Mikhail Baimakov

ID: 19258922

102085 Designing Teaching and Learning

Assessment 2

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 Mikhail Baimakov
ID: 19258922

Contents
Lesson Plan Analysis .............................................................................................................................. 3
Identifying Areas for Improvement................................................................................................. 4
Modified Lesson Plan ............................................................................................................................. 5
Academic Justification ............................................................................................................................ 9
References ............................................................................................................................................. 11
Link to Online Learning Portfolio ........................................................................................................ 12

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 Mikhail Baimakov
ID: 19258922

Lesson Plan Analysis

QT Analysis
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Teacher uses a good connection between the importance of public transport
–5 and sustainability. However, teacher assumes that all students have
background knowledge, as no connection is made about the topic being
delivered.
1.2 Deep understanding
1 – 2 – 3 – 4 The main focus on this lesson is the timetable, however, the concept of
–5 sustainability is only mentioned briefly. It could have been beneficial for
students to create a better understanding of what sustainability is and why it is
important.
1.3 Problematic knowledge
1 – 2 – 3 – 4 The importance of sustainability is not unpacked, therefore students will not
–5 be able to find the link between the two topics, sustainability an timetables.
Activity that is designed to deliver knowledge about timetables is designed to
accommodate student’s multiple perspectives in relation to train timetables.
1.4 Higher-order thinking
1 – 2 – 3 – 4 The tasks designed require students to understand factual information,
–5 however it does not allow them to vary it in any ways, therefore it is limited to
make students think outside the task.
1.5 Metalanguage
1 – 2 – 3 – 4 The use of metalanguage has been identified as an area of opportunities in this
–5 lesson plan. More metalanguage about timetables, platforms, stations, arrival
and departure times and sustainability can benefit students in building a better
knowledge about the topic.
1.6 Substantive communication
1 – 2 – 3 – 4 Students are to form the idea about timetables and implication to timetable
–5 changes. However, the lesson would benefit from incorporation of more
complex ideas about sustainable transport for instance.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 The information about timetable is only briefly introduced. Teacher goes
–5 straight away into the discussion about timetable, what is it for and what
features it has. Teacher could have provided some examples and completed
the timetable with class, rather than moving to class activity directly.
2.2 Engagement
1 – 2 – 3 – 4 Class engagement is going to be reached by students working in pairs.
–5 Teacher walk around the class to make sure that everyone stays on the topic.
2.3 High expectations
1 – 2 – 3 – 4 There are high expectations from students, as they are required to perform
–5 class activity without doing any similar activity before. They will need to co-
operate with each other and use problem solving skills in order to perform that
class activity.
2.4 Social support
1 – 2 – 3 – 4 Working in pairs allow students to get support from each other. However,
–5 more support could be obtained from teacher as well, as he/she is walking

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 Mikhail Baimakov
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past and is able to support students who lost track.

2.5 Students’ self-regulation
1 – 2 – 3 – 4 Students are given with an option to choose to do paired work, or they can
–5 work alone.

2.6 Student direction

1 – 2 – 3 – 4 Students are well directed by the teacher within the whole lesson, however
–5 students have the time when they can share their thought about travel related
questions.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 The importance of public transport is explained and connection with
–5 sustainability has been made by the teacher.
3.2 Cultural knowledge
1 – 2 – 3 – 4 There is an opportunity to modify a lesson plan in relation to cultural
–5 knowledge. The topic of cultural diversity has not been mentioned. The
impact of development of public transport system on Indigenous Australians
have not been mentioned.
3.3 Knowledge integration
1 – 2 – 3 – 4 There is a lack of knowledge integration between the public transport system
–5 and how is it linked to sustainable future.
3.4 Inclusivity
1 – 2 – 3 – 4 The lesson is designed assuming that most of the students have the same
–5 learning abilities. It has not been mentioned, how activity will be different for
slow-paced students.

3.5 Connectedness
1 – 2 – 3 – 4 The classroom activity provides students with the knowledge about transport
–5 system and how it is connected with timetables. However, the connectedness
in respect to sustainability could have been unpacked more.
3.6 Narrative
1 – 2 – 3 – 4 There is an opportunity to develop this part of the lesson plan as it has not
–5 been unpacked in the existing lesson plan to any extend. Therefore, case
studies of personal examples can be added.

