102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

ORIGINAL LESSON PLAN:

Teacher: G. W. Date: 18 August 2016 Time: 70 minutes
Class: Year 10 Subject: Japanese Topic: Future Plans
Purpose:
• To revise the structure, plain volitional form and to introduce structure, “I am hoping to …”
• To develop students’ fluency and accuracy in transforming the verbs into the target form.
• To develop students’ fluency in listening and writing in the topic of future plans.

Learning Outcomes:
• Understand the different meaning of the “～ましょう” form. (“Shall we…? Let’s…!”)
• Able to change the verbs into volitional form fluently & accurately in written and oral form.
(This verb form is used in sentences in which the speaker suggests, urges, or initiates an act)
• Able to listen and understand details about future plans.
• Able to rewrite sentences in the target structure.
Teacher Activity Student Activity Est. Time
1. Greeting and give lesson outcome 1. Listen to teacher 5 mins
2. Revision of volitional forms by asking 2. Students to answer questions and 20 mins
students how to convert two different verb then transform the verbs on cards orally
groups (～えます and ～います verbs) into as a class exercise.
volitional form. Then testing students’
understanding by using flash cards.

Ask students what ～ましょう means.
Instruct students to look at the example
sentences and ask them if they see the
different usages for ～ましょう (“Shall
we…? Let’s…!”)
3. Mark homework
4. Listening task and marking
5. Introduce “I am hoping to …” sentence
structure and translate the first example
sentence together then assign each pair to
translate one sentence each.
6. Time challenge - Form groups of 3 and
give student 20 cards. Show overhead
projector slide and ask students to transform
the verbs into the volitional form within 3
minutes. Then check answers by overhead
projector and make tell students to make
corrections if needed. Repeat twice with new
verbs.
7. Recap lesson and ask students how to
make plain volitional form.
Turn to pg31 and look at the example
sentences and try to work out the three
different usage
3. Take out homework and give answers 5 mins
and make any necessary corrections
4. Listen to CD and answer questions 10 mins
5. Listen to teacher and then translate 20 mins
sentence in pairs. Share answer at the
end of the allocated time.
6. In groups of 3, transform 10 verbs 5mins
into the volitional form within 3 minutes.
Repeat 2 times with new verbs. Check
answers via overhead projector slide
and make any necessary corrections.
7. Listen to teacher. 5 mins

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

LESSON PLAN ANALYSIS:

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
Comments: Not explicitly specified in the lesson plan.
1–2–3–4–5
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Comments: Not explicitly specified in the lesson plan.
1–2–3–4–5
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
Comments: Includes a variety of tasks focused on speaking, reading, writing and
listening skills to meet the learning needs of students with varying abilities. But
1–2–3–4–5
does not explicitly specify strategies to meet learning needs of students with
learning difficulties or disabilities.
1.6 Strategies to support full participation of students with disability
Comments: Not explicitly specified in the lesson plan.
1–2–3–4–5
2 Know the content and how to teach it
2.2 Content selection and organisation
Comments: Lesson plan follows a mostly logical flow – reviews some prior
1–2–3–4–5
knowledge and introduces new content accordingly.
2.3 Curriculum, assessment and reporting
Comments: Informal testing to gauge students’ learning is incorporated via
1–2–3–4–5
marking homework, a flash card exercise and time challenge.
2.6 Information and Communication Technology (ICT)
Comments: Lesson plan does not implement teaching strategies for using ICT to
1–2–3–4–5
expand curriculum learning opportunities for students.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
Comments: Learning goals and outcomes may be limited by the time needed for
1–2–3–4–5
students to properly learn and retain content.
3.2 Plan, structure and sequence learning programs
Comments: Plan follows a mostly logical flow – reviews some prior knowledge and
1–2–3–4–5 employs a variety of individual, pair and group tasks to introduce new content
accordingly.
3.3 Use teaching strategies
Comments: Strategies are mostly teacher-driven but employs a variety of
1–2–3–4–5 individual, pair and group tasks to build students’ speaking, reading, writing and
listening skills.
3.4 Select and use resources
Comments: Uses flash cards, a textbook, a CD and overhead projector slides to
1–2–3–4–5
engage students. Incorporates no ICT.

