102086 Designing Teaching & Learning

1H 2018
Assignment 2

Table of Contents

Lesson Plan Analysis (Mathematics Lesson Plan) ............................................................................................ 2

Modified Lesson Plan ....................................................................................................................................... 4
Academic Justification ..................................................................................................................................... 9
References .....................................................................................................................................................11
Learning Portfolio Web Link ..........................................................................................................................12
Lesson Plan Analysis (Mathematics Lesson Plan)
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: Teacher outlines what students are going to learn, focuses on transport
timetable and how to interpret it, and incorporate between timetable and 12-hour and 24--
hour time.

1.2 Deep understanding

1–2–3–4–5 Comments: Students do not have much chance to demonstrate their deep understanding,
or to explore the relationship between 12-hour and 24-hour time and timetable. Only the
fundamental of interpreting timetables was introduced by the teacher.

1.3 Problematic knowledge

1–2–3–4–5 Comments: Teacher allows everyone to come up with their own ideas and opinions on
when and where to use transport timetable. However, to some extent, these questions
were superficially addressed
1.4 Higher-order thinking
1–2–3–4–5 Comments: Most of the time students demonstrate lower-order thinking. Only worksheet
activity at the end allows student to perform some higher-order thinking.

1.5 Metalanguage
1–2–3–4–5 Comments: Some use of metalanguage such as transportation timetable, sustainability and
ecosystems. There are more metalanguage which could have been used during the lesson

1.6 Substantive communication

1–2–3–4–5 Comments: Lesson is well prepared for ongoing discussion, for instance, students are given
chances to work in group of two or individual, to ask questions and also to come up with
their own answers. Teacher walks around to help students and to ensure they stay on task.

2 Quality learning environment

2.1 Explicit quality criteria
1–2–3–4–5 Comments: No detailed and specific statement about the quality of work students are to
produce. Students are given technical and procedural criteria only.

2.2 Engagement
1 – 2 –3– 4 – 5 Comments: Students get to answer and discuss during class activities as they share their
thinking with the class or with another peer. However, since they are working as a group,
some might be off task or become disengaged.

2.3 High expectations

1–2–3–4–5 Comments: The majority of the activities are not challenging except for the worksheet
activity. Students are encouraged to stay on task but it is unclear that students are working
toward high expectation.
2.4 Social support
1–2–3–4–5 Comments: Teacher walks around the class, asks relevant questions and helps the students
where necessary. In addition, group work and class discussion create a positive and safe
environment for students to share opinions and receive feedback from teacher and peers.

2.5 Students’ self-regulation

1–2–3–4–5 Comments: Each activities have clear goals which could help students to understand what
they should be doing, Also the lesson is applicable to real life situation which offer students
choice and motivation to participate. Furthermore, teacher is there to assist students where
necessary.
2.6 Student direction
1–2–3–4–5 Comments: Students' control is minimal and trivial, the only choice they are given is
whether they want to work in pairs or individually for the worksheet activity. Since most of
the activities are explicitly determined by the teacher, for example: 15 minutes for the
worksheet activity.
3 Significance
3.1 Background knowledge
1–2–3–4–5 Comments: Teacher asks students several questions to make connection between what
they already know and the substance of the lesson. Students are allowed to share their
personal experiences and knowledge to discuss about the use of timetable in everyday life,
for example, making time estimation.
3.2 Cultural knowledge
1–2–3–4–5 Comments: N/A The lesson plan does not address cultural knowledge.

3.3 Knowledge integration

1–2–3–4–5 Comments: Students not just learn about how to interpret the timetable or how to apply it
in real life. They also learn about how public transport can contribute in reducing carbon
emission and other issues related to sustainability.
3.4 Inclusivity
1–2–3–4–5 Comments: Students are given opportunities to participate in a range of classroom
activities, all of these activities are designed to include students from all groups.
3.5 Connectedness
1–2–3–4–5 Comments: Lesson on how to use and interpret timetable is relevant in real life situation as
students can apply these knowledge in everyday life activity. Furthermore, the lesson also
brings up real life issue of the production of carbon emission and how public transport can
help to reduce emissions.
3.6 Narrative
1–2–3–4–5 Comments: In the class activity and Smartboard interactions or in the worksheet activity,
narrative is used but only as a minor part of the 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) 2.3 High expectations
3) 2.6 Student direction 4) 3.6 Narrative
Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages: pp.38