Identifying Areas for Improvement

QT model
1) 2.6 Student Direction 2) 3.2 Cultural Knowledge
3) 3.4 Inclusivity 4) 3.6 Narrative

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 Mikhail Baimakov
ID: 19258922

Modified Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Timetables 11, Standard pp.34
Date: Location Booked: Lesson Number:
23.03.17 Classroom 8
Time: Total Number of students: Printing/preparation
50 minutes 30 Links to various transport
websites ready. Print
worksheets and
corresponding timetables.
Need access to a Smart
Board.
Students need access to a
digital device.
Five coloured pens or pencils
on each desk.

Outcomes Assessment Students learn Students learn

about to

Syllabus outcomes Lesson assessment The Students

interpretation of review how to
MS11-2 represents information Formative assessment takes
different interpret
in symbolic, graphical place throughout the lesson.
and tabular form timetables and timetables and
Teacher walks around and
how this can be use this to
asks questions, and ensures
MS11-3 solves problems used as a part of solve problems
that students are staying on
involving quantity life. How public using a range
task.
measurement, including transportation of different
accuracy and the choice Students are asked to share can be used as a timetables,
of relevant units their personal stories about means of including
travelling. For example, what promoting ferries, buses
MS11-4 performs calculations train they take to get sustainability. and trains.
in relation to two- somewhere and do they use Incorporate 12-
dimensional and The importance
timetable. hour and 24-
threedimensional transport in
hour time into
figures Students are asked to use regards to
understanding
Sydney Transport App on economy and
MS11-9 uses appropriate timetables.
their devices to plan the trip sustainability.
technology to Students learn
from Parramatta city to The historical
investigate, organise how important
Sydney CBD. Students asked facts about how
and interpret it is to have a
to come up with different the development
information in a range transportation
ways of transportation, i.e. of public
of contexts system for any
train, buses, ferries, taxis. transport in
big city.
MS11-10 justifies a response to Students are to determine NSW has
a given problem using pros and cons of every changed the life
of Indeginous

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appropriate method of transportation, people and

mathematical including the cost, the others.
terminology and/or convenience, time
calculations consuming, and
sustainability.

Time Teaching and learning actions

Introduct Teacher greets students and asks them to sit down in their seats. Students take out their
ion workbook and stationery required for the lesson. The Teacher outlines what the lesson
2 minutes will entail. Teacher explains that the class tests from previous lesson will be handed
back to students and the revision will take place.
Revision Revision
Teacher asks a few questions from previous topics to refresh students’ memory.
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.
Body 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:
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minutes 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?
Within this section, the teacher broadly 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. Teacher explains the importance of public transport system and its use
on developing of economy, and saving the planet.
Class activity and Smartboard interaction
12 Students are asked to take out their devices and plan the trip from Parramatta City to
minutes Sydney CBD by at least 3 different methods. Students are to work in pairs. Students
are required to draw a table with 4 rows (Train, Ferry, Bus or Car) and 4 Columns
(Cost, Time consuming, Convenience and Sustainability). The aim of this activity is to
show students that public transport save money, time and environment.
Example of the table:

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Cost Time Convenience in Sustainable yes or

Consumed terms of no?
Walking
Distance or
Parking
Train
Ferry
Bus
Car/Taxi
Worksheet Activity
Students stay in pairs and teacher hands out worksheets, Pens or Pencils.
14 Teacher explains that each student will need to come up with a filled up worksheet,
minutes however, they can co-operate with each other.
While students are performing the task teacher walks around the room and works with
each pair for 50-60 seconds, to make sure that they are on the right track.
Once the majority of students have completed the task teacher discusses answers with
students.
If there are students who struggle a little bit with the task teacher should spend a bit
more time with them trying to explain it more.
Conclusio Teacher asks students to summarises the key points of the lesson, by asking each
n students to name one thing that they have learnt. Discusses what the next lesson will
5 minutes entail. Asks students if they have any further questions. Answer students’ questions, if
any.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
MS11-2 First class activity with a filling up the table
MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in groups and helping each other
perform calculations based on time.
MS11-9 First class activity with a filling up the table that
requires to plan a trip.
MS11-10 Hogwarts Train Timetable worksheet.

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 Mikhail Baimakov
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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. Draw a sketch of Stations and use different
colours for different Trains to Visualise the train paths and then try and work out the
timetable for the 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.

