Running Head: Designing Teaching and Learning

102086 Designing Teaching and Learning

David Amarilis, 18311642, Western Sydney University | Penrith Campus

 Designing Teaching and Learning 1

Table of Contents

Part A – Locating A Lesson Plan .............................................................................................. 2

Part B – Analysing and Modifying the Lesson Plan ................................................................. 2

NSW QT Model .................................................................................................................... 2

Areas for Improvement ......................................................................................................... 3

Modified Lesson Plan ........................................................................................................... 4

Syllabus outcomes (Board of studies, 2003a).......................................................................... 5

Part C – Academic Justification ................................................................................................ 9

References ............................................................................. Error! Bookmark not defined.2

 Designing Teaching and Learning 2

Part A – Locating A Lesson Plan

The chosen lesson plan is related to physical development, health and physical education
(PDHPE).

Part B – Analysing and Modifying the Lesson Plan

NSW QT Model

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The importance of the understanding and the interaction among the students
and its productive and fruitful outcomes from the learning perspectives should have been
highlighted. There was no element of health and physical education.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: The two way communication and the interaction by the means of different
activities is the strong part of the lesson plan.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Although, there was no such transfer of knowledge because of being the first
class; however, the proposition of raising hands and question box is a good initiative.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: There was no application of higher-order thinking as the first lecture was based
on introduction and the development of familiarity and comfort zone among the students
as well as the teacher.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There was no such technical or academic terms being used throughout the
lecture, as there the entire lesson was devoted towards the development of familiarity and
understanding.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: There were different activities such as icebreakers, bingo and remember my
name so that the students can interact and raise their queries.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: The students were invited and provided with the chance to set the rules and
regulations for the class for the entire year. Hence, their performance and behaviour would
be judged according to the determined rules and regulations.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Students were engaged in different activities which stimulated the level of their
participation, breaking the ice.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: The expectations relating to the equal level of participation, showcased by each
of the student were among the primary motives. However, it was not clearly communication
to the students.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Team and group work was encouraged in the activity of choosing partners.
However, despite of getting introduction and familiarity of others, respect and discipline
were maintained by providing the students with the option of question box.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: Students were provided with the facility to formulate and devise the rules and
regulations on their own, which were to be followed throughout the year.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: All of the activities that were to be carried out were decided by the teacher;
thus no autonomy was provided to students in the selection of activities.
3 Significance
 Designing Teaching and Learning 3

3.1 Background knowledge

1 – 2 – 3 – 4 – 5 Comments: The second primary objective of the lesson plan outlines identifying the
background knowledge and understandings which they have acquired from their prior
schooling experiences.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: There was no aspect of knowledge or understanding relating to the culture and
the cultural differences and diversity. The element of culture should have been included in
the introduction part.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: There was no aspect of the demonstration of the integration of knowledge
among the different aspects relating to the physical development and health and physical
education.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: There was no aspect and element of inclusivity delineated and projected in the
lesson plan.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Although students were allowed to express themselves in front of the class;
however, there was no element of application of school knowledge.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: No element of incorporation and integration of the narrative techniques.

Areas for Improvement

QT model
1) Metalanguage 2) Student direction
3) Knowledge integration 4) Inclusivity
 Designing Teaching and Learning 4

Modified Lesson Plan

Topic area: “Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:

others” – (Getting to Know
You)
Date: 24/05/18 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

