102086 Designing Teaching & Learning

Assignment 2: Lesson Plan Analysis, Revision & Justification

Contents:

Original Lesson Plan 2

Lesson Plan Analysis 3

Modified Lesson Plan 7

Academic Justification 13

References 15

Learning Portfolio Weebly Link 15

Jacinta McDowall

19025777
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the 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 been included. However, this does not
mean the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
4 Comments: Group work and open class discussion support inclusivity, which is
emphasized by the exploration of multiple perspectives culturally, socially and
politically. However minimal teacher assistance may create a lack of support for
some students

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2 Comments: Not mentioned, however lesson plan does allow scope to
incorporate elements. Group activity and class discussion support inclusive
pedagogy

1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1 Comments: Differentiated activities are not available in lesson plan, however
individual letter writing could be scoped to support different learning levels
1.6 Strategies to support full participation of students with disability
2 Comments: Not mentioned, however inclusive nature of lesson plan could be
scoped to support students with disability

2 Know the content and how to teach it

2.2 Content selection and organisation
3 Comments: Outcome of the lesson plan is vague. The content is relevant to
Visual Arts, however doesn’t mention students necessary prior learning or relate
to any other lessons.

2.3 Curriculum, assessment and reporting

3 Comments: The open class discussion in Activity 3 is an example of informal
formative assessment and Activity 4, student letter writing or school policy
review, can be used as a form of summative assessment. However there is no
specific reference to VA curriculum requirements.
2.6 Information and Communication Technology (ICT)
4 Comments: Activity 2 allows students to explore a range of ICT integration, and
includes several audio/visual links for the teacher to share with students.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
4 Comments: Goals established in the lesson plan are potentially achievable for
students of varying abilities. However due to the debating nature of the
intended outcomes, further teaching may be required for students to thoroughly
explore concept.
3.2 Plan, structure and sequence learning programs
5 Comments: It is structured in a sequence of 4 activities that commence with
students prior knowledge, that is built on in an easy flowing lesson.

3.3 Use teaching strategies

4 Comments: The teacher has minimal input, instead open ended focus questions
are used to spark student debate and critical thinking. Group activity and class
discussion are used to encourage student participation. However, it is not
outlined where teacher assistance may be required which could cause some
students to fall behind.
3.4 Select and use resources
5 Comments: Numerous discussion topic options are outlined as well as ICT
integration of several relevant links to audio/visual documentaries

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
4 Comments: Paired learning, group work and class discussion encourage student
participation and inclusivity. Further teacher assistance may be needed to
ensure students don’t go off track or lose focus, which is not outlined.

4.2 Manage classroom activities

3 Comments: The activity is flexible and promotes student responsibility for
learning. The POV organizer provides students with direction. However minimal
teacher input can cause disruption to the lesson plan.

4.3 Manage challenging behavior

1 Comments: Not mentioned and minimal teacher assistance may cause
challenging behavior to worsen.

4.4 Maintain student safety

1 Comments: Not mentioned

4.5 Use ICT safely, responsibly and ethically

4 Comments: Not mentioned, however links to appropriate websites are
established to maintain ICT security precautions.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
3 Comments: The use of summative assessment is available however the use of
informal formative assessment is not specific to individual students and requires
scope to effectively assess student progress.
5.2 Provide feedback to students on their learning
3 Comments: Feedback is available for the class as a whole through group
discussion. Activity 4 allows the teacher to give targeted feedback to individual
students, however is not specifically mentioned in lesson plan.

Section 2: NSW Quality Teaching Model

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
4 Comments: The central concept of ‘responses to graffiti’ is maintained
throughout the lesson. However where the content of the lesson fits in with the
overall continuum is not mentioned
1.2 Deep understanding
3 Comments: Students demonstrate learning depth through the use of informal
oral and written assessment, however student contribution and assessment is
uneven
1.3 Problematic knowledge
5 Comments: Lesson is scaffolded to encourage multiple and conflicting
perspectives on topic, with students exploring the historical, social and political
aspects.

