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How are the quality teaching elements you have identified achieved within the lesson?
Students have
previously
encountered
this sheet at the
beginning of
previous topics.
While students
complete this
activity, teacher
marks roll.
During this
time, students
make a copy of
the mind map in
their own
books.
20 Once each pair Teacher: Invite students to ask questions or ask comments. S
has written
their Student: Ask questions and add comments.
contribution on
the board, Resources:
teacher asks
25 students if there
is anything else
they would like
to add, or ask
questions
about.
Students have
the opportunity
to answer their
peers’ questions
before the
teacher
answers.
30 Teacher Teacher: Introduces video. T
introduces the Plays video.
video by saying
“We’re going to Student: Watch video.
watch a video Take notes on thoughts and questions using video as stimulus.
35 about
education, and Resources:
the impacts of 21st Century Education (3:40)
information and https://www.youtube.com/watch?v=nA1Aqp0sPQo
data on society.
This will show (Can be ended at 1:00, 2:00 or 3:00 depending on attention span of
us some real-life students).
examples which
are happening
around us right
now.”
Teacher plays
video 21st
Century
Education,
stopping once
every minute to
discuss its
information
with students.
Afterward,
teacher asks if
there is
anything else
students would
like to add to
the mind map
on the board,
and writes these
contributions on
the board.
During this
time, teacher
engages whole
class in
discussion
about each idea,
using student
input to make
connections
between
different key
words and
concepts.
Students are
likely to respond
with real-life
examples
pertaining to
the impacts of
information on
education,
employment,
and the
economy
(particularly in
regards to
technology).
More advanced
students may be
able to make
connections to
the social
implications of
information on
society, and
between the
skills and
knowledge
developed in
this subject, and
the skills and
knowledge
which are
required by
emerging
employment
and economic
demands and
opportunities,
as mentioned in
the stimulus
video.
Teacher guides
students to
make a list of
different
aspects of
society
information has
an impact on.
This list should
include social,
ethical,
economic,
security/privacy,
educational,
employment.
This list should
also be
accompanied by
a brief
discussion of
examples for
each, and how
they personally
affect students’
lives.
Students split
into small
groups (three or
four) based on
students’ own
preference. In
groups,
students
research data or
information, as
allocated by
teacher for ten
minutes.
Students make
notes of key
words and
concepts in a
shared Google
Docs document.
(One document
per group.)
In pairs,
students access
Venn Diagram
Creator website
and create a
Venn diagram
using the key
words and
concepts from
the previous
activity.
55 Teacher Teacher: T
engages whole
class in Student:
discussion
about their Resources:
findings.
Students may
find it difficult
to vocalise a
concluding
statement.
Teacher will
thus guide
students to
conclude that
data and
information are
different but
closely related
concepts.
60 Using student Teacher: Enables students to vocalise the definitions and relationship of data T
input, and and information.
findings from
previous Reminds students to hand in their Start of Topic sheets
activities,
teacher guides Student:
students to Construct definitions as a class.
construct
definitions of Copy down definitions.
both data and
information, Hand in Start of Topic sheets.
and to define
the relationship
between the Resources:
two.
The definition of
data should
resemble “raw
facts without
context” or
“computer
information”
and; the
definition of
information
should resemble
“data with
context” or
“data which has
been processed
like a person
does”.
Students write
these
definitions in
their books, and
ask any
questions they
had about the
lesson to their
peers, and their
teacher.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
For this lesson (and indeed, this whole topic), I am attempting to move to activities which
require students to work independently, and in small groups (as opposed to larger groups
which centre on the teacher).
Other considerations
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?
Students need to be aware of tripping hazards – wires and bags.
Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.
AITSL. (2012, May 7). 21st Century Education [Video file]. Retrieved August 9, 2017, from
https://www.youtube.com/watch?v=nA1Aqp0sPQo
Resources Attached:
You must list all the resources that you have created or found in this space.
Start of Topic Sheet
ICT
Literacy
How are the quality teaching elements you have identified achieved within the lesson?
Sound is
‘measured’ by
the needle in
the form. The
needle takes
the vibrations
of the vinyl
album and
transfers it to
the box to a
box in order to
“make” sound.