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
Comments: Implements a number of activities facilitating individual, pair and group
1–2–3–4–5
work to support inclusive student participation.
4.2 Manage classroom activities
Comments: Plan follows a mostly logical flow – reviews some prior knowledge and
1–2–3–4–5 introduces new content. Each task has a set of clear instructions including
resources needed and time given to complete activity.
4.3 Manage challenging behaviour
Comments: Not specified in the lesson plan.
1–2–3–4–5
4.4 Maintain student safety
Comments: Not specified in the lesson plan however students do not participate in
1–2–3–4–5
any activities which require any special safety precautions.
4.5 Use ICT safely, responsibly and ethically
Comments: Lesson plan does not implement teaching strategies incorporating the
1–2–3–4–5
safe, responsible and ethical use of ICT.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
Comments: Informal testing to gauge students’ learning is incorporated via
1–2–3–4–5
marking homework, flash card exercises and time-based challenges.
5.2 Provide feedback to students on their learning
Comments: Feedback given to students in the form of discussing answers and
1–2–3–4–5
results of the time-based challenge and flash card exercise.

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
Comments: Students are expected to have some relevant prior knowledge to
1–2–3–4–5 understand new content. Tasks are designed to focus on one grammar point
and/or one skill (reading, writing, speaking, listening) at a time.
1.2 Deep understanding
Comments: Lesson is teacher driven but students have opportunity to demonstrate
1–2–3–4–5
some understanding through a variety of activities and worked examples.
1.3 Problematic knowledge
Comments: Students are not required to present or analyse alternative
1–2–3–4–5
perspectives and solutions.
1.4 Higher-order thinking
Comments: Students are required to analyse a variety of problems and apply a
1–2–3–4–5
number of grammar points.
1.5 Metalanguage
Comments: Students are expected to recognise the various uses of the Japanese
1–2–3–4–5
language through the use of correct conjugation to transform vocabulary.
1.6 Substantive communication
Comments: Lesson allows students to demonstrate their learning through the
1–2–3–4–5
tasks but does not give opportunity for elaboration.

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

Quality learning environment

2.1 Explicit quality criteria
Comments: The expected quality of work is implied through informal testing such
1–2–3–4–5
as the flash card task and time-based challenge.
2.2 Engagement
Comments: Students’ engagement is maintained throughout the lesson by
1–2–3–4–5 implementing a combination of individual, pair and group tasks which focus on one
grammar point and/or one skill (reading, writing, speaking, listening) at a time.
2.3 High expectations
Comments: Expectations are implied through informal testing such as the flash
1–2–3–4–5
card task and time-based challenge.
2.4 Social support
Comments: Combination of individual, pair and group tasks allows social support
1–2–3–4–5
to be facilitated amongst the students.
2.5 Students’ self-regulation
Comments: Most tasks are teacher driven. Only some tasks allow students to work
1–2–3–4–5
individually or interact with their peers to explore learning content.
2.6 Student direction
Comments: Students do not able to exercise any direction over the selection of the
1–2–3–4–5
activities.
3 Significance
3.1 Background knowledge
Comments: Lesson builds on prior knowledge as demonstrated by significance of
1–2–3–4–5 previously set homework, but does not require students to use aspects of their
personal lives to develop understanding.
3.2 Cultural knowledge
Comments: Tasks do not incorporate cultural knowledge of students.
1–2–3–4–5
3.3 Knowledge integration
Comments: No cross-curricular links demonstrated in the plan.
1–2–3–4–5
3.4 Inclusivity
Comments: Not specified in the lesson plan but students are all included in pair
1–2–3–4–5
and group activities.
3.5 Connectedness
Comments: Tasks do not require students to apply knowledge to real-life contexts
1–2–3–4–5
or share their work beyond the classroom.
3.6 Narrative
Comments: May use narrative in examples students are expected to study.
1–2–3–4–5 However facilitates no opportunity for students to create their own meaningful
narrative using class content.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.3 Students with diverse linguistic, cultural, 2) 2.6 Information and Communication
religious and socioeconomic backgrounds Technology (ICT)
QT model
1) 1.6 Substantive communication 2) 2.6 Student direction

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

MODIFIED LESSON PLAN:

Teacher: G. Wong Date: 18 August 2016 Time: 70 minutes
Stage of Learner: Stage 5 Subject: Japanese Topic: Future Plans
Syllabus Pages: Printing/Preparation:
5.UL.1, 5.UL.2, 5.UL.4 Volitional form worksheet, Kahoot! game.