1.4 Higher-order thinking

5 Comments: Higher-order thinking is demonstrated throughout lesson plan
through the use of open ended questions, and evaluations from multiple
sources.

1.5 Metalanguage
3 Comments: Key vocabulary is listed, however is not focused on throughout the
lesson or explained by the teacher how it works. Resource links provide
symbolic metalanguage to be deciphered by students.

1.6 Substantive communication

5 Comments: The lesson is scaffolded for substantive communication and
sustained interactions through the use of group work and open class discussion,
making thinking and understanding explicit.

Quality learning environment

2.1 Explicit quality criteria
2 Comments: The quality criteria is vague and only explicitly evident through the
use of the POV worksheet.

2.2 Engagement
4 Comments: Student engagement is high throughout the lesson, allowing
students on different levels to effectively direct the flow of conversation and
debate. However some students may fall off topic through the lack of teacher
guidance.

2.3 High expectations

3 Comments: Inexplicit expectations of challenging work is evident at times,
however individual student expectations are not effectively targeted.

2.4 Social support

4 Comments: The use of paired, group and jigsaw activities allow students to
contribute and collaborate together. Active listening and multiple perspective
taking also encourage a supportive classroom environment.

2.5 Students’ self-regulation

4 Comments: The lesson is structured to encourage student initiative and
autonomy, as they are essentially in charge of their group(s) discussion and
research.

2.6 Student direction

4 Comments: Students determine significant aspects of the time, pace and criteria
of the lesson, which stem from numerous topical options for students to choose
from, and minimal teacher input.

3 Significance
3.1 Background knowledge
3 Comments: Students background knowledge is specifically mentioned in Activity
1 and seems to be drawn upon throughout aspects of the lesson
3.2 Cultural knowledge
4 Comments: Lesson is scaffolded to encourage diverse cultural perspectives

3.3 Knowledge integration

4 Comments: cross-curriculum integration available for studies of Society and
Environment

3.4 Inclusivity
5 Comments: The lesson plan promotes inclusivity and encourages significant and
equivalent diverse cultural, social and political perspectives to be presented
amongst students.

3.5 Connectedness
5 Comments: The focus on a public issue creates high connectedness for
students, especially when you take their age into consideration, as adolescents
are more often exposed to graffiti.

3.6 Narrative
4 Comments: The links provided for research include audio/visual narrative.
Students may also include their own biographical accounts throughout class
discussion.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) Strategies for teaching Aboriginal and 2) Manage challenging behavior
Torres Strait Islander Students
QT model
1) Explicit Quality Criteria 2) High Expectations
 Lesson Plan

Topic area: Visual Stage of Learner: 4 Syllabus Pages:

Arts Visual Arts
Contents: 5 - 7.3
Pages: 11-35

Date: 12.05.2017 Location Booked: Art Lesson Number: 5 /

Room 1
Time: 60 minutes Total Number of Printing/preparation
students: 15 Whiteboard and
marker, 3-4 images
of Australian Graffiti,
computers or iPads,
lesson outline, past
exemplar, colourful
pencils, VA diaries.
 Outcomes Assessment Students learn Students learn
about to
Syllabus outcomes Lesson assessment Students gain an Students learn to
understanding of how the identify how social
VA 4.2, 4.3, 4.4, 4.5, 4.7, Students are expected to art-making practice of perspectives and
4.8, 4.9, 4.10 work individually and in graffiti is conditioned by cultural identity
group collaboration to a range of interests of contribute to the
Students engage in the explore the cultural time and place, defining development and
cultural exploration of relationship between artist social identity. Students execution of graffiti, and
the properties of Graffiti and audience. acknowledge how how it can be
throughout Australian different interpretations interpreted differently
history. This lesson Informal diagnostic are created from different by audiences.
introduces students to assessment is used via the audiences, and explore
the VA Cultural initial class response to the how graffiti has been Students reflect on
Framework, and the question “Is Graffiti self used for social and issues significant to
Conceptual Framework expression or vandalism”? political activism their own culture and
of the relationship throughout Australian school to develop a
between Artist and Formative assessment is history. graffiti inspired mural or
Audience. achieved by monitoring tag that presents the
students progress Students also begin to relationship between
throughout the lesson. acknowledge symbolic artist and audience,
Encouraging open representation, as well as recorded in their art
discussion and Q&A the physical and material diaries.
throughout the lesson. This properties of the
helps students stay on practice.
track, and allows for prompt
necessary feedback .

Formal assessment is used

at the end of the lesson
when students submit their
artwork and description.

Cross Curriculum themes & General Explicit subject specific concepts

capabilities and skills

Aboriginal and Torres Strait Islander culture and

history (relationship between artist and
audience)
Australian culture and history (relationship
between artist and audience over a vast period
of time)
Critical and creative thinking (group discussion
and final work)
ICT capabilities (web links, youtube clip,
computer usage)
Literacy (writing artwork description)
Group work (group collaboration)
debate (topical debate is used to form an
opinion)
Students will examine the VA Cultural Frame
to develop an informed opinion on graffiti
and how audiences formulate different
perspectives.
Working individually, in groups and as a
class, students will investigate some public
opinions and the values behind them. The
historical, social and political aspects of
public debate will be introduced.
Students will be asked to develop and
present their own opinion on how they value
graffiti.
 Time Teaching and learning actions Organisation Centr
ed
T/S
Intro Provoking initial student response Teacher: Whilst students settle in, T greets T
class, and writes on board ‘Is Graffiti self
2 minutes The lesson outline describes what is expression or vandalism?’ T hands out lesson
required by Ss in their graffiti mural outline.
or tag sketch and description. It also
includes a list of key terminology to Student: Settle in and commence thought on
be used, as well as a list of electronic main concept.
resources.
Resources: White board/Marker, lesson outline

Introduction of topic Teacher: Voices the question on the board, S

8 minutes then asks each student for their opinion. T
The question, “Is Graffiti self documents Ss responses on board.
expression or vandalism” is directed
at students through the use of both
vocal and written language to assist Student: express their initial opinions openly in
students at different language levels. front of class

Students consider their responses Resources: White board/marker pen

using a Plus, Minus, Interesting (PMI)
strategy.
The use of code switching between
English and Indigenous language is
supported to encourage inclusion and
participation.

T documents a collection of
conflicting S answers on the board.

This activity is used for informal

diagnostic assessment of Ss prior
knowledge.
10 Lesson expectations Teacher: Outlines lesson and expectations. T
minutes Uses 3 -4 visual images displayed at the front
T refers to conflicting class opinions of the class to insight imagination. Answers
noted on board as an example to any Ss questions.
explain that Graffiti is a controversial
subject, which is open to numerous Students: Read through worksheet with T and
perspectives. ask any questions they may have.

T uses visual examples of how Graffiti Resources: Visual examples of Australian

has been used in Australia from Graffiti. Ss responses on whiteboard, lesson
Ancient Indigenous Rock Art to tags outline, past exemplar
in the local neighborhood.
Key words listed:
T reads through lesson outline with * graffiti
Ss, which explains that Ss are to work * mural
in a jigsaw group activity, to explore * stencil
the links provided on the lesson * community
outline to research: * deface
* scribble
How Graffiti has been used * vandal
throughout Australian history for * willful damage
social and political activism? * conviction
* offense
What forms does it come in?
* tagging
Why some consider it vandalism and * art
some art? * importance