30 x Bingo cards

Outcomes
Syllabus outcomes
(Board of studies, 2003a)
Outcome 4.1 – A student
describes and analyses the
influences on a sense of self.
Outcome 4.2 – A student
identifies and selects
strategies that enhance their
ability to cope and feel
supported.
Outcome 4.3 – A student is
able to link and integrate
knowledge of different
learning areas such as
physical development and
health and physical
education, and among
different subjects.
Outcome 4.4 – A student has
sound understanding of
culture, cultural differences
and diversity.
Outcome 4.11 – Selects and
uses communication skills
and strategies clearly and
coherently in a range of new
and challenging situations
Life Skills
LS.1 – A student recognises
the personal characteristics
and needs that make them
similar to others yet unique.
LS.5 – A student uses
appropriate behaviours in
social situations.
LS.7 – A student uses
appropriate strategies to
initiate and manage
relationships.
Designing Teaching and Learning 5
Assessment Students learn Students learn to
about
Lesson assessment 4.1 – A sense of self 4.1 – Explore the influence
– being the same of who I am, who I relate to
Prior as and different and what I can do on a
knowledge/skills - from others sense of self
Teacher to observe
4.2 - Terminologies
student 4.2 – Participate in the class
abilities/interactions Different discussion in such a way to
during the lesson. terminologies and determine some learning
academic terms oriented activities
Informal relating to physical
assessment - development, health
Ongoing observation and physical
of student input education.
towards activities
4.3 – Interpersonal
Summative LS.1 – Recognise similar
communication characteristics of students
assessment - - the qualities of within the class group, e.g.
Assessment task
effective feelings, interests and
“My Influences” due communication
at the end of the abilities
LS.1
term. - how people are LS.5 – Demonstrate
similar to each other behaviours that are socially
appropriate in a range of
- the needs people
have in common situations
- how people are - use good manners, eg when
different from each eating, asking for assistance
other
- what makes people LS.7 – Demonstrate the skills
unique to initiate relationships
- Cultural diversity
LS.5 – Behaviour
that is appropriate in
a range of situations
LS.7 – Initiating
relationships
 Designing Teaching and Learning 6

Time Teaching and learning actions

5 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with three
initial objectives:

1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7 (see
appendix A) which includes the layout of each unit and assessment task students will
complete for each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new skills
are introduced and developed; hence in this unit background knowledge circulates around
student relationships and helping build connections between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity to
be included, for students to feel safe, and to have an element of fun within the lesson. This
can be achieved through various pedagogical approaches which address a variety of
students learning needs. Examples are group work, audio-visual learning, comprehension
and integration of ICT learning mediums (as seen in appendix B).
4. Explanation of the terms relating to cultural differences and diversity and the
interconnection between physical development, health and physical education.
5. Integration and linking the knowledge of other subjects such as science and biology with
the physical development and health education.

After explaining (in summary) these five points to students, the teacher will then state that:

“While this unit will be enjoyable, there will be some topics that we cover that may make you
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with the
class.”

“Because this can happen, we have created a “Question Box” which can be used by placing
an anonymous (or named) question, suggestion or any other kind of feedback on a piece of
paper. This is to help ensure that you feel like this is a safe environment where all of your
question’s – no matter how long or short, simple or difficult they are - can be heard as long as
they are appropriate to the conversation. Alternatively, you may stick your hand up if you
have a question at any point during the class. The question box will be located next to the
door and is available every lesson in our classroom or between class times too at the HPE
staff room. It is also worth noting that the door is our primary fire exit in the event of an
emergency so cannot be blocked at any time. Remember, chances are if you are thinking of
asking the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

 Designing Teaching and Learning 7

12 Introduction activities (Explore)

Students would be asked to give suggestions about the activities to be carried out in the class,
after being briefed about the subject.

Ice breakers:

2 truths, 1 lie

- Students begin by pulling out a spare piece of paper and a pen.

- They are to write down three facts about themselves – however two must be true and
one must be a lie.
- The teacher should provide an example about themselves which students are to guess:
e.g. I teach HPE at this school (truth)
I enjoy participating in sport (truth)
I have competed at the Olympics (lie)

- Students are to write their three “facts” down and partner up with another student
nearby.

- Students take turns to read out their three “facts” and guess which of the three their lie
is. They may also stand up, move around, and repeat this process with other
students too.

25 Do You Know Bingo

This game has been adapted from the idea “human bingo” as described in McDonald (2010).

- Students receive a bingo card (see resource 1 below) with a 4x4 grid of information which
students could have in common with each other.
- The aim of the game is to walk around and meet other students, brief them about their
culture, asking them if they share one of the same boxes in common (as found on the
bingo card). (Remind students to tuck in their chair’s)
- If students have the same thing in common as listed on the card, then they place each-
others names down for ONE of those categories only and continue to search for other
students with things in common.
- This game has two challenges – first is to list up to four names in a row (up, down or
diagonal) then second is to finish the sheet with a different students name in each box.
45 Introduce a partner

Students find a partner (group of three is fine if there are uneven numbers) with something in
common from the previous game and take a seat together. Let students know:

“You will get a few minutes to find out a bit more about your partners before introducing
them to the class.”

