102086 Designing Teaching & Learning

17560522 SUMEYRA AYDOGDU

Assignment 2
Lesson Plan Analysis
Contents

Contents .......................................................................................................................2
Original Lesson Plan ..................................................................................................3
Adapted Lesson Plan ..................................................................................................4
Lesson Plan Analysis ..................................................................................................7
Modified Lesson Plan ............................................................................................... 10
Academic Justification ..........................................................................................…14
References ..................................................................................................................17
Learning Portfolio Web Link .................................................................................. 19

2
Original Lesson Plan

Unit/Lesson Title Mathematics/ Ratios and Rates Lesson duration 50 min Stage 4 Year 2016 Class/Group Y8
Syllabus Outcomes Students Learn about Students learn to
A student operates with ratios and
rates and explores their graphical Recognise and solve problems involving simple - apply the unitary method to ratio problems
← representation. (MA4–7NA) ratios (ACMNA173) - divide quantity in a given ratio
←
← communicates and connect
← mathematical ideas using
appropriate
← terminology, diagrams and
symbols
(MA4-1WM)

← applies appropriate
mathematical
← techniques to solve problems
← (MA4-2WM)
←
← recognises and explains
mathematical
Prior Knowledge Risk Assessment Resources
← relationships using reasoning
← (MA4-3WM) Power point slides, Mental sheets
Specific Teaching Target (Identified from previous feedback, and/or aspects of the Professional Experience Report)

Learning Indicators Time Content/Learning Experience Teaching Class Organisation

Guide Strategies Grouping & classroom
environment
Introduction (Engagement)
7 mins
Students settle down and work on the “mental questions”.

38
mins Body (Exploration/Transformation/Presentation)

Explanation of dividing and solving examples on board, puzzle activity

5 mins

Conclusion (Presentation/Reflection)

 Teacher reminds what they have learned so far and gives an idea
for the next lesson.
 Concluding the lesson.

3
4
Adapted Lesson Plan 
Topic area: Ratios and Rates Stage of Learner: Stage 4 Syllabus Pages:

Date: 15/09/2016 Location Booked: Lesson Number:

Time: 50 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Lesson assessment
Syllabus outcomes Recognise and solve  apply the unitary
problems involving simple method to ratio problems
← communicates and connect ratios (ACMNA173)
divide quantity in a given ratio
← mathematical ideas using
appropriate
← terminology, diagrams and
symbols
(MA4-1WM)

← applies appropriate
mathematical
← techniques to solve problems
← (MA4-2WM)
←
← recognises and explains
mathematical
← relationships using reasoning
← (MA4-3WM)

A student operates with ratios and

rates and explores their graphical
representation. (MA4–7NA)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important,
1.3 Problematic 1.6 Substantive communication
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that
knowledge
requires active construction and requires students to engage in higher-order thinking and
to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
Quality Learning Environment
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work
2.3 High Expectations 2.6 Student direction
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.
3.1 Background 3.4 Inclusivity
Significance
knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.6 Narrative
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.3 Knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all
integration
cultural perspective.

Teaching Indicators of presence in the lesson

element

5
How are the quality teaching elements you have identified achieved within the lesson?

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher:
7 ins Students settle down and work on the “mental
questions”. Student:

Resources:

Body Explanation of dividing and solving examples on Teacher:

38 mins board, puzzle activity
Student:
Teacher explains dividing in a given ratio and solves
Resources:
some examples of it on the board

Puzzle Activity

1. Solve the problems in the puzzle

2. You will see that each problem has a letter
below it
3. Once you solve the puzzle, match the letter
with the answer
4. Once all problems are completed, you will
write the appropriate letter under each
answer
5. Puzzle is solved.

Teacher:

Student:

Resources:

Teacher:

Student:
Resurces:

Teacher:

Student:

Resources:
Conclusion  Teacher reminds what they have learned so Teacher:
far and gives an idea for next lesson.
5 mins Student:
 Concluding the lesson.
Resources:

6
7
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations
that are to be applied in this lesson?
Minimal safety issues while students using their laptops or iPad on charge. Cables of these items might
cause trip hazard.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

8
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template

Student name:
Student ID:

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching & Learning that are relevant to this assignment
have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are irrelevant to lesson planning and evaluation more generally.

Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)

1 (poor) – 5 
(excellent)
1 Know  1.1 Physical, social and intellectual development and characteristics of students
students and  1.2 Understand how students learn
how they learn 1.3 Students with diverse linguistic, cultural, religious  Not mentioned
1 – 2 – 3 – 4 – 5 – NA
and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait  Not mentioned
1 – 2 – 3 – 4 – 5 – NA
Islander students
1.5 Differentiate teaching to meet the specific learning  Puzzle activity might help to differentiate the class 
1 – 2 – 3 – 4 – 5 – NA
needs of students across the full range of abilities
1.6 Strategies to support full participation of students  Not mentioned
1 – 2 – 3 – 4 – 5 – NA
with disability
2 Know the  2.1 Content and teaching strategies of the teaching area
content and  2.2 Content selection and organisation 1 – 2 – 3 – 4 – 5 – NA Suitable content selection. Time and content organisation might be improved  
how to teach it 2.3 Curriculum, assessment and reporting 1 – 2 – 3 – 4 – 5 – NA Clear links to the curriculum
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non­Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT) 1 – 2 – 3 – 4 – 5 – NA Power point slide show
3 Plan for an  3.1 Establish challenging learning goals 1 – 2 – 3 – 4 – 5 – NA Mental questions and puzzle might be challenging for some students
implement  3.2 Plan, structure and sequence learning programs 1 – 2 – 3 – 4 – 5 – NA Activities within the lesson plan need to be clearly explained 
effective  3.3 Use teaching strategies 1 – 2 – 3 – 4 – 5 – NA Suitable teaching methods are used and resources provided by teacher
3.4 Select and use resources 1 – 2 – 3 – 4 – 5 – NA Appropriate resource used, improvements needed in term of ICT

9
teaching and  3.5 Use effective classroom communication
learning 3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and  4.1 Support student participation 1 – 2 – 3 – 4 – 5 – NA Puzzle activity is good to engage students who might have difficulties with sharing 
maintain  answers loudly. 
supportive and  4.2 Manage classroom activities 1 – 2 – 3 – 4 – 5 – NA Not clear statement about puzzle, questions not showing within the lesson plan
safe learning  4.3 Manage challenging behaviour 1 – 2 – 3 – 4 – 5 – NA Not mentioned
environments 4.4 Maintain student safety 1 – 2 – 3 – 4 – 5 – NA Not mentioned
4.5 Use ICT safely, responsibly and ethically 1 – 2 – 3 – 4 – 5 – NA Not mentioned however ICT used in the lesson. 
5 Assess,  5.1 Assess student learning 1 – 2 – 3 – 4 – 5 – NA Assessment of students in the lesson plan missing. Problem solving, mental questions and
provide  puzzle need diagnostic assessment. 
feedback and  5.2 Provide feedback to students on their learning 1 – 2 – 3 – 4 – 5 – NA Formative feedback in the lesson. this need to be in the lesson plan clearly. 
report on  5.3 Make consistent and comparable judgements
student  5.4 Interpret student data
learning 5.5 Report on student achievement
6 Engage in  6.1 Identify and plan professional learning needs
professional  6.2 Engage in professional learning and improve practice
learning 6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage  7.1 Meet professional ethics and responsibilities
professionally  7.2 Comply with legislative, administrative and organisational requirements
with colleagues, 7.3 Engage with the parents/carers
parents/carers  7.4 Engage with professional teaching networks and broader communities
and the 
community

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please
justify in your comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)

