Escolar Documentos
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Assignment 2
Contents......................................................................................1
Reflection..12-14
Modified Lesson....14-17
Plan........................................................................................17-20
References .............................................................................28-30
Appendix.32
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Assessment 2 DTL - 102086 Kulevski Diana18218969
Original Lesson Plan
LESSON PLAN.
Retroactive p.141,142
TIME LESSON CONTENT TEACHING / LEARNING ASSESSMENT
STAGE STRATEGIES / HWK
1:55 Roll call
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reference (excerpt of Menzies
announcement)
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Cross Curriculum themes & General Explicit subject specific concepts and
capabilities skills
The aim of this lesson is for students to gain
an understanding of Australias involvement
in WW2. An analysis of PM Menzies
announcement and declaration of War.
Students will describe their own feelings and
attitudes towards the War.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
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Body Teacher:
Introduce next activity
2:10 Student: Students are to Student
complete the table outlining
the Allies and Axis
information Retroactive
p.141
Teacher:
Teacher
2:20 Student: Students are required and
to write (2) paragraphs Student
explaining to their family why
they are enlisting in the
Australian army.(10 mins) Using
Retroactive p. 141 as a
reference (excerpt of Menzies
announcement)
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Teacher: Teacher to nominate 2
or 3 students to read out their
explanations.
2:35
Student:
Resources:
Teacher:
Student:
Resources:
Conclusion Close/revise Teacher: Teacher guided lesson.
Providing background information.
2:40 Emphasis on the Rats of Tobruk.
Student:
Resources:
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How are the quality teaching elements you have identified achieved within the lesson?
102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template
Student name:
Student ID:
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 students 1.1 Physical, social and intellectual development and characteristics of students
and how they 1.2 Understand how students learn
learn 1.3 Students with diverse linguistic, cultural, religious and Although this standard is relevant to this lesson, the lesson plan makes no mention
1 2 3 4 5 NA
socioeconomic backgrounds or attempts to accommodate diverse linguistic, cultural or religious groups.
1.4 Strategies for teaching Aboriginal and Torres Strait Indigenous Australians and their position during World War II is not mentioned.
1 2 3 4 5 NA
Islander students
1.5 Differentiate teaching to meet the specific learning No alternative activity is offered for students who may find describing their feelings
1 2 3 4 5 NA
needs of students across the full range of abilities difficult.
1.6 Strategies to support full participation of students No strategies are in place to support students with disabilities.
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 The sources do hold historic value and organize to illustrate Australias current state
how to teach it of affairs, yet the correct evaluation of the sources was not present.
2.3 Curriculum, assessment and reporting 1 2 3 4 5 NA HT5-5 and HT5-10 are addressed and reported; yet not assessed to critical historical
thought.
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2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians- Not addressed.
2.5 Literacy and numeracy strategies- Not addressed
2.6 Information and Communication Technology (ICT) 1 2 3 4 5 NA No ICT strategies were implemented in expanding opportunities for students.
3 Plan for an 3.1 Establish challenging learning goals 1 2 3 4 5 NA The writing task is established as the learning goal of the lesson. Asking students to
implement describe their feelings can be challenging for some students.
effective 3.2 Plan, structure and sequence learning programs 1 2 3 4 5 NA A plan and structure is evident and the sequences of learning programs are present.
teaching and 3.3 Use teaching strategies 1 2 3 4 5 NA Included a range of teaching strategies such as, present both primary and secondary
learning sources.
3.4 Select and use resources 1 2 3 4 5 NA Both primary and secondary resources are selected, however no discussion time or
articulation of the sources was given.
3.5 Use effective classroom communication- 4 Classroom activities are clear, however only at the beginning of the lesson. No support or engagement is evident.
3.6 Evaluate and improve teaching programs- 2 Demonstrated broad knowledge of strategies used, yet the effectiveness and reviews of these stagiest need to be evaluated.
3.7 Engage parents/ carers in the educative process- - N/A
4 Create and 4.1 Support student participation 1 2 3 4 5 NA Inclusive learning is not addressed
maintain 4.2 Manage classroom activities 1 2 3 4 5 NA Although teacher pedagogy is not evident in this lesson plan, the activities and
supportive and outcomes are provided are clear.