Outcomes Assessment Students learn about Students learn to

5.UL.1 and 5.UL.2 - Selects, Questioning throughout the lesson to (5.UL.1 and 5.UL.2) Linguistic (5.UL.1 and 5.UL.2) Analyse the
summarises and analyses ensure students remain engaged choices made in texts to influence impact of linguistic choices made to
information and ideas in spoken and and are on track. listeners and readers. achieve communication goals, eg. to
written texts and responds inform or entertain.
appropriately Informal assessment via class
discussion of homework,
worksheet/handout answers and
listening task responses.
5.UL.4 - experiments with linguistic (5.UL.4) The manipulation of (5.UL.4) Select and incorporate
patterns and structures in Japanese Informal formative assessment via structure, format and choice of particular structures to achieve
to convey information and to express Kahoot! game/time-based challenge. vocabulary to achieve specific specific purposes, eg use
own ideas purposes. appropriate tense for recounting,
emotive language for effect.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
The syllabus provides for a broad set of learning outcomes that summarise • Students will learn how to convert verbs to the volitional form. (This
the knowledge, understanding, skills, values and attitudes essential for all verb form is used in sentences in which the speaker suggests,
students to succeed in and beyond their schooling, including: urges, or initiates an act)
• Understand, develop and communicate ideas and information; • Students will explore the different meanings and usage of “～ましょ
• Work collaboratively to achieve individual and collective goals; う” form. (“Shall we…? Let’s…!”)
• Understand and appreciate social, cultural, geographical and • Students will learn the “I am hoping to…” sentence structure.
historical contexts, and participate as active and informed citizens; • Students will demonstrate grammar and vocabulary learning when
• Be productive, creative and confident in the use of technology; listening to passage about future plans.
• Express themselves through creative activity and engage with • Students will be able to write sentences in the target sentence
artistic, cultural and intellectual work of others. structure.

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2
Time Teaching and Learning Actions
Introduction
Learning objectives will be written as point-form on the
board to direct class. Recap previous lesson prior to
introducing new learning content.
5 min
Revise contents students identify as points they would like
to revise – if these points are not being covered later in
class.
Homework:
As a class, students take turns giving answers to
homework exercises.
5 min
Teacher and students collaboratively identify commonly
made mistakes to revise.
Revise Volitional Forms:
Revise volitional forms by asking students how to convert
two different verb groups (～えます and ～います verbs)
into volitional form. (This verb form is used in sentences in
20 min which the speaker suggests, urges, or initiates an act)
Students are to form groups of 3-4 and work
collaboratively to convert a set of verbs specified in
question handout.
Listening Task:
Students listen to a passage from the textbook’s
accompanying CD and answer 5 questions on a handout.
10 min Passage incorporates vocabulary and sentence structure
covered in previous and current lesson.
Answers to be discussed as a class after two repeats of
the passage.
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Organisation Centred
Teacher: Greet class, outline lesson outcomes, recap previous lesson
and ask students if there’s anything they would like to revise before
moving on.
Students
Student: Settle in and prepare for class. Listen to teacher.
Resources: Blackboard, Whiteboard or SMART Board, Textbook and
previously supplied Handouts.
Teacher: Mark homework. Facilitate class discussion to identify
commonly made mistakes by students.
Student: Self-mark homework and discuss answers as a class. Identify
Students
points from previous lesson to revise before moving to the next learning
objectives.
Resources: Textbook or Handouts.
Teacher: Give students question handout. Facilitate discussion about
the different meanings and usages of the verb volitional form.
Student: Form groups of 3-4, and collaboratively convert verbs from the
handout into volitional form. Students
Resources: Textbook, Handouts.
Teacher: Give students question sheet handouts. Advise students the
passage will be played twice and they have to complete the worksheet
within the allocated time. Facilitate class discussion to identify
commonly made mistakes by students.
Students
Student: Listen to CD and complete question worksheet. Discuss
answers as a class.
Resources: CD, CD player, Handouts.
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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2
Introduce New Grammar Point:
Introduce the “I am hoping to…” sentence structure and
discuss two example sentences from the textbook
together as a class.
20 min
Allow students to build their own individual personal
statement using this new grammar point.
Time Challenge:
Kahoot! game will be displayed via projector or SMART
Board. Students form pairs and enter the game using the
game pin.
5 min Kahoot! will display a verb in plain form and students have
to find the correct volitional form from the 4 supplied
answers within the time limit.
Each round is 10 questions. Play twice using two different
sets of verbs.
Conclusion:
Teacher debriefs class by recapping the lesson, setting
5 min homework for next lesson and dismisses class.
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Teacher: Introduce the “I am hoping to …” sentence structure. Facilitate
class discussion of two example sentences from the textbook. Allow
students time to build their own statement using grammar point.
Students
Student: Listen to teacher and participate in class discussion. Build
their own individual statement incorporating this grammar point.
Resources: Textbook.
Teacher: Introduce time-based game Kahoot! to students. Instruct
students to form pairs. Display the game via a projector or smartboard.
Student: In groups of 3, students to log into Kahoot! using the game
pin. Play a time-based game to test knowledge and understanding
Teacher/
Students
Resources: Digital projector or SMART Board, Kahoot! game, wifi
connection.
Teacher: Recap lesson, set homework and dismiss class.
Student: Listen to teacher, pack up and leave. Teacher
Resources: N/A
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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