Teacher draws
a sound wave
on the board,
and guides
students to
the conclusion
that analogue
sound waves
are
continuous.
Teacher writes
this statement
on the board,
and students
copy it into
their books.
Teacher asks if
students know
what analogue
and
continuous
mean. If not,
teacher
provides
definitions,
and students
write this into
their books.
Teacher
engages
students in
brief class
discussion
about what
the waves
represent.
Students
should be able
to answer that
the waves are
meant to
represent
sound waves.
Teacher asks
students what
they notice
about the way
the
visualisation
waves differ
from those on
the board.
Students
discuss this
with the
person next to
them for five
minutes.
During this
time, teacher
allows the
song to
continue
playing while
muted.
Teacher also
walks around
room once,
speaking to
pairs to
facilitate their
thought
process.
During this
time, any
discussion
which takes
place can be
used as
formative
assessment.
Teacher guides
students to
the conclusion
that what they
are seeing in
the Windows
Media Player
window is a
series of data
points which is
made to look
more like
sound waves
for human
understanding.
Teacher
projects
Analogue and
Digital Sound
Waves image
on the board,
and students
copy it into
their books.
In small groups
(three to four),
students
create a poster
on butcher’s
paper about
the differences
between
analogue and
digital images.
During this
time, teacher
walks around
room and
monitors
progress of
students.
Teacher
concludes
class by asking
students to
consider how
computers
view
information,
and that the
next lesson
will address
that.
Teacher
collects
posters for
formative
assessment.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Resources can be every day objects and concepts. The vinyl album, and the WMP
visualisation are likely to be items students are somewhat familiar with, and will enable
students to connect the concepts learned in this lesson to the real world.
Other considerations
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.
5.1 Students are constantly being informally assessed through discussion and
Assess the work they produce.
student
learning
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?
Students need to be aware of tripping hazards – wires and bags.
Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.
Resources Attached:
You must list all the resources that you have created or found in this space.
Lesson Plan #3
ICT
Literacy
How are the quality teaching elements you have identified achieved within the lesson?
3.5 The code-switching between hexadecimal, decimal and binary are related to the real-life
contexts in which real computer scientists worked. Even though there is a temporal
difference, the connection is still authentic.
Time Teaching and Organisation Centre
learning T/S
actions
5 Teacher marks Teacher: Asks students to enter room. T
roll as
students Student: Enter room, and settle into their seats.
settle into
their seats. Resources: Roll.
10 Teacher Teacher: Instructs students to discuss their findings. T
instructs
students to Uses student input to create mindmap.
discuss their
findings about Student: Engage in discussion, ask questions and add comments.
Copies down mindmap.
how
computers
Resources:
perceive data
from last
lesson. If
students are
hesitant,
teacher
encourages
them to
discuss this
briefly in
pairs.
Students may
mention “1s
and 0s”, “the
Matrix” or
even the
words
“hexadecimal”
or “binary”.
During this
time, teacher
makes a note
of which
students
contribute key
words to be
noted as part
of formative
assessment.
Using
student
input,
teacher
creates a
mind map on
the board.
Students
copy this
down into
their books.
Teacher also
engages
students in
discussion
about key
words and
concepts as
this occurs.
This includes
asking
questions
such as “But
what do we
do with the
1s and 0s?”
and “If
humans
made
computers,
then what
does that tell
us about
binary?”
(This answer
to this
question is
that humans
made binary,
and can
process it.
Teacher
explains to
students that
the more
familiar “1s
and 0s” which
constitute
binary
represent
data and
instructions
for computers
to store and
process.
Teacher asks
students what
kind of
number
system
humans use.
Students may
be able to give
the answer
“decimal”.
Teacher
introduces the
conversion of
decimal-
binary using
Binary
Flashcards.
Teacher hands
out a copy of
Binary
Flashcards to
each students.
Using these
flashcards,
teacher works
through the
first question
on sheet with
the whole
class.
During this
time, teacher
allows
students to
work without
teacher
interference
unless
specifically
engaged by
students.