Measurement Stage 6
MS-M2 Working with Time Year 11 Mathematics
Standard
Subtopic focus: Calculate
times and time differences
around the world AAM ◊
Date: Location Booked: Lesson Number: 8
23.03.17 Classroom
Time: Total Number of Printing/preparation:
50 minutes students: Links to various transport websites.
30 Links to mathisfun, quizizz.
Print worksheets and corresponding
timetables.
Need access to a Smart Board.

Outcomes Assessment Students learn Students learn to

about

Solves problems Informal formative assessment The interpretation Students review

involving quantity via Quizizz to check students' of different how to interpret
measurement, including prior knowledge timetables and timetables and
accuracy and the choice how this can be use this to solve
Formative assessment takes
of relevant units MS11-3 used as a part of problems using a
place throughout the lesson.
life. range of different
Performs calculations in Teacher walks around and asks timetables,
questions, and ensures that How public
relation to two- including ferries,
students are staying on task transportation can
dimensional and three- buses and trains.
be used as a means
dimensional figures Teacher observes and ask of promoting Incorporate 12-
MS11-4 questions to ensure students are sustainability. hour and 24-hour
staying focused and to guide time into
Uses appropriate them where necessary. understanding
technology to investigate,
Differentiated questions for timetables.
organise and interpret
information in a range of students who finish practical
contexts MS11-9 early. Example;

"Using actual flight

Justifies a response to a information, discuss the
given problem using difference between arrival and
appropriate mathematical departure times. Some flights
terminology and/or arrive "earlier" than they
calculations MS11-10 departed. How is that possible?"
 Time Teaching and learning actions

Intro Teacher allows time for students to settle down and prepare themselves to learn (take out
necessary materials)
5 minutes
Clear instructions will be given by teacher to make sure everyone is ready to learn, and all
distractions have been removed (e.g. mobile phone)

Teacher outlines lesson details:

• Results from the last week in-class assessment

• What students will learn in today lesson,
• Activities will be involved,
• Expectations of the quality of work
• the students as well as what students can expect from them on smartboard

5 minutes Teacher hands back results from the in-class assessment from lesson 7.

Teacher outlines what was done well overall and what the class will work on together, to
improve students’ understanding of content, as a path to achieve syllabus outcomes

Teacher shows the marking rubric and correct answers on the smartboard.

Students will then be given 2 minutes to quickly go through the assessment, and to ask any
questions in regard to the assessment.

Body Review prior knowledge

5 mins Teacher asks student to take out their smart devices and go on Quizizz (Quizizz 1) to quickly
do a quiz about basic Time Measurements. These questions will be easy, just to help students
recall what they had learnt about Time Measurements. The quiz will take approximately 2
mins

Questions are:
1. How many weeks in 1 year?
2. How many days in a fortnight?
3. How many hours in a week?
4. How many seconds in 1 hour?
5. What does A.M/P.M stand for?
6. Calculate the time interval between 7:12 A.M and 6:40 P.M?
7. Some flights arrive "earlier" than they departed. How is that possible?

Students will be able to answer most of the questions however it will be tricky to answer the
last questions.

Teacher reviews the answers and the basic Time Measurements:

Time conversions, examples include:

1 year = 365 days ≈ 52 weeks = 12 months

1 week = 7 days
1 day = 24 hours
1 hour = 60 minutes (min
1 min = 60 second
10 minutes Class discussion:
Teacher facilitates discussion between students and asks questions about when and where
you may need to use a transportation timetable. Teacher shows a transport timetable on the
Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
3. What would happen if this timetable did not exist?