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
5 Assess, 5.1 Assess student learning 1 2 3 4 5 NA The writing task does to an extent ask the students to provide content knowledge or
provide the Australia and WWII. However problem-solving strategies are not mentioned.
feedback and 5.2 Provide feedback to students on their learning 1 2 3 4 5 NA The lesson concludes with a recap however no feedback is given.
report on 5.3 Make consistent and comparable judgments N/A
student learning 5.4 Interpret student data N/A
5.5 Report on student achievement N/A
6 Engage in 6.1 Identify and plan professional learning needs 2 Demonstrates an understanding of the professional standers
professional 6.2 Engage in professional learning and improve practice 3 Understands the usefulness of using appropriate sources to center around a lesson
learning
6.3 Engage with colleagues and improve practice N/A
6.4 Apply professional learning and improve student learning 1 No evaluation takes place
7 Engage 7.1 Meet professional ethics and responsibilities 3 Hard to assess, I can only assume the lesson was delivered in a professional and ethical manor
professionally 7.2 Comply with legislative, administrative and organisational requirements 3 There is no indication to suggest the lesson did not comply with legislative standards
with colleagues,
7.3 Engage with the parents/carers N/A
parents/carers
and the 7.4 Engage with professional teaching networks and broader communities N/A
community
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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
documentation for
criteria for each
number)
Intellectual Deep knowledge 1 2 3 4 5 NA Asking students to write a letter to loved ones indicating why they will enlist
quality in war requires students to evaluate both primary and secondary sources.
Deep understanding 1 2 3 4 5 NA The students have primary source a secondary source and the text book
Retroactive assessable to them to gain deep knowledge.
Problematic knowledge 1 2 3 4 5 NA Selecting historical sources that adequately illustrate a complete
understanding of Australias position and reasoning in entering WWII.
Higher-order thinking 1 2 3 4 5 NA Students do not participate in higher- order thinking to develop an
alternative argument or prospective.
Metalanguage 1 2 3 4 5 NA No evaluation of the sources ins constructed in articulating the specific
meaning or language is presented.
Substantive communication 1 2 3 4 5 NA Aside from selecting a couple of students to present their letters, no other
substantive communication is mentioned.
Quality Explicit quality criteria 1 2 3 4 5 NA Curriculum outcome HT5-5 & HT5-10 are the clear reference points of the
learning lesson, however, criteria for students to check their own work is absent.
environment Engagement 1 2 3 4 5 NA Hard to assess, the tasks presented do require high engagement; this
could be improved with discussion time.
High expectations 1 2 3 4 5 NA Aside from completing the maps, no other expectations are mentioned.
Social support 1 2 3 4 5 NA No social support is articulated in the lesson plan.
Students self-regulation 1 2 3 4 5 NA Students are required to self regulate their learning activity. Demonstrating
autonomy in writing their letters and using the textbook to fill in the map.
Student direction 1 2 3 4 5 NA The directions are clear and set by the teacher, no alternatives or
suggestions are made
Significance Background knowledge 1 2 3 4 5 NA The lesson is presented as a personal reflection, in assessing the
connection students are implementing prior knowledge discussed in their
letters.
Cultural knowledge 1 2 3 4 5 NA Not applicable
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Knowledge integration 1 2 3 4 5 NA The retroactive textbook is used to connect the Robert Menzies speech In
illustrating the current state of affairs.
Inclusivity 1 2 3 4 5 NA Not addressed
Connectedness 1 2 3 4 5 NA Connectedness is a crucial aspect in connecting the lesson to modern Australia.
The letters are a descent attempt in asking the students to connect the content
with self.
Narrative 1 2 3 4 5 NA Historical narrative is evident through the Menzies speech and the use of
the Retroactive textbook.
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What have I learned about the teaching and learning process when preparing this lesson?
Curriculum outcomes HT5-5 and HT5-10 are the central goals of the lesson.