Students are then given three minutes to have a brief chat about each-other.
 Designing Teaching and Learning 8

- The students name.

- Their previous primary school.
- Their cultural backgrounds
- One thing from either the “bingo card” they have in common (or at least one fact if
nothing in common).
55 Set the tone:

After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.

The concept of the cultural differences would be articulated and highlighted with the help of
different stories which grab the attention of the students and increase their interest towards
the cultural diversity.

The teacher is to write up on the board “Classroom Rules and standards” and direct students
towards this statement.

Teacher states:

“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of
rules and standards that can be used for our class for the year. If you have a point, then please
share it and I’ll scribe it up on the board. Alternatively, there is also the “Question Box”
available if you would like to drop an anonymous piece of feedback or suggestion also.”

Accordingly, students are given a chance to set the rules for the class. Students are
encouraged to take notes related to this. Teacher to facilitate discussion and ensure fair and
equal input occurs.
An important part of this process is allowing the students the freedom to assist with setting
the rules as it encourages positive social interactions to occur (Board of Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resource 2
below), though will avoid referring to them to allow this task to be student directed.

After this process, the teacher states:

“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may have
missed. Before the next lesson I would like you to think through what we discussed and any
notes you’ve taken about the rules and standards for next weeks’ discussion. Don’t forget to
bring a workbook (exercise book) if you haven’t already.”

60 Remember my name

Students stand up, spread out around the room and pass the ball to each other.

At the start, when students catch the ball they state their name and specialty of their culture.

As students become more familiar with the game and each-others names, the rules can be
changed so that students are calling the name of the person they are passing to.
 Designing Teaching and Learning 9

Part C – Academic Justification

Metalanguage is important and significant for the learning process and development of the
students. Students must be well aware and educated of the technical jargons of the subject so
that their basics and foundations would assist them in their advance studies. Hence,
incorporating the terms and concepts directly relating to the course are of crucial importance
(Ladwig, 2005). Moreover, the subject has to be studied by the students for one year; hence,
the foundations for the advanced knowledge should be supported by the pillars of the
knowledge of the basic terminologies. Hence, to include and incorporate such aspect in the
lesson plan, the knowledge of the key terminologies were included in the objectives of the
lesson plan (Killen, 2005). However, to cater this objective, the briefing and illustration of the
basic concepts relating to the physical development and health and safety are proposed to be
included in the introduction phase of the class. As a result to this change, the students would
be able to identify the direction in which the subject would evolve for one year. Moreover, the
confusions and the reservations of the students relating to the subject and its purpose to be
taught would get settled (Pendergast & Garvis, 2013).

In addition, student empowerment and autonomy to some extent is also productive in

determining the outcomes of the lesson. It is the evidence which reinforces the fact that the
students are able to understand what is being taught to them. Hence, incorporating student
direction is influentially important for enhancing and improving the outcomes of the lesson
(Ladwig, 2005). Moreover, student direction also assists the teachers and the lectures to keep
the students engaged in the academic process and learning. Additionally, to eliminate the
monotony of the students and to stimulate the interest of the students in the subject, giving little
autonomy to the students to decide the activities to be carried out is an effective measure
(Killen, 2005). Furthermore, the level of productivity, effectiveness and innovation increases
as a result of giving the students autonomy to decide their activities. Hence, this dimension was
incorporated in such a way that the teacher asks for the students to propose and suggest
activities after briefing them about the subject and its implications. Thus, initially briefing was
provided to the students so that they can have an idea and basic knowledge about the subject.
Afterwards, they were given the opportunity to showcase their ideas and propositions relating
to the class activities (Pendergast & Garvis, 2013).
 Designing Teaching and Learning 10

Subsequently, the modification relating to the knowledge integration is also suggested and the
core phenomenon behind such modification is to integrate and link the knowledge of different
areas as well as different subjects. Such measure would contribute to stimulating the interest
of the students so that they can enhance their grip on the knowledge of the course and integrate
it with its practical implications (Ladwig, 2005). The title of the subject outlines physical
development, health and physical education; thus, it can be inferred that there is relation among
the physical development and health and physical education. Therefore, students having the
understanding of such interrelation and the interconnection in these key areas of the subject
would increase the productivity, the effectiveness and the outcomes of the lesson (Pendergast
& Garvis, 2013). Hence, the knowledge and the interconnection among such subjects and
learning areas and its implications are suggested to be demonstrated by the teacher in the initial
phase of the lesson in the stage of introduction. It would further allow the students to gauge the
scope of the knowledge of the subject and its applications in the wider perspectives (Ladwig,
2005).

Furthermore, the last major modification proposed, is related to the concept of inclusivity. As
the topic area mentions, connecting with others, an influential implication is related to the
differences in the cultures of the students (Pendergast & Garvis, 2013). The differences in the
cultural backgrounds of the students, promoting the level of diversity in the classroom settings,
is essential and crucial to be addressed by the teacher so that any negative outcomes or conflicts
do not occur in the future (Killen, 2005). Moreover, the cultural differences must be addressed
by the teacher by allowing the students to increase their level of participation in the cultural
class activities, ultimately highlighting their cultural backgrounds in front of their classmates
(Ladwig, 2005). Therefore, it is proposed to highlight the cultural differences and diversity by
the means of narrative approach, in which teacher develops the interest of the students by telling
stories whose moral highlight the positivity in the diversity (Pendergast & Garvis, 2013).

In addition, the core reason behind the inclusion of cultural differences and the principles and
concept of diversity is that the level of globalisation is growing and stimulating (Carter, 2004).
The advent of internet and the popular and widespread usage of internet has allowed the
individuals to connect to the others across the world. Furthermore, the popularity of the social
media platforms driven by the common usage of the internet has also contributed as one of the
core reasons of increased level of globalisation (Banks, et al., 2001). In the modern era,
increasing level of globalisation infers increased level of interactions among different cultures.
Moreover, studies at higher level have already responded to the concepts of cultural differences
 Designing Teaching and Learning 11

and prevailing diversity in the societies. Additionally, several courses in different disciplines
have included the aspect of cross cultural management to enlighten the emerging concept of
diversity (Gay, 2013). However, there is no element of the concepts relating to diversity and
the cultural differences at the lower levels of education. Hence, there is an immense and
enormous need of introducing the concepts of cultural differences and diversity at lower levels
of education so that these concepts can be better and commonly understood (Gay & Howard,
2000). In such way, students would not just be able to better understand their culture, but they
will also be able to better understand the culture of the other students. Thus, a sound
understanding of cultural differences at this level would result in positive and favourable results
and outcomes in the future. Moreover, many social odds such as discrimination, racism and so
on, which are immensely harmful for the society can be mitigated by including the concept of
cultural differences and diversity at initial levels of education (Miles & Ainscow, 2010). This
way, students would be educated about cultural differences at the primary and secondary level
education, which is the foundation of the future studies, such initiative will assist the society to
better deal and combat with such social problems. Thus, this way the core purpose of teaching
of prospering the good and mitigating the bad from the society would be best served.
 Designing Teaching and Learning 12

References

Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., & Stephan, W. G.
(2001). Diversity within unity: Essential principles for teaching and learning in a
multicultural society. Phi Delta Kappan, 83(3), 196-203.

Carter, D. J. (2004). Affirming diversity: The sociopolitical context of multicultural education.

Harvard Educational Review, 74(4), 465.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.

Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The
Teacher Educator, 36(1), 1-16.

Killen, R. (2005). Programming and assessment for quality in teaching and learning.
Southbank, Vic: Thomson/Social Science.

Ladwig, J. (2005). Monitoring the quality of pedagogy. Leading and managing, 11(2), 70.

Miles, S., & Ainscow, M. (2010). Responding to diversity in schools: An inquiry-based

approach. Routledge.

Pendergast, D., & Garvis, S. (2013). Teaching early years : curriculum, pedagogy and
assessment. Crows Nest, N.S.W: Allen & Unwin.

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