After ten
minutes,
teacher walks
around the
room once to
monitor
student
progress
(formative
assessment).
Student
answers may
include “It
isn’t readable”
or “The
numbers
don’t mean
anything”
Teacher uses
student input
to discuss the
concept that
hexadecimal
is a means to
make it easier
for humans to
read and
process the
information as
binary.
Teacher
relates this to
the complex
nature of
software, and
that early
code was
written using
hexadecimal.
Teacher asks
students to
raise their
hand if they
have heard of
hexadecimal
previously.
(Formative
assessment).
Teacher
writes a list on
the board of
decimal to
hexadecimal.
During this
time, teacher
allows
students to
work without
teacher
interference
unless
specifically
engaged by
students.
Even then,
teacher
should avoid
helping
students too
much. It is
important
that students
have time to
develop the
skills they are
learning.
After five
minutes,
teacher walks
around the
room once to
monitor
student
progress
(formative
assessment).
Again, teacher
should not
interfere
unless
specifically
engaged by
students.
If it is evident
that students
are struggling,
teacher stops
this activity to
go through
more answers
on the board
with the
whole class,
and works
through
questions
from Binary to
Decimal
worksheet.
On the other
hand, if it is
evident that
students are
excelling,
teacher hands
out Bin, Hex
and Dec
worksheet
Students swap
their
worksheets
with the
person next to
them, and
mark their
peer’s work.
Teacher asks
students to
raise their
hand to
indicate how
well they did
on the past
two
worksheets in
the following
outcomes:
more than
50% correct,
more than
75% correct,
and 100%
correct.
This enables
the teacher to
gauge how
well students
understood
how to
convert
between
binary,
decimal and
hexadecimal.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I worry that this lesson will leave students confused. I am assuming that the teacher has laid
groundwork for students to work without significant teacher input. However if this is not
the case, the concepts covered in this lesson would require a revision lesson in which the
teacher heavily guides the students through the concepts.
Other considerations
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.
5.1 Students are constantly being informally assessed through discussion and
Assess the work they produce.
student
learning
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?
Students need to be aware of tripping hazards – wires and bags.
Students also need to be monitored while accessing the Internet. Even if students
correctly engage with safe and appropriate behaviours, they may still come across
inappropriate content during their research.
Bell, T., Witten, H., W., Fellow, M., Adams, R., McKenzie, J., Powell, M., & Jarman., S. CS Unplugged:
An enrichment and extension programme for primary-aged students (2nd ed.) New Zealand.
Retrieved from http://csunplugged.org/books/
Binary code wall animation thumbnail [Image]. (n.d.). Retrieve August 10, 2017, from
https://www.shutterstock.com/video/clip-3191083-stock-footage-binary-code-wall-animation.html
Computer Science & Engineering for K-12. (2015). Binary to decimal conversion. Retrieved August 9,
2017, from http://cse4k12.org/binary/bin2dec.pdf
Computer Science & Engineering for K-12. (2015). Hexadecimal to binary conversion. Retrieved
August 9, 2017, from http://cse4k12.org/binary/convert_hex2bin.pdf
Robert’s Virtual Networking. (2009). Binary, Decimal, Hexadecimal Conversion Exercises. Retrieved
August 9, 2017, from http://east82.com/howto/ip_addressing/docs/Conversion_Worksheet.pdf
Resources Attached:
You must list all the resources that you have created or found in this space.