Reflection:
What have I learned about the teaching and learning process when preparing this lesson?

While modifying the original lesson plan to prepare this lesson, I learned that the teaching and

learning process is significantly influenced by the standards in the Australian Professional Standards for

Teaching (APST) and the elements of the NSW Quality Teaching (QT) Model which overlap and interrelate

to explicitly identify factors of high quality teaching and learning settings.

The original lesson plan included the use of projector slides, flashcards and other teaching-learning

resources to give students both individual and group-based learning opportunities. At first glance, this

lesson plan seems to encompass a number of different teaching strategies to assist students to develop

deep understanding of the learning content. However, after careful consideration of both the APST and

NSW QT Model, it became evident that improvements could be made.

I modified the lesson plan to shift from being teacher-centred to become more student-centred,

starting by giving students the opportunity to participate in discussions with their peers and the teacher to

encourage deep understanding by actively engaging with the learning content. I also gave the students

the opportunity to exercise direction within the classroom, thus giving them more responsibility over their

own learning. These changes address elements of the NSW QT Model which the original learning plan

failed to encompass.

My modifications also include allowing students to make meaningful connections between learning

content and their own individual lives. This was done by setting a task where students integrate class

content with aspects of their own lives to construct their own individual statements, rather than copying or

translating example sentences from the textbook. I also made a modification to a time-based challenge by

implementing the use of Kahoot! and introducing ICT to the classroom. These changes reflect standards

included in the APST.

Overall, this assignment has taught me that the teaching and learning process is not as simple as

designing fun and engaging activities or facilitating content-heavy lessons to ensure curriculum outcomes

are met. It is an intricate balance which combines doing both engaging students while delivering curriculum

content, which is only achievable by using the APST and NSW QT Model to create high quality teaching

and learning environments.

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.UL.3 - uses Japanese by incorporating diverse Informal formative assessment by observation

structures and features to express own ideas and questioning throughout the lesson,

5.UL.4 - experiments with linguistic patterns and particularly when students are required to build an

structures in Japanese to convey information and individual statement using the new grammar

to express own ideas point.

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?

This lesson is designed to take place in a traditional classroom, as such there are no significant risk

issues that may appear.

Standard Department of Education WHS policy (2013) objectives apply, including:

• providing everyone with a safe and healthy working and learning environment;

• promoting dignity and respect;

• supporting and promoting wellbeing;

• providing appropriate information, training and instruction to facilitate safe and productive work

and learning environments;

• providing a program of continuous improvement through engaging with industry, new

technology and considering changes to legislation and recognized standards.

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

ACADEMIC JUSTIFICATION:
Although the original lesson plan by Ms G. Wong, a Japanese teacher at Georges River College

Penshurst Girls’ High School, integrates a number of teaching-learning resources while facilitating both

individual and group-based student learning opportunities, there are a number of areas which can be

improved. My modified lesson plan proposes improvements targeting the elements “Substantive

communication” and “Student direction” from the NSW Quality Teaching (QT) Model and standards

focused on “Students with diverse linguistic, cultural, religious and socioeconomic backgrounds” and

“Information and Communication Technology (ICT)” from the Australian Professional Standards for

Teachers (APST).

