102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

PBL

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: One key characteristic transmitted from one generation to another (eye colour)
5 is discussed. Other traits like height, hair colour, skin colour are not mentioned at all.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: During most of the lesson, students are gathering data or analysing data. There
5 is no deep understanding of core topics of DNA or Genes.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The lesson plan is about genes and DNA and how traits are transferred during
5 reproduction. These are basically facts and cannot be much open to questions.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students are asked to design an investigation and it is anticipated that most of
5 them will design a survey to gather eye colour data. There is not much room for higher order
thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: In the given lesson plan, the terms DNA or genes are not explained. Only during
5 last five minutes of lesson, teacher makes links to DNA.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Substantive communication between teacher and students occur only at the start
5 and end of the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The teacher has given no comments regarding the quality of work expected from
5 students.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: It is difficult to comment on student’s engagement without being physically in
5 the classroom.
N/A
2.3 High expectations
1 – 2 – 3 – 4 – Comments: It is difficult to comment on student’s participation without being physically in
5 the classroom.
N/A

2.4 Social support

1 – 2 – 3 – 4 – Comments: Teacher- student interaction is low and therefore it can be assumed that social
5 support is low. Also, no indication in lesson plan about how students are encouraged to
participate.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: It is difficult to comment on student’s self-regulation without being physically
5 in the classroom.
N/A

2.6 Student direction

 1–2–3–4– Comments: Teacher only talks about eye colour and it is anticipated that most of the students
5 will gather data on eye colour. Students have no choice during the lesson.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: In the beginning of the lesson, students are asked about eye colour and whether
5 it is possible to determine a baby’s eye colour. But there is no mention of their previous
knowledge of DNA or Genes.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: Social diversity is not addressed in the lesson.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: The only meaningful connection made between the DNA topic and ICT is when
5 students are asked to enter data into spreadsheet and analyse to obtain result.

3.4 Inclusivity
1–2–3–4– Comments: It is difficult to comment on student’s inclusivity without being physically in the
5 classroom.
N/A

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The teacher and students try to connect the topic to the world beyond classroom,
5 but students are not given chance to explore or apply these connections beyond the
classroom.

3.6 Narrative
1–2–3–4– Comments: It is difficult to comment on if teacher is narrative or not without being
5 physically in the classroom.
N/A

Identifying Areas for Improvement

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

QT model
1)Substantive Communication 2) Student Direction
3)Deep knowledge 4) Background Knowledge
 PBL Lesson Plan

Topic area: Living World Stage of Learner: Stage 5 Syllabus Pages:14-16

Date:25/05/2018 Location Booked: Room A1 Lesson Number: 1/6

Time: 1 hour Total Number of students: 25 Printing/preparation: N/A

Outcomes Assessment Students learn about Students learn to

A student:
 Analyses interactions
between components and
processes within biological
systems (SC5-14LW)
 Produces a plan to
investigate identified
questions, hypotheses or
problems, individually and
collaboratively (SC5-5WS)
 Undertakes first-hand
investigations to collect valid
and reliable data and
information, individually and
collaboratively (SC5-6WS)
 Processes, analyses and
evaluates data from first-
hand investigations and
secondary sources to
develop evidence-based
arguments and conclusions
(SC5-7WS)
Informal formative Advances in scientific  Identify that during
assessment understanding often rely on reproduction the
developments in technology, transmission of
and technological advances heritable
are often linked to scientific characteristics from
discoveries. one generation to the
next involves DNA
and genes
 Identify data to be
collected for an
investigation by a)
describing the
purpose of the
investigation, and c)
selecting possible
sources of data,
including secondary
sources, relevant to
the investigation
 Conduct
investigations by a)
individually and
collaboratively using
appropriate
investigation
methods, including
fieldwork and
laboratory
experimentation, to
collect reliable
information.
 Report data and
information, evidence
and finding with
accuracy and
honesty.

Time Teaching and learning actions

Intro Ask everyone to stand up and repeat good morning. As soon as the students settle down, ask them following
10 questions:
minutes Q1. Does anyone know why do we look the way we do? Or Why are we the way we are?
Q 2. Who looks like their father/ mother/ sibling?
Q3. What determines our eye colour, hair colour, skin colour or height?
Q 4. What is heredity?
Q5. What is DNA? What is its full form? (Deoxyribonucleic acid)
Q6. What are the common facial features from different countries or cultures around the world? (Students will be
encouraged to talk about their culture or country.
Following video will be shown to students to understand transfer of DNA and the other factors like nature and
nurture.
https://www.youtube.com/watch?v=a5yzRRvROpE&t=71s
 Share with students how I look like my grandmother.

Problem: Can we use scientific methods or use calculations to predict a baby’s eye colour, or hair colour or skin
colour or height?

5 minutes Understanding the problem

Students to work in pairs (pairs made by teacher so that students from different skill sets work together) and they
can choose any one of the things to predict; eye colour/ hair colour/skin colour/ height of a baby. For this, students
need to work on the following:
1. What do we need to know?
2. Why is it useful to know it?

Designing an investigation
Students to work in pairs to design an investigation that can be carried out in the class. Before the students start
12 working in pairs, they will be explained about the scientific method, the requirements for a scientifically valid
minutes experiment:
1. The experiment should begin with a question to be answered (e.g., "Is height determined by nature or nurture? Or
Is it possible to change skin colour in later age?").
2. The experimenters should form a hypothesis, or educated guess, based on knowledge and/or experience (e.g., "Eye
colour is determined by nature/genes/DNA).
3. Mention to the class that the results of just one experiment are rarely considered sufficient. An experiment must be
repeated many times before the results can be taken seriously.
Students will be instructed to design a survey to gather data from fellow students. This will include the student’s
height/eye colour/skin colour/ hair colour and the same for their parents and siblings and if possible grandparents.
Following video link will be displayed and students will be asked to watch it before collecting data.
https://www.youtube.com/watch?v=KELSthXPoSs

Questions to answer:
1. What data can we collect that will enable us to answer the question?
2. How will we analyse the data?
3. How might we connect our findings to world outside the classroom?
18 Collecting and analysing data
minutes Students to run their investigation, enter their data into a spreadsheet, and analyse to obtain results. Can eye
colour/ hair colour/ height be predicted looking at previous generations? Teacher will go to different groups and
discuss what they are doing and scaffold wherever necessary. Asking extension questions to assess student’s
understanding.
10 Reporting results and making conclusions
minutes Students will briefly present their findings to class and question or support each other’s ideas.

Conclusion Teacher to summarise main findings from student investigations and make links to DNA and heritability of traits. In
5 minutes homework ask students to make a flow chart or algorithm to determine eye colour of an unborn baby. (Details will
be provided on google classroom). Clearly mention what is expected as output of the algorithm or computer
program. Display on screen about next lesson and it’s topics - detailed structure of DNA , genes and chromosomes,
Punnett square and Watson and Creek Model of DNA.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

 Analyses interactions Student analysis of interactions between parental traits and traits
between components in children.
and processes within
biological systems (SC5-
14LW)
 Produces a plan to Gather student investigation plans
investigate identified
questions, hypotheses
or problems,
individually and
 collaboratively (SC5-
5WS)
 Undertakes first-hand Observe students following their investigation protocol and
investigations to collect asking them questions.
valid and reliable data
and information,
individually and
collaboratively (SC5-
6WS)
 Processes, analyses and Gather student spreadsheets and main findings
evaluates data from
first-hand investigations
and secondary sources
to develop evidence-
based arguments and
conclusions (SC5-7WS)
Academic Justification:

With respect to the Australian Professional Standards for Teachers (AITSL, 2016),
there are many areas in the original lesson plan that could be improved, such as
differentiation, substantive communication, student direction etc. In the modified
lesson plan, groups are made by teacher to ensure that students from different
skillsets are paired together. Using Vygotsky’s theory and its zone of proximal
development (ZPD) {Zone of proximal development is the difference between what a
student can do independently and what he/she can achieve with targeted
assistance/scaffolding}, targeted instructions can be prepared for students with
similar ZPD. As students respond better to the instructions set within their ZPDs.
(Arnett, 2014, page 94).

Element 1.1 (Deep knowledge) is addressed by introducing how different traits are
inherited by children from their parents and grandparents. The original lesson plan
focused only on one trait (eye colour) and there was no mention of other
characteristics like height, hair colour or skin colour. Element 1.6 (Substantive
Communication) was addressed by two way communication through elicitation or
scaffolding throughout the lesson. While in the original lesson plan, communication
between teacher and students takes place only at the beginning of the lesson. The
literature (Arnott, 2014) suggests that asking questions, inferring, discussing and
peer teaching are all part of substantive communication and for better engagement
of students in the classroom.

As per the NSW quality teaching model (A classroom practice guide, 2006), a few
amendments were made in the elements of student direction (element 2.6) and
narrative (element 3.6). The original lesson plan was completely teacher directed as
every single instruction was designed by teacher and practical was designed in such a
way that there was little or no room for students' choice. In the modified lesson
plan, students can decide which physical trait to pursue in their practical. This little
autonomy of being able to select a physical trait of their choice for group work
should lead to better engagement in the lesson. A study has reported that by
providing students with choices, student’s interests, self-regulation and engagement
can be improved in the classroom (Patall et al.,2010). Also, a small story/anecdote
could be included by mentioning teacher’s height and facial features; whether they
are inherited from parents or grandparents. The story telling can be a very handy
pedagogical approach to challenge the conventional teaching practices and to
improve the interactions with students within the classroom (Egle, Navarre & Nixon,
2011).

Element 3.1 (background knowledge) was incorporated in the original lesson plan,
but did not involve any prior knowledge of students regarding DNA or genes. Study
by Trogu (2015) advocates the importance of reducing the cognitive load on working
memory by retrieving information from student’s long term memory. The cognitive
load can also be reduced by integrating audio and visual teaching methods in the
classroom; for example showing YouTube videos or graphics. In the modified lesson
plan, this element was improved by asking questions to students at the start of the
class about their previous knowledge of the topic followed by watching a short video
about the questions discussed. ICT could have been incorporated in a better way in
the original lesson plan. The spreadsheets, however, were utilized to enter and
analyse data. Research by Delen & Bulut (2011) suggests that using ICT in the
classroom can help improve student’s visual attention and can positively affect their
understanding and learning in science. In the modified lesson plan, students will be
asked to prepare an algorithm or computer program to determine a baby’s eye
colour. This is a challenging task involving problem solving and critical thinking,
hence contributing towards cognitive development through an active use of
technology. All the details are provided through google classroom, thus providing
students the opportunity to explore various tools to exercise technological practices.

Element 3.2 regarding cultural knowledge has not been included in original lesson
plan. A question about physical traits from different countries and cultures has been
added to include this element. Research suggests that social interactions and
learning standards can be improved in classroom by addressing and including
diversity (Ruggs etal., 2012).

Students’ work is assessed by asking questions during the class and during their
presentations. The lesson is aimed to be concluded by teacher summarising the
concept and the findings of students’ investigation. Homework related to the class
activity has been given which integrates the topic discussed in the class and ICT. A
brief comment will be made about what shall be discussed in the next lesson.
References:

1. AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-
forteachers/standards/list

2. Arnett, J. (2014). Adolescence and emerging adulthood (Fifth edition,

Pearson new international ed.).

3. Arnott, Nikki. Substantive conversations - the importance of oracy in the

classroom [online]. Practically Primary, Vol. 19, No. 1, Apr 2014: 13-15.
Availability: <https://search-informit-com-
au.ezproxy.uws.edu.au/documentSummary;dn=870125047364638;res=IELHS
S> ISSN: 1324-5961.

4. Delen, E., & Bulut, O. (2011). The Relationship between Students'

Exposure to Technology and their Achievement in Science and
Math. TOJET : The Turkish Online Journal of Educational
Technology, 10(3), N/a.

5. Egle, L., Navarre, E., & Nixon, C. (2011). Breaking the Rules of
Discussion: Examples of Rethinking the Student-Centered
Classroom. Human Architecture: Journal of the Sociology of Self-
Knowledge,9(3), 1-14.

6. Patall, Erika A., Cooper, Harris, & Wynn, Susan R. (2010). The
effectiveness and relative importance of choice in the
classroom.(Author abstract)(Report). Journal of Educational
Psychology, 102(4), 896.

7. Quality teaching in NSW public schools. (2006). A classroom practice guide.

Retrieved from:
https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

8. Ruggs, Enrica & Hebl, Michelle. (2012) Diversity, Inclusion, and Cultural
Awareness for Classroom and Outreach Education. In B. Bogue & E. Cady
(Eds.). Apply Research to Practice (ARP) Resources. Retrieved from
http://www.engr.psu.edu/AWE/ARPResources.aspx

9. Trogu, P. (2015). Working memory and background knowledge -

Cognitive science in the design classroom. FORMakademisk, 8(1), 1-17.