Teacher demonstrates:
- How to interpret timetables
- How to solve a range of problems using timetables
- How to calculate time intervals

Teacher hands out worksheet. Questions include:

- A bus departs at location A at 9:30 AM and arrives at location B at 1:15 PM. How long
is the trip?
- A train leaves location A at 11:05 and arrives at location B at 16:45. How long does
trip take?
- A bus leaves location A at 10:25 AM and the trip takes 2 and a half hours. What time
does the bus arrive at location B?
- A train leaves location A at 14:00 and the trip takes 4 hours and 45 minutes. What
time does the train arrive at location B?
- You need to be at location B at 17:15. The trip takes 95 minutes. When do you have
to depart from location A?
- You need to be at location B at 1:35 PM. When do you have to depart from location A
if the trip takes 135 minutes?
- A trip from location A to location B takes 150 minutes. What are the possible times of
departure and arrival?

Within this section, the teacher briefly discusses with students about how using public
transport can help with sustainability, by reducing carbon emissions and what the impact
human activity has on ecosystems. Teacher asks students what sustainability means to them.
10 minutes Worksheet Activity*

Teacher divides the class into 6 groups, 5 students in each group.

Teacher hands out train timetable worksheet activity to each group and ask them to answer
all of the questions in that worksheet.

After 5 minutes, teacher checks on student progression. If students cannot figure out the
answer, teacher can give them some hints.

The aim is to complete all the questions in the worksheet. The fastest group to give all the
correct answers will win and have a chance to present their answer in front of the whole
class.

They are also rewarded with "Pass ticket" which can be used to allow them to pass the line-up
in the canteen.

Teacher also provides feedback and praises the group's effort

10 minutes Group / Individual Activity (Interactivity Task)

Teacher gives students options to work individually, in pairs or in groups for this activity.

Students:

- Choose a public transportation

- Choose two locations (any places from all over the world, reality or imaginary)

- Make up a two-way timetable for a day between the locations

- Create a story about travelling between the two locations based on the timetable created

- Come up with questions based on the story, incorporating lesson contents.

- Present it to the class and challenge others to solve their questions

Students are allowed to look up sample timetables online to assist them

Conclusion Summarise:

5 minutes Students will again do another Quizizz (Quizizz 2 will be harder compared to Quizizz 1)- to
assess what students have learnt today

Teacher reviews the answers to the questions and asks students if they have any further
questions.

Teacher discusses what the next lesson will entail.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,

timetable worksheet.

MS11-4 Students working in pairs and helping each other

perform calculations based on time.

MS11-9 Group/Individual Activity

MS11-10 Worksheet activity, Group/Individual Activity

Worksheet activity*
Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central on the same
morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after the Gryffindor Goods Train, but
arrives 14 minutes before the Slytherin All-Stations Train. The Gryffindor Goods Train takes 46 minutes
to reach London Central and arrives at 8:53am. The Ravenclaw Express leaves 10 minutes after the
Hufflepuff Express and arrives 14 minutes before the Gryffindor Goods Train. The Muggle-stops train is
running 6 minutes late on this particular morning, and arrives in London Central at 8:37, after leaving
Hogwarts 4 minutes before the Hufflepuff Express. The Slytherin All-Stations Train takes 33 minutes to
travel from Hogwarts to Central London, and arrives 46 minutes after the Hufflepuff Express leaves
Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at London Central before
8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7 minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in London Central by
8:45am. What may be a possible solution for her? Justify reasons for your answer.
Academic Justification

The original lesson plan successfully addressed the syllabus outcomes, however, there are

scopes for improvement in reference to the NSW Quality Teaching Model (QTM) (Ludwig & Gore,

2003). The modified lesson plan makes improvements in four elements of the QTM, which are deep

understanding, high expectations, student direction, and narrative.

The original lesson plan ignores one very important aspect of intellectual quality that is deep

understanding. Deep understanding can only be built upon well-developed and rich foundational

knowledge (Hattie, 2012). Deep understanding cannot take place when students struggle to develop

an understanding of the topic due to the lack of prerequisite knowledge. This aspect is addressed by

interspersing the lesson with multiple choice questions (via quizizz) and discussion. The quizizz is

designed by the teacher, not only to allow students to recall and reinforce what they learned from the

previous years but also to give feedback in a way that enables the teacher to understand their

students better (Simon & Cutts, 2012). Additionally, class discussion allows students share their

experiences and knowledge on issues around public transports. Furthermore, students are able to

make connections between basic time measurements and the interpretation of timetables. Students

are also given opportunities to explain to each other how they interpret the information on the

timetables and how to use it via a series of deceptively simple problems (Simon & Cutts, 2012).