Binary Flashcards:
Binary, Decimal, Hexadecimal Conversion Exercises
1. Binary to decimal
a. 11001011 ________________________________
b. 00110101 ________________________________
c. 10000011 ________________________________
d. 10001111 ________________________________
e. 11100011 ________________________________
f. 00000100 ________________________________
g. 00010010 ________________________________
h. 00111111 ________________________________
i. 10101010 ________________________________
j. 01010101 ________________________________
2. Decimal to binary
a. 213 ________________________________
b. 9 ________________________________
c. 67 ________________________________
d. 99 ________________________________
e. 23 ________________________________
f. 143 ________________________________
g. 6 ________________________________
h. 1 ________________________________
i. 197 ________________________________
j.252 ________________________________
3. Binary to hexadecimal
a. 11001100 ________________________________
b. 11110001 ________________________________
c. 00110001 ________________________________
d. 11000010 ________________________________
e. 10100100 ________________________________
f. 10100111 ________________________________
g. 11101100 ________________________________
h. 11111100 ________________________________
i. 00111111 ________________________________
j .00000011 ________________________________
4. Hexadecimal to binary
a. 0x45 ________________________________
b. 0xFA ________________________________
c. 0x5D ________________________________
d. 0x99 ________________________________
e. 0x03 ________________________________
f. 0x6B ________________________________
g. 0xDD ________________________________
h. 0xFE ________________________________
i. 0x22 ________________________________
j. 0x18 ________________________________
5.Decimal to hexadecimal
a. 233 ________________________________
b. 21 ________________________________
c. 9 ________________________________
d. 75 ________________________________
e. 188 ________________________________
f. 56 ________________________________
g. 4 ________________________________
h. 121 ________________________________
i. 94 ________________________________
j. 201 ________________________________
6. Hex to decimal
a. 0x5A ________________________________
b. 0xCC ________________________________
c 0x97 ________________________________
d. 0x40 ________________________________
e. 0x07 ________________________________
f. 0x3D ________________________________
g. 0xF1 ________________________________
h. 0xFB ________________________________
i. 0x82 ________________________________
j. 0xE4 ________________________________
Decimal – Hexadecimal – Binary
Glossary
Decimal Hexadecimal Binary
0 0x00 0000
1 0x01 0001
2 0x02 0010
3 0x03 0011
4 0x04 0010
5 0x05 0101
6 0x06 0110
7 0x07 0111
8 0x08 1000
9 0x09 1001
10 0x0A 1010
11 0x0B 1011
12 0x0C 1100
13 0x0D 1101
14 0x0E 1110
15 0x0F 1111
Justification
In this assignment, each of the lessons have been planned according to the characteristics
of both problem-based learning and project-based learning pedagogies. The shared aspects
of these pedagogies entail an emphasis on student-centred work, work in small groups,
connections of the work to the real world, and the importance of an open and ongoing
dialogue of assessment and feedback (Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell,
Drake & Moran, 2014; Segedy, Kinnebrew & Biswas, 2012; Tarmizi & Bayat, 2012).
An assumption made in the design of these lesson plans is that students possess developing
interpersonal and research skills. That is, students are encouraged to utilise their personal
devices and peers in order to research any unfamiliar concepts before they engage with
their teacher. This is assumed to be true even when not explicitly stated in lesson plans, as
these choices embody the main aspects of both project-based and problem-based learning
(Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell, Drake & Moran, 2014; Segedy, Kinnebrew
& Biswas, 2012; Tarmizi & Bayat, 2012).
Each lesson plan is designed to contain multiple activities in which students engage in group
work. Above all, there is a focus throughout all three lessons on small group work. Reynolds
(2016) found that small group work enables students to develop their skills and knowledge
better than independently or in whole class situations. In addition, the focus on small group
work throughout the lessons enables students to develop their interpersonal and social
skills (ACARA, 2015). As aforementioned, this focus on small group work is also supported
by both project-based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake &
Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat, 2012).
There is also an assumption that throughout the three lessons the teacher is
constantly engaging with students about their understanding, their skills, and the quality of
their work. That is, students are constantly being assessed, and are receiving feedback in
order to better facilitate their learning (Segedy, Kinnebrew & Biswas, 2012).
In addition, each lesson plan ends with a conclusive review of the lesson’s content,
and the second and third lesson plans begin with a brief revision of the previous lesson’s
content. This is cohesive with the findings of Konrad, Keesey, Ressa, Alexeeff, Chan, and
Peters (2014) who state that teachers must explicitly tell students what key points they are
expected to have learnt during a particular lesson.
In the first lesson, students watch a video about the current challenges impacting on their
own education, on the employment market they will be entering at the end of their school
career, and the role of information on both. The video was chosen as it enables students to
connect with the content as their lives are now, and how their lives will be affected in the
future by the same content. This is one of the main characteristics shared by both project-
based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014;
Khan & Abid, 2017; Tarmizi & Bayat, 2012).