(refer to QT model 
10
 documentation for 
criteria for each 
number)
Intellectual  Deep knowledge 1 – 2 – 3 – 4 – 5 – NA
quality Most of the content knowledge of the lesson is deep. Sustained focus on 
central concepts or ideas is occasionally interrupted by superficial or 
unrelated ideas or concepts. 
Deep understanding 1 – 2 – 3 – 4 – 5 – NA
Most students provide information, arguments or reasoning that 
demonstrates deep understanding for a substantial portion of the lesson. 
Problematic knowledge 1 – 2 – 3 – 4 – 5 – NA Not Mentioned
Higher­order thinking 1 – 2 – 3 – 4 – 5 – NA Problem solving requires higher order thinking.
Metalanguage 1 – 2 – 3 – 4 – 5 – NA High use of mathematical symbols and language.
Substantive communication 1 – 2 – 3 – 4 – 5 – NA The communication between students and teacher is based on sustained 
interactions and occurs throughout the lesson.
Quality  Explicit quality criteria 1 – 2 – 3 – 4 – 5 – NA Criteria and the process of the activity game are not explicit, the exemplar 
learning  questions was not mentioned.
environment Engagement 1 – 2 – 3 – 4 – 5 – NA Activity game and mental sheet was engaging for the students.
High expectations 1 – 2 – 3 – 4 – 5 – NA Problem solving 
Social support 1 – 2 – 3 – 4 – 5 – NA Answering questions on board might provide social support.  
Students’ self­regulation 1 – 2 – 3 – 4 – 5 – NA ‘Mental questions’ is a good activity for self­regulation.
Student direction 1 – 2 – 3 – 4 – 5 – NA
Activities are mainly teacher direction centric. Students exercise some 
control in relation to some significant aspects of the lesson. 
Significance Background knowledge 1 – 2 – 3 – 4 – 5 – NA Not mentioned 
Cultural knowledge 1 – 2 – 3 – 4 – 5 – NA Not mentioned 
Knowledge integration 1 – 2 – 3 – 4 – 5 – NA Not mentioned 
Inclusivity 1 – 2 – 3 – 4 – 5 – NA Not mentioned 
Connectedness 1 – 2 – 3 – 4 – 5 – NA Not mentioned 
11
Narrative 1 – 2 – 3 – 4 – 5 – NA Not mentioned 

12
Modified Lesson Plan

Topic area: Ratios and Rates Stage of Learner: Stage 4 Syllabus Pages:

Date: 15/09/2016 Location Booked: Lesson Number: 4

Time: 50 minutes Total Number of students: Printing/preparation

 Puzzle Worksheet x 32

Outcomes Assessment Students learn about Students learn to

Lesson
Syllabus outcomes assessment Recognise and solve  apply the unitary method to ratio
← communicates and problems involving simple problems
connect ratios (ACMNA173)  divide quantity in a given ratio
← mathematical ideas using
← appropriate terminology,
diagrams
← and symbols (MA4-
1WM)

← applies appropriate
mathematical
← techniques to solve
problems
← (MA4-2WM)
←
← recognises and explains
mathematical relationships using
reasoning (MA4-3WM)

A student operates with ratios

And rates and explores them
Graphical representation.
(MA4–7NA)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
In Business Studies calculations of solvency, Patterns and Algebra: Number sentences. develop efficient
profitability, efficiency and liquidity requires ratio strategies for numerical calculation, recognize patterns, describe
and rates knowledge. relationships and apply algebraic techniques and generalization
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important,
1.3 Problematic 1.6 Substantive
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
knowledge communication
that requires active construction and requires students to engage in higher-order thinking
and to communicate substantively about what they are learning.
2.1 Explicit quality criteria 2.4 Social Support
Quality Learning Environment
2.2 Engagement 2.5 Students’ self regulation
This refers to pedagogy that creates classrooms where students and teachers work
2.3 High Expectations 2.6 Student direction
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.
3.1 Background 3.4 Inclusivity
Significance
knowledge 3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge 3.6 Narrative
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.3 Knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all
integration
13
cultural perspective.

14
 Time Teaching and learning actions Organisation Centred
T/S
Intro Introduction Teacher: Tells the instructions to the Teacher
 Students settle down and work on the “mental questions”. students.
 Teacher gives the answer of the mental sheet.
(7 mins)  Some students might be requiring extra assistance or a buddy. Student: Complete the mental
questions and swap mental
worksheets. Check neighbour’s
answers.

