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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: Knowledge is deep throughout the lesson when a key message around
–5 concepts is sustained to create focus and depth in the content. Writing the agenda and
purpose on the board reminded students of the central concept which weaved the three
activities together.
1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Terminology is referred to throughout the lesson and is explained to
–5 students however, a consideration of the role of language is absent. Although scientific
language such as ‘polyethylene’ is defined, the teacher does not comment on how
language constructs knowledge or power in science and this element could be
enhanced by examining the use of scientific language across different contexts.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: Background knowledge allows students to connect prior or out-of-school
–5 knowledge to the concepts of the lesson to create a connection to their personal
experiences. Student’s background knowledge is elicited from the True/False activity
at the beginning of the lesson but out-of-school knowledge is absent and could be
incorporated by allowing students to communicate with their families about how they
use plastic bags in their home.
3.4 Inclusivity
1 – 2 – 3 – 4 Comments: Inclusivity values the contributions of all students by encouraging all
–5 social groups to participate. The teacher in this lesson creates an inclusive classroom
by encouraging participation from a variety of students, asking multiple students to
share their modified bin liners to the class and encouraging them with “a round of
applause”.
3.5 Connectedness
1 – 2 – 3 – 4 Comments: Connectedness draws meaning from classroom activities so that concepts
–5 can be applied by students outside of the classroom to contribute positively to society.
Designing their own bin liner demonstrated high connectedness since they have
created a product that leads them to be involved in environmentalism beyond the
classroom, with some students even considering other uses for their bin liner,
including as a shopping bag.
3.6 Narrative
1–2–3–4 Comments: Narratives are used to transfer class content into the lives of students
–5 through storytelling. A narrative was absent from this lesson and could be included by
asking students to consider their plastic bag usage at home such as counting how many
plastic bags they can find at home.
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Metalanguage 2) Student direction
3) Cultural knowledge 4) Narrative
Note: Not all activities may be captured by the video. Assume they were covered by the teacher.
used to code a lesson plan provided by ITC publications (‘Bin Liners’) and found four
narrative. Best practice of these four elements will be discussed in turn, with a
particular focus on how modifications to the lesson plan could strengthen each
element.
The QTF describes metalanguage as talking about language and how it can be used as
scored poorly since the role of language in the lives of students was not considered.
Gore (2007) suggests that learning about language can take many forms, including
both “visual and symbolic” (p. 21) and this is supported by Papademetriou & Makri
(2015) who suggest that language can be represented and learned through visual
design. However, this alone does not equate to best practice since it does not provide
Moizer, Wilkins & Haddoud (2019) suggest, social media “permeates” (p. 61) the
using both visual and written methods. Creating a blog post at the end of each lesson
that includes at least two key words from the lesson could, as Halic, Lee, Paulus &
Spence (2010) suggest, connect what is learned in the classroom to the students’
everyday lives since students must reflect on how the language they have learned
students assume greater responsibility over activities they have chosen (NSW
Department of Education and Training, 2003). Gore (2007) also points out a link
between choice and engagement, suggesting that students “are more likely to engage
seriously with a given task” (p. 23) if some elements of the task were chosen by
students. Student direction challenges, what John (2006) calls, the “rational planning
model” (p. 487) since this model reinforces teacher, rather than student, control.
However, Biggers & Forbs (2012) argue how aligning student direction with
‘discovery learning’ provides a balance between teacher and student directed learning
since it can be scaffolded or guided. In fact, Rahman (2017) argues that a guided
discovery model is more effective than “pure discovery” (p. 99) since students can
whilst also achieving learning outcomes. Providing students with opportunities for
strengthen this QT element. Rather than the teacher demonstrating how to make a bin
liner, students can draw from background or cultural knowledge to create their own.
This activity – titled ‘Organic Origami’ – prompts creativity and choice which aligns
It is important to acknowledge that the QTF calls on teachers to position all students
(Gore, 2007, p. 29). However, if students are to engage in challenging and meaningful
work, Kumar, Zusho & Bondie (2018) argue that content must reflect the cultural
the QTF through its suggestion to “include members of the community […] as a
resource in lessons” (NSW Department of Education and Training, 2003, p. 43). The
Australia’, to share their perspectives during the cause and effect mapping activity.
Narrative was also poorly scored in this lesson. The QTF suggests that storytelling
can “bring to life” (NSW Department of Education and Training, 2003, p. 50) lesson
that they are effective reflection tools that allow students to connect what they are
learning to their own lives. Storytelling was added into this lesson plan by asking
students to develop a comic strip that creates a story about how plastic bags are used
in their own home and what they could use as a substitute. This activity builds on the
cause and effect mapping activity by asking students to translate cause and effects to
their own lives whilst drawing inspiration from community members to consider the
Modifications to the ‘Bin Liner’ lesson plan have been made to strengthen four QT
elements whilst also ensuring that high scoring QT elements are supported rather than
compromised.
References
Biggers, M., & Forbes, C. (2012). Balancing Teacher and Student Roles in
2229.
Garcia, E., Moizer, J., Wilkins, S., & Haddoud, M.Y. (2019). Student learning in
Halic, O., Lee, D., Paulus, T., & Spence, M. (2010). To blog or not to blog: Student
John, P. (2006). Lesson planning and the student teacher: re-thinking the dominant
Keating, J.F. (1997). Harvesting Cultural Knowledge. The Science Teacher, 64(2),
22-25.
Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving Cultural Relevance and
Ryde NSW.
Papademetriou, E., & Makri, D. (2015). The Metalanguage of “Visual Design” into
123.
Synder, E.E. (1997). Teaching the Sociology of Sport: Using a Comic Strip in the