However, the activity of asking students to describe their feelings about war does
not effectively apply teacher pedagogy and professional knowledge in meeting these
curriculum outcomes.
This lesson does not allow time for classroom discussion in deconstructing the
Menzies speech, and the implication such a declaration had on the Australian
task at hand is to describe personal feelings into why they would enlist in war.
arguments that address the centrality or complexity ( Ladwig & Gore, 2004) of the
key elements in the source. If the key elements are not hypothesized, synthesised
and explained generalisations and assumptions will appear in the students letters.
Generalisations are also present with the lack of professional knowledge applied in
students with diverse linguistic skills. Additionally, this lesson makes no mention of
Indigenous Australians, why going to war will benefit Australias sustainable future or
how joining Britain in war could affect Australias relationship with Asia.
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Aside from the lack of higher order thinking, no other background knowledge is
given to articulate Menzies stating Great Britain has declared war upon Germany
and as a result Australia is also at war (Menzies, 1939). This lesson has taught me
that it is simply not enough to select a suitable source and construct a writing activity
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.
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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?
The only equipment used during this lesson is either a smart board or a
multimedia unit to play the Robert Menzies speech.
Students are required to sit in their chairs with their Retroactive textbook,
pens and papers on their desk. The teacher must ensure bags are tucked
under their chairs and away from the drive isle.
In the case of an emergency or evacuation, students will follow school
procedure and leave all their belongings behind, walk calmly in two straight
lines to the allocated safety point the school has selected.
The WHS was assessed using Standard 4.4 Maintain students safety of the
Australian Professional Standards for Teachers (2011).
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Modified lesson plan
Lesson Plan
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How are the quality teaching elements you have identified achieved within the lesson?
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3.6 Significance
Narrative Learning to write and articulate historical sources into historical narrative is
the significance of the lesson. Asking students to read their letter out loud
represents multiple reflections and interpretations of the class lesson.
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****Teachers Note****
Highlight the importance of placing a
WARNING in showing imagers of
deceased Aboriginal and Torres
Straight Islander solders. This
Warning should be delivered with
honour and respect.
**TEACHERS NOTE****
Manage the class discussion by
asking students to raise their hands
to answer. Note, Clarke and
Pittaway (2014) statement that
exchange of conversation in a loud
voice can lead to irritation and
stress(p.62) If the discussion gets
loud then refocus the class by
asking the students to write down
their answer in silence and then
once settled, pick up the discussion.
If no one is willing to participate,
pick a student at random and guide
them to being the discussion***
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Teacher:
2:25 Teacher
Introduce next activity Play the Menzies speech and
student
Student participation and self regulated Student:
Allow work
15mintues Students are required to
******Teachers note***** write (2) paragraphs
Apply professional Knowledge here. explaining to their family
Observe how students learn. Use why they are enlisting in
strategies based on knowledge of the Australian army.(10
students physical, social and mins) Using Retroactive p.
intellectual development to improve 141 as a reference (excerpt
students learning (aitsl, Australian of Menzies announcement)
Proffesion Standard for teachers). Offer
an alternative activity for students who Alternative activity
have lower literacy skills, struggle to
connect with the content and are better Students can write two
at illustrating their feeling rather than
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writing. paragraphs explain the
events that lead to Menzies
declaring war. (using both
sources)
Student:
Resources:
Conclusion Teacher: Teacher guided lesson.
Revise the key areas of the lesson Providing background
2:45 information. Emphasis on the
Rats of Tobruk.
Resources:
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Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
When formulating this lesson plan, the main focus was the Prezi presentation.
This Prezi is designed as an interactive tool to guide the students through out
the lesson. When modifying the lesson plan, it is essential to evaluate what is
missing from the original lesson and why. In this case, the lack of focus towards
Indigenous Australians is the key element that guided this modified lesson plan.
In preparing this lesson, I did not want to make it obvious that I was dedicating
Factsheet, 2012)
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pedagogy was applied in formulating this lesson by not directly stating the lack
including their part in WWII as a general aspect of the lesson. This approach
limits the possibility that Aboriginal students could feel like they are an after
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Other considerations (leave blank)
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.