In addition, the video provides information using visual and audio forms, and is thus
a tool for differentiation, as well as a tool to develop students’ literacy as the teacher
guides students to comprehend this multimedia text (Fitzgerald, 2016). This activity is
planned to further develop students’ knowledge and skills as the teacher pauses the video
periodically in order to engage students in discussion about its content, and students
engage in small group discussion to further explore the content (Reynolds, 2016).
Also during the first lesson, students collaboratively construct a Venn diagram. This activity
enables students to develop their social capabilities, ICT skills, and numeracy skills. That is,
the construction of a Venn diagram enables students to learn about what a Venn diagram
is, and how it is used, and; using an interactive module to construct the diagram enables
students to both create and communicate with ICT (ACARA, 2015).
The second lesson begins with small group discussion about the Start of Topic sheet from
the previous lesson. This then progresses into whole class discussion about interesting or
shared content contained on the sheet. The activity is structured this way so that students
will support one another to contribute to the class discussion, and; so that students will
receive informal feedback about their knowledge from their peers (Reynolds, 2016). Each of
these notions overlaps with the main aspects of problem-based and project-based learning
(Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat,
2012).
In addition, the second lesson includes an activity in which students create posters
based on their collaborative research. This miniature research project enables students to
develop their literacy skills through their knowledge of how to construct a poster, the
summarising skills required to construct an effective poster, the comprehension of online
texts, and composition of the poster itself, and; their ICT skills through safe use of ICT while
researching the content (ACARA, 2015).
In the third lesson, there are multiple scaffolded opportunities for students to develop their
numeracy skills. At the beginning of this lesson, students are given flashcards to use as a
tool to help develop their numeracy stills, and to support their learning as a scaffolding
tool. The first worksheet also contains an integrated visual scaffolding tool, which will help
to lower cognitive load of students (Jang, Schunn, & Nokes, 2011).
Toward the end of the lesson, one activity is planned with flexibility so that the
teacher can simultaneously differentiate for both high achieving students who require
extended challenges, and for students with lower skills who require more support.
Overall, these lessons were planned based on the diverse needs of students, a mixture of
problem-based and project-based learning, and the development of students’ literacy,
numeracy, and ICT capabilities. The decisions made are supported by state curriculum
documents, and by current education literature.
References
Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Ministerial Council for Education, Early Childhood Development
and Youth Affairs. Retrieved August 3 2017, from http://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies, Teaching and Educational Standards NSW. (2003). Information and
Software Technology. Retrieved August 3, 2017, from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_syl.pdf
Briggs, S. (2015). 10 Tips For Effective Problem-Based Learning: The Ultimate Instructional
Solution. Retrieved August 4, 2017, from
http://www.opencolleges.edu.au/informed/features/problem-based-learning/
Department of Education and Training NSW. (2003). Quality teaching in NSW public schools.
State of NSW. Retrieved August 3, 2017, from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy
Learning: The Middle Years, 24(2), 17.
Fruchter, R., & Lewis, S. (2000, December). Mentoring and reverse mentoring in P5BL. In
2nd Asia Pacific Conference on PBL, Singapore.
Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions improve
learning outcomes and efficiency. Journal of educational psychology, 103(1), 60. doi:
10.1037/a0021994
Khan, Z. H., & Abid, M. I. (2017). Role of laboratory setup in project-based learning of
freshmen electrical engineering in Pakistan. International Journal of Electrical Engineering
Education, 54(2), 150-163. doi: 10.1177/0020720916689103
Konrad, M., Keesey, S., Ressa, V. A., Alexeeff, M., Chan, P. E., & Peters, M. T. (2014). Setting
clear learning targets to guide instruction for all students. Intervention in School and Clinic,
50(2), 76-85. doi: 10.1177/1053451214536042
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining
teaching and learning in higher education through project-based learning. Interdisciplinary
Journal of Problem-Based Learning, 8(2), 2. doi: 10.7771/1541-5015.1426