High expectation is another element that was not addressed appropriately in the original

lesson plan. It is widely accepted that having high expectations for each student is effective teaching

practice (Sammons, Hillman & Mortimer, 1995). High expectations do not necessarily mean all

students must be able to solve complicated problems. The fundamental premise of high expectations

is to recognize the differences in each student's learning capacity, meaning that each student requires

unique support to achieve his or her full potential (Ireson, 2008). This was addressed by a use of

different learning activities in a way that challenges all students, including high achievers. The

lesson is divided into different section, each section, for example, worksheet activity with 7 different

questions from basic level to more advanced level to allow students with different abilities to work at

their own pace. Students whose required additional support can always ask for help from teacher or
peers and in turn create a safe and positive learning environment. In addition, throughout the lesson

processes, the teacher walks around the classroom to assist the student and also recognizes and

rewards those who participate and complete class activities.

Another element that the original lesson plan was short of is student direction. The lesson

was constructed in a way which left with little or no student direction. Most of the activities were

controlled by the teacher and to be completed under step by step instructions. By altering the

individual component of the lesson, students get to make up their own journey, all the information

related to journeys such as time and date of the journey, departure and arrival locations, and type of

public transport are all up to students. Teachers cannot simply give students knowledge and expect

that knowledge to be meaningful and relevant. Students gain deep and throughout understanding

only when they actively engage in the learning process (Sparks, 2003). According to Hudd (2013),

allowing students some choice may change the typical power dynamic between teachers and

students. However, these perceived choices do have positive impact on the learning of students as

well as improve level of engagement of students (Gibson, 2011). By allowing students to exercise

control over some aspects of the activity, students will take responsibility for the amount of time

dedicated to their learning (Ladwig & Gore, 2003).

Narrative is the last modification element to the original lesson plan. Marunda-Piki (2018)

suggests that narrative is a way of constructivist learning. Under constructivist learning lens,

students are empowered to explore things on their own in a way that will enhance their

understanding. By including the interactivity task, students have a chance to share their stories, and

experiences using public transport. Through their stories, other students can relate and understand

more about the necessary and convenience of timetables as well as the sustainability that public

transport has to offer. Furthermore, narrative is proven to be an effective tool to help students

remember the lesson longer as it transfers conceptual knowledge to real-life (Prins, Avraamidou, &

Goedhart, 2017). In addition, students from the diverse background can share their stories about

public transport in their country which in turn make the connection to the topic as well as recognize

cultural knowledge and diversity.

References

Gibson, L. (2011). Student-Directed Learning: An Exercise in Student Engagement. College

Teaching, 59(3), 95-101.

Hattie, J. (2012). Visible learning for teachers : Maximizing impact on learning. New York,
NY: Routledge.

Hudd, S. (2003). Syllabus under construction: Involving students in the creation of class
assignments. Teaching Sociology 31(2): 195– 202.

Ireson, J. (2008). Learners, learning and educational activity. London: Routledge.

Ladwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
guide. Retrieved from
http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf

Marunda-Piki, C. (2018). The impact of narrative-based learning in classroom. Research in

Drama Education: The Journal of Applied Theatre and Performance, 23(1),
107-113.

Prins, R., Avraamidou, L., & Goedhart, M. (2017). Tell me a Story : The use of narrative as a
learning tool for natural selection. Educational Media International, 54(1), 20-
33.

Sammons, P, Hillman, J. & Mortimer, P. (1995). Key characteristics of effective schools: A

review of school effectiveness research, Office for Standard in Education and
Institute of Education, London

Simon, B., & Cutts, Q. (2012). Education: Peer Instruction: A Teaching Method to Foster
Deep Understanding. Association for Computing Machinery. Communications of
the ACM, 55(2), 27.

Sparks, D. (2003). Deep understanding. Journal of Staff Development, 24(1), 19.

Learning Portfolio Web Link

http://qtuanle.weebly.com/