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 equipment used during this lesson is either a smart board or a multimedia
unit to play the Robert Menzies speech and the prezi presentation. No laptops
or devices are needed. Students will mostly work off their worksheets that will
be handed out by the teacher after roll call.
Students are required to sit in their chairs with their Retroactive textbook,
pens and papers on their desk. The teacher must ensure bags are tucked
under their chairs and away from the drive isle.
In the case of an emergency or evacuation, students will follow school
procedure and leave all their belongings behind, walk calmly in two straight
lines to the allocated safety point the school has selected.
The WHS was assessed using Standard 4.4 Maintain students safety of the
Australian Professional Standards for Teachers (2011).
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Justification
lesson and the central changers in this lesson plan. Designing a lesson
Organisation of Australia (2013) outline the better you know and understand
the historical content and context, the more confidently you will teach the
material. (2013). Teaching students to think whilst learning and thinking about
for the comparison and synthesis of the sources. When the teacher
reflects on the quality of the lesson and how students engagement with
of expertise teaching (p.7). Skilled practices in this modified lesson plan are
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demonstrated by increasing the time spent on classroom discussion. This
Professional Practice 3.4 is a key area that was modified in the lesson
plan and absent in the original. An effective history lesson will apply a range of
Indigenous soldiers and women working in the war, humanises the lesson and
allows students to better connect with the themes of war. The modified lesson
(BOSTES p.3). By not directly stating the exclusion and absence of the
for students to interpret how they view imagers and meets syllabus standards
students who may struggle with the writing task. Activities were students can
people have a unique blend of capabilities and skills (Gardner, 2010. p.1).
Therefore, offering alternative activists cater to gifted and talented students and
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Deep knowledge is at the forefront of the modified lesson plan, purely
soldiers and Aboriginal women juxtaposed with the Menzies speech declaring
ridding the generalisation in the original plan that only focused on white
Australians.
quality allows for the oral, written and symbolic imagery to be utilized in
evaluations in summarising the lesson. In this modified lesson plan, the Prezi
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answer these as a group, activity demonstrates a lesson that is highly reliant on
classroom engagement.
documented in this justification allows for an inclusive lesson plan that is based
War II.
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References (In APA)
You must list all references that you have used for the content and resources of
this lesson in this space.
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-
Aboriginal-ways-of-learning-factsheet.pdf
http://www.achistoryunits.edu.au/teaching-history/how-to-teach-
history/teachhist-history-pedagogy.html
Anderson, M., Conroy, J., Keese, I., & Low, A. (2000) Retroactive 2. Stage 5:
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
From: http://www.acara.edu.au/curriculum
k10/learning-across-the-curriculum/
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Board of Studies Teaching & Educational Standards NSW. Proficient Teacher
from:
file:///Users/funtasticjumpingcastles/Downloads/ExamplesofPracticeatProfi
cientTeacher.pdf
source/default-document-
library/linking_effective_professional_learning_with_effective_teaching_pr
actice_-_cole
Gore, J. M., & Ladwig, J.G. (Eds). (2004). Quality teaching in NSW public
http://www.howardgardner.com/MI/mi.html
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th
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Mclnerney, D.M (2014). Educational psychology: Constructing learning (6th ed.).
Retrieved from:
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf
36 (2) 137-15.
www.historylearning.co.uk. (2016)
http://www.loc.gov/teachers/usingprimarysources/whyuse.html
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Santoro, N., Reid, J., Crawford, L., & Simpson, L. (2011). Teaching Indigenous
http://dx.doi.org/10.14221/ajte.2011v36n10.2
Photos on Prezi
Anderson, M., Conroy, J., Keese, I., & Low, A. (2000) Retroactive 2. Stage 5:
Image of Lieutent L Reg Saunders and Lieutenat Tom Derrick Retrieved from:
http://www.ww2australia.gov.au/allin/indigenous.html
http://darwindefenders.com/pdfs/Studies22011.pdf
Weedbly link
https://www.weebly.com/editor/main.php
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Appendix 1.1
2 2
3 3
Appendix 1.2
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Appendix 1.3
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Appendix 1.4
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