAC Day text and A3
unfamiliar words or phrases, within the text. poster
5 min 4. Come back as a class and reach consensus on how many Teacher: Scribing ideas on the Class
5 min groups and what headings to use. Decide which headings board Class/Group
you would put the information under.
4. Coming back as a class, staying in your groups, get each Student: Students sitting at desks
group to say a new thing they learnt about ANZAC Day, as in groups reading aloud ideas.
the teacher scribes on the board adding to the list. Keep
going around the groups until all new ideas have been Resources: Whiteboard, A3 poster
read. and ANZAC Day text
2 min 5. Ask the students the two note taking formats that they Teacher: Assisting students with Class
5 min were taught in the last two weeks. writing on whiteboard Class/Group
5. Then, a person from each group, comes up to the board
to write the highlighted words and/or phrases from the Student: Student to write
text that they were unfamiliar with or unsure as to what words/phrases on whiteboard
they meant.
Resources: ANZAC Day text and
whiteboard
15 min 6. Handout A3 paper and ask the students to use the Teacher: Assisting students whilst Individual
10 min information we have collated to make a ‘mind map’ using conducting individual research, or Individual
the headings we chose as a class. Modelling in the if needing assistance with
Inspiration Program on the SMART Board. explanation of words or phrases
6. Using the list of words/phrases on the board, get
students to individually conduct research into the Student: Individual research into
meanings of these words & phrases using class resources. words/phrases

(If already heading over time, get students to finish this Resources: Whiteboard and
activity for homework) dictionary
10 min 7. Then give them some time to create a standard dot Teacher: Looking over group work, Individual
5 min point format. (As the students are writing create these two assisting when needed Group
layouts on the SMART Board).
7. After students have finished conducting their individual Student: Sitting at desks in groups
research, get students to go back into their original groups, of three brainstorming
and discuss as a group how they would categorise the
information on ANZAC Day they have written on their Resources: A3 poster
poster, under what headings. Thinking about previous
research and note taking activities they have completed in
previous lessons. Each group can categorise their
information with different headings, as it will get them to
think critically and challenge themselves.
 Sara Oskay 20201890 | Denise Carrick Monday 2pm
20 8. Hand out and read a Teacher: Looking over group work, Individual/Class
min written text on ANZAC Day. As a worksheet and projected assisting when needed Group
20 min onto the SMART Board.
8. Then give each group a new A3 poster. As a group get Student: Sitting at desks in groups
students to create a mind map using the headings they of three creating mind map
formed to categorise the information they collated on
ANZAC Day. As they are doing this, get them to discuss and Resources: 2x A3 posters
plan as a group how they will present this to the class,
using relevant language when discussing why they used
the created headings to categorise their work, what
information they put under which heading and why, and
finally why ANZAC Day as a whole is significant to the
Australian community.

10 min 9. Ask the students to pick out the most important Teacher: Listening to each groups Class
20 min information in the text. Highlight on the SMART Board and presentation Class/Group
students highlight on their sheets. At the same time
discuss the significance of ANZAC Day as a special event in Student: Students present work to
our society. class, whilst other students note
9. After each group has time to plan their presentation, take
each group will then present their work to the class, whilst
the other students take notes from the presentations. Resources: Mind maps
15 min 10. Go back to the two note-taking formats and add any Teacher: Asking students if they Class/Individual
5 min new information we have found under the appropriate have questions Class
headings.
Student: Time for them to ask any
(If the last part is not finished give it to students for questions.
homework)
10. Ask if any students have any questions after all Resources:
presentations are concluded.
 Sara Oskay 20201890 | Denise Carrick Monday 2pm

Justification of Modifications
This lesson plan has been modified to use a group-based learning approach (GBL). GBL is a strategy
which is designed as both a learning and teaching approach which aims to enhance students abilities
in terms of social, communication and collaborative abilities. It is also designed to advance students
skills within research, organisation, discussion and the presentation of information as a group (de
Jong, Cullity, Haig, Sharp & Spiers, 2011). I will be discussing four specific modifications, in relation to
the Quality Teaching Framework, which I have amended in order to improve the lesson plan, built on
this group-based learning approach.