Resources: Mental Sheets

Body  Teacher marks the roll. Teacher: Mark the roll. Explain Teacher
 Teacher solves questions below by using fraction and unitary dividing in a given ratio. Solve simple and
method on the board. questions by using fraction and Student
(20 mins) unitary methods.
Explanation
Teacher explains dividing in a given ratio and solves some
examples of it on the board. Beware of the needs of
Indigenous students and make clear explanations.

Examples Student: Listens to the teacher’s

explanation.
1) The ratio of boys to girls in a school is 4 : 3. If there are 560 Takes down notes and answers the
students in the school; teacher’s questions while solving the
a. Number of boys? example on the board.
b. Number of girls?

2) A block of cheese is cut in the ratio 2 : 3. If the smaller piece is

150 g, what is the mass of the original block?

3) Danny, Fred and Jack have invested in a business in the ratio 2 :

3: 5. They decide to share the profits in the same ratio. If their Resources: Power Point Slides
profit is $126 000, how much will each person receive?

Allow students to use their individual communication strategies in

their responses

Body  Teacher gives the instructions for the puzzle activity Teacher: Gives instructions for the Student
 . Use visual sequence of puzzle activity. Puzzle activity
 Assign activity groups carefully to accommodate student’s Walking around the classroom and
(18 mins) capabilities and social interaction. helping students if needed.

Puzzle Activity

6. Solve the problems in the puzzle Student: Listen to the instructions

7. You will see that each problem has a letter below it carefully and find out the answer of
8. Once you solve the puzzle, match the letter with the the puzzle by solving questions
answer
9. Once all problems are completed, you will write the
appropriate letter under each answer
10. Puzzle is solved. Resources: “Puzzle” Worksheet

Teacher asks the answer for the puzzle. A student writes down the
answer on the board.

Conclusion  Teacher reminds what they have learned so far and gives an Teacher: Concludes the lesson and Teacher
idea for next lesson. thanks the students
 Concluding the lesson.
(5 mins) Student: Answers the puzzle
Pack up.
15
 Resources: Power Point Slide

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Throughout the preparation of this lesson plan l have learnt about structure and processes of effective lesson
plan. Throughout the process of preparing for this lesson plan l have also learned consideration of different
learning styles that were required for students on varying levels. Additionally, before starting the lesson, it is
essential to prepare the students for the upcoming lesson and topic. Using effective learning and teaching
styles also is necessity to construct appropriate lesson plan. I have also learnt the importance of ICT (HOW?).
Efficient lesson plan should also aim to engage students and target the attention of the whole class. To improve
previous issues, the lesson should be supported by the activities. This also allows students to accommodate
students’ capabilities and social interaction inside of the class. Professional lesson plan also targets elements of
QT and APST. Other than just teacher oriented teaching, involvement of students is also a significant element
for a sufficient lesson plan.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-7NA By questioning students, formative assessment used
MA4-1WM By questioning students, formative assessment used
MA4-2WM By questioning students, formative assessment used
MA4-3WM By questioning students, formative assessment used

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations
that are to be applied in this lesson?

References (In APA)

16
You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

17
Academic Justification

Elements of Australian Professional Standards for Teaching (APST) and Quality Teaching 

model (QT) are significant in preparing efficient and enriched lesson plans. Incorporating 

these elements into the classroom practices is a main requirement from preservice teachers.  

In line with this understanding modification and analysis of a sample lesson plan provided by

a local mathematics teacher has been undertaken with specific emphasis on the elements of 

APST and QT. In regards to APST, the ‘strategies for teaching Aboriginal and Torres Strait 

Islanders’ element has been taken into consideration with additional assistance in numeracy 

for ATIS students explicitly catered for in the lesson plan and also the element covering 

information and communication technology has been addressed by visual sequence activities.

In this part of the assignment the academic justification of the QT elements (social support 

and explicit quality criteria) improved upon will be addressed. 

The main justification behind the changes made is the identified specific learning needs of 

Aboriginal students. In the APST standards strategies for teaching Aboriginal and Torres 

Strait Islander students can be found in the second sub element of ‘Know students and how 

they learn’.  According to Australian Bureau of Statics (2011) Aboriginal students have very 

18
low results in literacy and numeracy. These results reflect that Aboriginal students require 

more support or assistance during classroom activities. Additionally, Purdie and Stone (2005)

found that the most impressive classroom environments were established by teachers who 

value the personal experiences and qualities of their students and explicitly reflect this in their

classroom. The second element of the APST which was improved in the lesson plan was use 

of information and communication technology. Implementation of education technology and 

engagement of students with technology plays an immense role in teaching methods 

specifically to meet the needs of visual learners in the classrooms. Debrenti (2015) stresses 

the importance of using visual representations stating that it gives students better 

understanding of concepts as well as improving mathematical reasoning. He also states that 

many research studies prove the necessity of visual aids in world problem solving. However, 

another important element of APST is ethical use of ICT and it needs be considered when 

incorporating ICT. Therefore, enriching teaching methods in the classroom would be possible

with lesson plans which incorporate various APST elements. 

Other modifications to the lesson plan involved the embedment of social support and explicit 

quality criteria based on the QT methods. Assigning activity groups cautiously and 

accommodation of students in regards to their individual abilities and social interaction aims 

was introduced into the lesson plan to implement the social support method. The study of 

19
Ottomar, Rimm­Kaufman, Berry and Larsen (2013) emphasises the importance of social 

interactions in student­teacher and student­student relations in mathematics classes and state 

that successful facilitation of this interaction enhances students’ social and emotional 

development. It is also stated for this interaction to be positive and deliver the desired 

outcomes it is necessary to select useful tools of interaction, give opportunities to apply 

knowledge and to simplify the mathematical discourse in the class. Last change made in the 

lesson plan in light of QT methods was explicit quality criteria. Providing an explicit criterion

for the activity and provision of solutions to the questions in the class by the teacher is a 

requirement of the modified lesson plan. Wacker (2016) addresses that having clear process 

and marking of the system will help all teachers be prepared on the podium. He also mentions

positive effect on students, such as engagement will be successful with an effectively created 

lesson plan. Thus, for qualified teaching environments in the mathematic classrooms, social 

support and explicit quality criteria are essential for a nourished lesson plan. 

In a nutshell, lesson plans can be seen unnecessary by many veterans in schooling systems. 

However, in recent years, importance of well­prepared lesson plans has been emphasised in 

consideration of Australian Standards for Teachers and Quality Teaching models by research 

and law makers. To improve sample lesson plan that is provided by the local teacher, 

assistance of Aboriginal and Torrent Islander students for their special needs explicitly were 

added to modified lesson plan in regards to APST. Another modified APST element is 

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involvement of visual sequence of activities to fill in gap within the sample lesson plan in 

relation to the ICT. Social support and explicit criteria elements were weak in the sample 

lesson plan to enrich learning and teaching methods. However, modification of assigning 

group activities and adjustment of students aims to improve lesson plan in that area. The last 

improvement designed was by providing an explicit criterion for the activity and provision of 

solutions to the questions. 

References

Australian Bureau of Statistics. (2011). Indigenous Statistics for Schools. Retrieved July 22, 
2011 from http://www.abs.gov.au/websitedbs/cashome.nsf/home/ISS
%20Aboriginal%20and%20Torres%20Strait%20Islander%20Statistics

Debrenti, E. (2015). Visual Represantations in Mathematics Teaching: An Experiment With

Students. Acta Didactica Napocensia , 8(1), 21-26.

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Purdie, N., Stone, A. (2005). Indigenous Students and Literacy and Numeracay. Professional

Educator , 4(2), 10-13.

Purdie, N., Reid, K., Buckley, S. (2011). Literacy Learning: What Works for Young Indigenous

Students? Lesson from the Longitudinal Literacy and Numeracy Study for Indigenous

Students. Literacy Learning:the Middle Years , 2011(3), 51-59.

Wacker, A. T. (2016, April ). Creating an Effective Lesson Plan . School Band & Orchestra , 34-

35.

ePortfolio URL Link: http://saydogdu.weebly.com/

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