T explains that at the end of the

* cultural
lesson Ss must submit an individual * statement
sketch of a graffiti mural or tag that * rebel
represents their own relationship with
the school and community as well as
* Aboriginal
a 100 - 300 word description of their * Australian
work, expressing why they chose to * Voice
represent their connection to the
school and community in the way Links to Resources:
that they did, and how it could be
interpreted differently by their peers, City of Melbourne Graffiti management plan
parents, teacher and wider www.melbourne.vic.gov.au/residents/home-
community. neighbourhood/graffiti/pages/graffiti-
management-plan.aspx
Students are encouraged to include
key terminology in their description, ‘Urban scrawl: shades of grey’, Suzy Freeman-
and refer to their research to Greene, The Age, 12 Jan 2008
describe why conflicting views can be www.theage.com.au/articles/2008/01/11/11999
interpreted by audiences. 88583501.html

Students are also provided with an ‘Graffiti or art? Expression in the modern age’
example of a past students work who Daniel Ziffer, The Age, 14 May 2007
received top marks for this project, to www.theage.com.au/news/arts/graffiti-or-art-
ensure they understand what is expression-in-the-modern-
expected from them. age/2007/05/13/1178994997005.html

‘Look, it’s a plague of ads’, Sydney Morning

Herald, 13 September, 2007
www.smh.com.au/small-business/look-its-a-
plague-of-ads-20090619-coly.html

‘Writing is on the wall. It’s moronic’, Sushi Das,

The Age, 28 May 2005
www.theage.com.au/news/sushi-das/writing-is-
on-the-wall-its-
moronic/2005/05/27/1117129894340.html

‘Ancient Aboriginal rock art site discovered in

suburban Sydney’, The ABC, 21 Nov 2014
www.abc.net.au/news/2014-11-20/ancient-
aboriginal-rock-art-site-discovered-in-
Body Finding out about graffiti Teacher: Nominates challenging students to S
be responsible for group organisation. T
25 Students participate in a Jigsaw oversees groups forming and working together.
minutes activity, whereby they split and form T acknowledges Ss are using key terms and
new groups in order to research participating at an appropriate level. T assists
separate articles about graffiti. individuals and groups who are struggling.
Challenging Ss are given the
responsibility of organising group Student: Participate in a Jigsaw activity to
formation. S collaboration is essential research separate articles about graffiti. They
in this activity. will require at least one computer or iPad per
group, to research the various electronic
Students can choose from the articles articles or youtube links. Students may use the
listed to research electronically, and past exemplar to assist their understanding of
may use the past exemplar to assist work expectations.
their understanding of what is
expected of them. Students are also Resources: lesson outline, past exemplar, key
encouraged to use this time to terms and resource links, computer or iPads,
commence thought on what graffiti pen and extra paper
piece they will create and how it
would be interpreted from different
audiences.

The teacher is able to give relevant

feedback to students throughout the
lesson, to ensure they stay on track
and are confident in their research,
and could use this as a formative
assessment of students progress.

10 Individual graffiti drawing and Teacher: Asks the students to create their S
minutes description graffiti piece in their art diaries. T assists any
Ss who require additional attention.
Students are to use their research to
formulate individual graffiti images Student: Create an individual graffiti tag or
that reflect their relationship with the mural in VA diary. Encouraged to ask T and/or
school and community, and write a other Ss questions if necessary.
short description of their work, and
how it could be interpreted in Resources: lesson outline, resource links, past
numerous ways. This can be used as exemplar, VA diary, colourful pencils,
a summative assessment by the computer or iPad
teacher. Students are encouraged to
continue to interact with the teacher
and other students in this section,
including asking any further
questions they may have to ensure
they feel supported and are staying
on track.
Reflection Students place their art diaries at the Teacher: Clears a space at the front of the T/S
front of the room to display their room for students to display their VA diaries. T
5 minutes work to the teacher and other encourages students to view all works whilst
students. summarizing lesson.
T answers any outstanding questions.
Whilst students view their peers
work, the teacher sums up the lesson Student: File lesson outline, and pack away
and chooses students at random to pencils. Close any windows open on school
reflect on what they have learnt. computers and tidy desks.

Students ask any outstanding Resources: VA diaries

questions, whilst packing away
pencils and filing their lesson outline
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have found this assignment both challenging and interesting, and have enjoyed
putting my knowledge of the Standards and Curriculum into ‘action’. I chose to
focus on Indigenous student needs as well as managing challenging behavior, as my
experience in a public high school proved many of these students needs were not
met. I wanted to learn what improvements could be made to a lesson plan that
would ensure inclusivity and high expectations of all students, and believe I have
effectively made these changes in the updated lesson plan.

Overall, I enjoyed this assignment and believe I have deeper understanding of the
Standards and Curriculum and the challenges that practicing teachers face
everyday constructing suitable and meaningful lesson plans for all students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

VA 4.2, 4.9, 4.10 Informal diagnostic assessment using a PMI
strategy
VA 4.2, 4.3, 4.4, 4.5, 4.7, 4.8, Formative assessment, by observation and
4.9, 4.10 questioning during the jigsaw group activity
VA 4.2, 4.3, 4.4, 4.5, 4.8, 4.9, Summative assessment, of students art diaries
4.10

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?
The Teacher must ensure tables and chairs are safely positioned so that there is
no trip hazard when students are participating in jigsaw activity. Sufficient lighting
and ventilation must also be in place to ensure a safe classroom environment. ICT
security should be set on school computers as well as monitoring from the
teacher throughout the lesson to ensure students have accessed only appropriate
web material.
 Academic Justification
Although the original lesson plan demonstrates a thought provoking activity for
students, its vagueness assures many aspects require modification to effectively
fulfill the specific requirements of the Australian Professional Standards for Teachers
(AITSL, 2017) and the Quality Teaching (Model) in NSW Public Schools (Ladwig &
Gore, 2009), as well as adhere to the NSW syllabus (NESA, 2012). This includes
strategic improvements to the learning preference of Indigenous students and
managing challenging behavior, whilst also exhibiting high expectations of all
students through the use of high explicit quality criteria.

Initial modifications to the lesson plan include an informal diagnostic assessment of

students prior knowledge, where students are invited to express their opinion and
understanding of the subject “Is graffiti self expression or vandalism?”, using a Plus,
Minus, Interesting strategy in front of the class. These responses are used to
effectively document student progress addressing Standard 5.1 and 5.4. The use of
oral methodology also adheres to Standard 1.4 as Indigenous students respond to
the use of narrative which is similar to talking circles where students can share their
own experiences (Chilisa, 2012).

Modifications have been made throughout the lesson to adhere to Indigenous

learning preference and address Standard 1.5 and 2.4 including the use of
Australian and Indigenous specific graffiti images to engage Indigenous students, as
the visuals are capable of sparking insight and enriching their experience (Jackson,
2011.). The inclusion of Indigenous rock art and graffiti reaffirms students
Indigenous culture as having worthwhileness within the classroom, which constructs
meaning and value for them (Lewthwaite, Osborne, Lloyd, Boon, Llewellyn, Webber,
Laffin, Harrison, Day, Kemp and Wills, 2015.) Students are also invited to use code
switching between English and Indigenous English to further encourage
participation and understanding, addressing Standard 1.3.

Substantive communication and high order thinking activities have been maintained
throughout the amended lesson, relying heavily on group based activities and
student debate. However the addition of higher teacher involvement has been
introduced to ensure standard 4.2 and 4.3 are thoroughly addressed, as this was
lacking in the original plan. It is important that the teacher directs the lesson
offering prompt feedback to monitor student participation and development. This
helps to prevent discipline problems rather than attempting to solve them once they
have occurred, creating a much smoother and easier lesson for both teacher and
students (Edwards & Watts 2004).

Students with challenging behavior are given the responsibility of organising groups
during the jigsaw activity. This action is used as a motivational tool to encourage
them to commit to the task. They begin to feel a sense of positive responsibility
which encourages them to abide by the rules of the lesson, addressing Standard
4.1. This technique is much more effective than attempting to enforce rules upon
them out of a fear of punishment (Eggan & Kauchak, 2010).