Substantive communication is identified in the NSW QT Model as an element of intellectual quality

recognizing the correlation between deep understanding and high student academic achievement. It is an

element which ensures “students are regularly engaged in sustained conversations about the concepts

and ideas they are encountering. These conversations can be manifest in oral, written or artistic forms”

(NSW Department of Education, 2013). In the original lesson plan, activities were entirely teacher-centred

which did not allow students any opportunities to critically engage with and discuss learning content. My

modified lesson plan includes a number of opportunities for students to actively engage with class content

through discussions with peers and the teacher. These discussions will allow students to develop deep

understanding by actively engaging with the class through sustained conversations about the concepts

and ideas presented during the lesson (Cervetti et al, 2014).

Similarly, the teacher-centredness of the original lesson plan does not give students any

opportunities to exercise direction in the classroom. As per the NSW QT Model, student direction is an

element of a quality learning environment which allows students to “exercise some direction over the

selection of activities related to their learning and the means and manner by which these activities will be

done” (NSW Department of Education, 2013). In student-centred learning environments, students are

expected to have greater responsibility for their learning as they are required to actively select, interpret

and apply information to make sense of class content thus establishing deep learning and understanding

(Baeten et al, 2014). By modifying each individual activity to be more student-centred, students can identify

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 102086 DESIGNING TEACHING & LEARNING – ASSIGNMENT 2

areas of learning which they want to revisit and revise, giving them the ability to exercise direction in the

classroom and giving them more control over their studies.

The original lesson plan also fails to give students an opportunity to make meaningful connections

between the learning content and their own individual lives. The APST includes a standard which focuses

on “students with diverse linguistic, cultural, religious and socioeconomic backgrounds” (AITSL, 2014).

Fisher and Frey (2015) argue that students most effectively acquire vocabulary when they are “actively

involved in word learning and are encouraged to make personal connections with new vocabulary they

encounter.” This has significant implications for language learning. In my modified lesson plan I have

included tasks which allow students to engage with new grammar and vocabulary by constructing their

own individual statements in Japanese, rather than instructing them to simply copy or translate example

sentences from the textbook. This kind of activity allows students to create meaningful connections by

integrating class content (in this case, grammar and vocabulary) with aspects of their own individual lives

including their linguistic, cultural, religious and socioeconomic backgrounds.

My modified lesson plan also includes an online game as a teaching and learning strategy which

uses information and communication technology (ICT). I have included this game to address the lack of

ICT in the original lesson plan because integrating ICT in class is another standard in the APST which

aims to expand learning opportunities for students. The integration of ICT in language-learning classes

transforms “learning from a traditional passive experience to one of discovery, exploration, and excitement

in a less stressful setting” (Young, 2003). The implementation of Kahoot! as a time-based challenge in

which students can work together to test their knowledge creates a more interactive, collaborative and

student-centred learning environment.

Together, the APST standards and NSW QT Model elements create a best practice framework for

classrooms. Using these, I have identified four areas – substantive communication, student direction,

students with diverse linguistic, cultural, religious and socioeconomic backgrounds, and information and

communication technology (ICT) – as areas which can be improved in Ms G. Wong’s original lesson plan.

By facilitating discussions ensuing students actively engage with learning content to develop deep

understanding, giving students opportunities to direct their learning, allowing students to make meaningful

personal connections with classroom content, and implementing the use of ICT, students can have a more

well-rounded classroom experience leading to improved academic achievement.

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REFERENCES:
Australian Institute for Teaching and School Leadership (AITSL). (2014) Australian Professional Teaching
Standards (APST). Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Baetan, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-centred learning
environments: an investigation into student teachers’ instructional preferences and approaches to
learning. Learning Environment Research Journal,19 43-62. doi 10.1007/s10984-015-9190-5.

Board of Studies. (2003). Japanese K-10 Syllabus. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/japanese_k10_syllabus.pdf

Cervetti, G., DiPardo, A., & Staley, S. (2014) Entering the Conversation. The Elementary School Journal,
114 547-572. doi 0013-5984/2014/11404-0005.

Department of Education. (2013). Work Health and Safety (WHS) Policy. (Reference number:
PD/2013/0454/V01) Retrieved from https://education.nsw.gov.au/policy-library/policies/work-health-
and-safety-whs-policy

Department of Education. (2003). Quality teaching in NSW Public Schools. Retrieved from
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Fisher, D., & Frey, N. (2015). Meaningful Vocabulary Learning. Educational Leadership. 72, 77-78.

Young, S. (2003). Integrating ICT into second language education in a vocational high school. