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102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template
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 – 5 Comments: Knowledge is very deep as it touches on various focuses in key ideas or concepts
throughout the lesson. Specifically addresses key ideas and concepts on the science, fauna,
environment and commercial aspects of plastic bags.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is a low level of metalanguage within the lesson terminology with it displayed
minimally but not at any great length or depth. A greater attempt at using symbol systems such as
visual images and possibly giving the students definitions relating to the science behind the content
that address the aims of the lesson.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: There is a serious level of engagement by the students with the enthusiasm to engage
in the class evident throughout the lesson. The students were engaged and not disruptive during the
lesson, often providing responses.
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1–2–3–4–5 Comments: The work incorporated in the lesson is challenging and forces students to take risks and
think creatively. The process of creating the bin liner is done with not only the creation in mind, but
rather the multiple implications involved regarding the environment, commercial and social aspects
that force students to take risks with ideas that they must create.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The students background knowledge is very limited in the construction of the lesson
and is related to the lesson in a minimal fashion. The lesson needs to incorporate more layers of
background knowledge that relate to things such as the student’s experienced background and
cultural knowledge, and possibly relate it to their understanding of pop-culture or media.
3.4 Inclusivity
1–2–3–4–5 Comments: The teacher attempted through the lesson to engage with all the students with equal
significance and not excluding any particular individual or group. The lesson involved the teacher
insisting on students to all come up and give their own unique takes on the bin liner creation and
giving all the students significant praise when deserved.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The students were able to explore the relations between the knowledge they possessed
and the important topic that related to the outside world. The effort in the lesson to get the students
to create their own bin liner using their own knowledge, that they would be able to take home and
work on, displayed a great level of connectedness.
3.6 Narrative
1–2–3–4–5 Comments: Narrative in the lesson is used in a minor sense and is connected to the content. There
is a need to incorporate real stories relating to the environmental dangers that would make the lesson
much more engaging for the students, whether this relate to a particular instance, a historical account
or text that extends the knowledge on the topic.
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Identifying Areas for Improvement
Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Metalanguage 2) Background knowledge
3) Cultural knowledge 4) Narrative
Note: Not all activities may be captured by the video. Assume they were covered by the teacher.
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Another key idea is solutions with questions being “what have governments done to
solve problems caused by plastic bags?” and “what can citizens do to solve problems
caused by plastic bags?”
Give overview of activity:
Designing renewable alternatives to plastic bags using newspapers. Teacher will
show students a design and they will improve that design.
Give overview of thinking tools to be used:
Think-pair-share
Cause-effect map
Pros-Cons-Questions
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Show an interactive video relating to stories/examples of environmental disasters relating
to rubbish and plastic bags. (2 minutes)
Take three minutes to ask around the class for students own personal experience or
background knowledge relating to the environmental harm narrative addressed in the
video whether it be through their lived experiences, knowledge or pop/media culture and
then, share my own experience.
In one minute, discuss the various perspectives that exist in other cultures, religions and
countries.
Academic Justification
The changes made relating to the lesson plan were done with the additional focus of narrative,
metalanguage, background knowledge and cultural knowledge in mind. I felt the lack of narrative
throughout the lesson was apparent, with no “stories written, told, read, viewed or listened to
help illustrate or bring to life the knowledge that students are addressing in the
classroom” (NSW Department of Education and Training, p. 50). One of the major adjustments I
did involved the creation of an environmental perspective activity which incorporated the use of the
Information Communication Technology (ICT) to communicate the serious implications that relate
to environmental ruin due to plastic bags. The ICT can extend to subjects outside of IT in schools
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as Sonia Livingstone (2012, p.11) explains “the ambition is that ICT use will improve educational
outcomes across the curriculum, as revealed in examination grades and other standardised measures
of assessment.” This was done through the medium of a video, which shows stories of past
experiences where plastic bags affected an environmental landscape. Vallie Dawson (2008, p. 204)
states that the benefits of the ICT medium “include the development of students’ critical thinking
skills, ease of data collection and manipulation, increased access to knowledge in a visual format,
and enhanced motivation and engagement.” In the last Student-Centred activity of the class I also
included the student’s own creation in pairs, of their own background narrative relating to the bin
liners and have it reference the narrative they saw earlier. Through the ICT, I was also able to lead
into the shared discussion of background and cultural knowledge. Both forms of knowledge are
discussed through the students and I sharing our personal experiences and perspectives relating to
the content. Sharing in this sense is the most imperative aspect to gain insight into the shared
collection of cultural and background knowledge that the students possessed, which I felt was
missing in the original lesson plan. Rina Manuela Contini and Antonio Maturo (2010, p. 1538)
describe the shared knowledge as cross cultural knowledge with its basis founded in interactive
education “that can be activated through contact, cooperation and sharing of experience.” This
shared discussion gives students the ability to learn their fellow students background and possibly
gain a new insight into the content of the lesson. Regarding background knowledge Jennifer Gore
(2007, p. 24) believes the “concern is also with connecting to students’ out-of-school backgrounds,
recognising the rich and diverse array of experiences students bring with them to school.” The
sharing aspects of the new lesson plan address this along with the cultural knowledge which Gore
(2007, p. 24) recognises “draws attention to the potential value for student learning of integrating
aspects of their learning, both within and between topics and subject areas.” This was also
important to me due to the movement away from the singular method of perspective only through
the dominant cultural knowledge that may lead to a feeling of a lack of inclusivity within students.
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Another adaptation to the lesson plan includes the new activity, the language-picture slideshow
which was added due to the lack of discussion through scientific language or explanations, both
from the teacher and the students themselves. This has now been included through the use of words
and images as the students will read texts and view imagery that relates to scientific metalanguage.
The form of metalanguage will involve interaction between students and the teacher through
‘teacher talk’ which is imperative. ‘Teacher talk’ involves the teacher’s knowledge and experience
being used in the dialogue between student and teacher to develop the students understanding of
metalanguage and literacy (Geoghegan, O’Neill & Peterson, 2013). Deborah Geoghegan, Shirley
O’Neill and Shauna Peterson (2013, p. 128) echo the sentiment of its importance by stating “the
research suggests that when students’ acquire the metalanguage and metacognition for learning, as
they have in the schools in this study, there is heightened engagement and ability to articulate their
learning.” This justifies the use of metalanguage in this sense to create an environment where
students are able to retain and discuss their newfound knowledge more proficiently. Other changes
incorporated into the lesson plan involved changing the initial table on what the main aspects of
student learning were to suit the changes to the activities. The aspects include students learning
scientific metalanguage, the ability to learn from their other student’s cultural and background
knowledge. There were also adjustments to the times that individual activities took to fit the time
URL: https://fwsulaiman.weebly.com/
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References
doi: 10.1080/09500690601175551
Contini, R., & Maturo, A. (2010). Multi-ethnic society and cross-cultural perspectives in the
10.1016/j.sbspro.2010.07.339
Geoghegan, D., O’Neill, S., & Petersen, S. (2013). Metalanguage: The ‘teacher talk’ of explicit
10.1177/1365480213493707
Gore, J. (2019). Improving pedagogy: The challenges of moving teachers toward higher levels of
quality teaching. Making A Difference: Challenges For Teachers, Teaching, And Teacher
http://file:///C:/Users/Owner/Downloads/Gore,%20J._Improving%20pedagogy%20(Chap_.
pdf)
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review Of
NSW Department of Education and Training Professional Learning and Leadership Development
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