Inquiry based learning is endorsed using both written and verbal communication.
Oral communication appropriately reflects the Indigenous history of non-written
language and is used as a form of decolonizing methodology (chilisa, 2012).
However it is also important that a written outline is available to students to
thoroughly and clearly communicate class expectations. Students are also provided
with an example of past students work to further outline expectations to ensure
high explicit quality criteria is met, addressing Standard 3.5. Maximum
communication between students and teacher ensures students have a thorough
understanding of how criteria will be used in the assessment of their submissions
(Harris, 1999).

The letter writing task and POV sheet in the original lesson plan was not suitable for
Indigenous or challenging students due to its extensive use of text, that could be
seen as intimidating for those with lower literacy skills. It also lacked a clear focus
on stage 4 syllabus requirements for Visual Arts. This has been altered to create a
lesson plan focused on the Visual Arts Cultural Frame, which explores social,
community and cultural interests (Lewthwaite et al. 2015).

Students have the opportunity to exhibit many different aspects of their research,
which can be used in formative and summative assessment. This includes their
participation in group activity, understanding of different perspectives, developing
an informed opinion, metalanguage, research skills, descriptive writing etc. This
dynamic approach to assessment presents a serious challenge to all students and
allows them to take risks at all learning levels. It ensures expectations are high for
each individual student and addresses standard 1.5. Students document their work
in their VA diary which the NSW syllabus deems mandatory, and are invited to
display their work at the front of the class which promotes belongingness and
creates a rewarding and positive effect on students learning (Jackson, 2011).

The class is kept small with sufficient time to complete tasks, allowing the
necessary teacher assistance of individual students needs. The positioning of class
seating as well as the inclusive pedagogy practice (jigsaw activity) promote a sense
of belongingness and equality for all students which effectively creates a positive
classroom environment where students can thrive.
 References:

Australia Institute for Teaching and School Leadership (AITSL). (2014). Retrieved
from http://www.aitsl.edu.au

Chilisa, B. (2012). Indigenous research methodologies. California, USA: Sage.

Edwards, C.H. and Watts, V. (2004). Classroom Discipline and Management an

Australasian Perspective. Milton, QLD: John Wiley & Sons Australia, Ltd.

Eggen, P. and Kauchak, D. (2010). Educational Psychology: Windows on Classrooms.

New Jersey: Pearson.

Harris. A. (1999). Teaching and Learning in the effective School. Haunts, UK:
Ashgate Publishing

Jackson. Y. (2011). The Pedagogy of Confidence. NYC, USA: Teachers Collage Press

Ladwig, J.G. & Gore, J.M. (2009). Quality teaching in NSW Public Schools: a
classroom practice guide. Sydney Australia: Department of Education and Training.
Retrieved from
http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality
%20Teaching%20Guide.pdf
Ladwig, J.G. & Gore, J.M. (2006). Quality teaching in NSW Public Schools: an
assessment practice guide. Sydney Australia: Department of Education and Training.

https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin,
G., Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of
Difference: What Aboriginal Students and Their Parents in North Queensland Say
About Teaching and Their Learning. Australian Journal of Teacher Education, 40(5).
Retrieved from
http://dx.doi.org/10.14221/ajte.2015v40n5.8

NSW Education Standards Authority (2012). Retrieved from:

http://syllabus.nesa.nsw.edu.au/creative-arts/

Values Education for Australian Schooling: Graffiti: self expression or vandalism? 3.

(2010). Commonwealth of Australia. Retrieved from:

http://www.curriculum.edu.au/verve/_resources/Currsec_Graffiti.pdf

Visual Arts Years 7-10. Advice on Programing and Assessment. (2003). Retrieved
from: http://educationstandards.nsw.edu.au/wps/wcm/connect/9665b01d-
0411-43f6-aec5-f82e8e36b34e/visual_arts_710_support.pdf?MOD=AJPERES&CVID=

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