To begin my modification of the lesson plan, I decided to focus on the quality teaching element, 1.2
Deep understanding. Throughout the original lesson plan, there is minimal deep understanding of the
knowledge of ANZAC Day and how to note-taking accordingly. In order to improve this score, I have
used the GBL approach to increase students deep understanding of these two concepts, as they begin
to solve problems through creating a mind map as a group, and ultimately draw a conclusion
collaboratively as to why ANZAC Day is significant to the Australian society. Volkov and Volkov, further
reiterate how a deeper understanding of a learning area can be more effective in a teamwork
environment, as this allows students to become more connected to one another whilst aiming to
achieve a shared goal, as each student takes even accountability for the creation and result for the
given task at hand (Volkov and Volkov, 2015).

My second modification which I specifically focused on was in relation to the quality teaching
element, 1.5 Metalanguage. I gave this a score of one, as there was no focus or discussion regarding
language within the lesson. Language is key to constructing the content knowledge, increasing
student’s vocabulary and is crucial to reorganising the significance of educative text (Palincsar and
Schleppegrell, 2014). From this understanding of language, I modified the lesson plan, through the
implementation of an exercise whereby students were to engage in GBL and highlight words and
phrases within the ANZAC Day written text, which they were unfamiliar with, then to complete
individual research into what the meaning of these words and phrases were. Since, the students are
in an EAL/D class, I found this vital to their lesson plan, as they need to acquaint themselves with new
terminology which they can then apply both inside and outside the classroom.

The third modification which was necessary in the adjustment of my lesson plan, was relative to the
quality teaching element, 2.1 Explicit quality criteria. When referring to this idea of quality, it is
discussing the set of actions, applications and implements made necessary to assess the quality of
work in the classroom (Skedsmo and Huber, 2020). With the original lesson plan defying this
specification to students explicating the criteria of quality of work expected to be produced, I
modified this in my lesson plan by making every student after each activity contribute an idea to the
class. The justification of this idea, is to ensure that students realise what is expected of them in the
classroom, and that consistent evidence of this contribution needs to be made throughout the whole
lesson, particularly with the final group presentation reflecting on their final quality of work made
during the lesson.

Lastly, the final modification which I made to the lesson plan, was associated to the quality teaching
element 2.6. The original lesson plan showed no evidence of student direction, with all aspects of the
lesson being styled by the teacher. I modified this through the implementation of the same activity of
the mind map, however each group needed to create their own headings within this mind map and
discuss this on their own, rather with the lead of the teacher. With then the final group presentation
of the mind map to the class, this justifies how this modification in effect, is then evident of a higher
student direction, as majority of the class determine their own features of the lesson. This is a
powerful technique as it gets students motivated and self-determined to explore and learn because
they make the decisions, rather than the extrinsic pressure of the teacher delegating (Perlman and
Webster, 2011).

In conclusion, it can be seen from my above four modifications, that the underlying strategy of a
group-based learning approach, is the principal foundation of each improvement within all four
 Sara Oskay 20201890 | Denise Carrick Monday 2pm
modifications. Thus, I believe this is the best approach to improve the
original lesson and yet effectively reach the objectives of the lesson plan.

References
de Jong, T., Cullity, M., Haig, Y., Sharp, S., Spiers, S., & Wren, J. (2011). Enabling Group-Based Learning
in Teacher Education: A Case Study of Student Experience. Australian Journal Of Teacher
Education, 36(5), 93-94. doi: 10.14221/ajte.2011v36n5.6

Palincsar, A., & Schleppegrell, M. (2014). Focusing on Language and Meaning While Learning With
Text. TESOL Quarterly, 48(3), 616. doi: 10.1002/tesq.178

Perlman, D., & Webster, C. (2011). Supporting Student Autonomy in Physical Education. Journal Of
Physical Education, Recreation & Dance, 82(5), 46-49. doi: 10.1080/07303084.2011.10598628

Skedsmo, G., & Huber, S. (2020). Culturally responsive student assessment and quality work in higher
education. Educational Assessment, Evaluation And Accountability, 32(1), 1-4. doi: 10.1007/s11092-
020-09317-9

Volkov, A., & Volkov, M. (2015). Teamwork benefits in tertiary education. Education + Training, 57(3),
262-278. doi: 10.1108/et-02-2013-0025

Learning Portfolio URL Web Link

https://saraoskay.weebly.com/