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 Mikhail Baimakov
ID: 19258922

Academic Justification

According to Gore (2007) nowadays teachers have a various guidelines in terms of what they
teach, how they teach and what level of engagement should be applied in the classroom.
Teachers have to follow directions and rules in order to meet Australian Teaching Standards.
In this assignment the modifications to existing mathematics lesson Stage 6 plan have been
added using QT model in order for it to meet Australian Teaching Standards. It has to be
mentioned that original lesson plan is engaging and allows students learn new topic as it
provides examples and allows students to work with each others. However, using QT method
analysis some areas have been identified to have further opportunities for improvement.
Thus, four main areas (2.6 Student Direction, 3.2 Cultural Knowledge, 3.4 Inclusivity,3.6
Narrative) that could be improved have been identified and will be discussed in this paper.

Firstly, in order to address Standard 2.6 the modified lesson plan integrates the activity that
requires students to work with the online resource in real-life time by planning a trip from
Parramatta City to Sydney CBD. It also exercise students’ critical thinking as there is no right
or wrong answer on which option is the best, as every trip option has its advantages and
disadvantages. As QT Model suggests students are given some control over what and how
they are learning. According to Ayres et al. (2013) giving students different options creates a
positive learning environment and makes classroom management easier. Students are
expected to engage in this activity as it is something that is closely related to their real life
interests, as it provides them with the knowledge to be able to find the best route to the
destination. They will also be able to share this knowledge with their parents and relatives,
especially those who still use old methods of checking timetables.

In order to address Standard 3.2 the teacher explains the importance of transport system for
Australia and any other country. Teacher then leads the topic to show how the development
of transportation system can impact the life of Indigenous people, as well as other people
living in remote locations and those living close by to train rails (Livingstone, 2012). Thus,
for instance, teacher will explain that any train rail involves some advantages and
disadvantages for community. Building of new train rails provides jobs for people, helps to
connect towns and cities with each other, provides with the easy transportation of goods and
services. Teacher explains that timetables help people to plan and manage their time,

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therefore how understanding of timetables will benefit their life. Teacher may have students
in class who can share their stories with others about how transport impacts their families.

In order to address to Standard 3.4 (Inclusivity) teacher is making students to work in pairs
with. According to John (2006) allowing students to work with each other allows them to
integrate their knowledge into group work. Students are to share with not only with a student
they are in a pair with but also with others allowing them to feel less nervous. For example if
one person is struggling the other student may help him or her to understand the topic better,
as some students may feel uncomfortable to ask questions in front of the class but they would
feel more comfortable asking their peers rather than the teacher. Also, it is important to make
a note of students who might be behind the majority of students and teacher will engage with
those students directly while others work in pairs during the class activities. According to
Fischetti (2014) another group of students that should be taken into the consideration are
gifted and talented students. As they might complete required tasks faster, teacher should
have an optional task for those students, in order for them to stay engaged (Gore, 2007).

Lastly, another opportunity has been defined as Standard 3.6 (Narrative). The lesson plan
now includes time for sharing personal stories. Students are asked to share their stories on
how they use transport timetables, what do they think about it. Teacher is also to share some
stories based on personal experience, that help students understand the importance of
timetables, and how it’s changing and usage impacts peoples’ lives.
So, in conclusion, it is possible to say that the original lesson plan is quite comprehensive,
however, with discussed improvements it will cover those areas that have been identifies as
opportunities for improvement.

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 Mikhail Baimakov
ID: 19258922

References

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

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Ayres, P., Sawyer, W., Dinham, S. (2013). Effective teaching in the context of a grade 12
high‐stakes external examination in New South Wales, Australia. British Educational
Research Journal, 30(1), 141-165. doi:10.1080/01411920310001630008
Fischetti, J. C. (2014). Issues in Education: The Rubber Duckies Are Here: Five Trends
Affecting Public Education Around the World. Childhood Education, 90(4), 316-318.
doi:10.1080/00094056.2014.937309
Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a
difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).
Rotterdam, Netherlands: Sense Publishers.
John, P. D. (2006). Lesson planning and the student teacher: re‐thinking the dominant
model. Journal of Curriculum Studies, 38(4), 483-498.
doi:10.1080/00220270500363620
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford
Review of Education, 38(1), 9-24. doi:10.1080/03054985.2011.577938

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 Mikhail Baimakov
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Link to Online Learning Portfolio

http://www.mbaimako.weebly.com

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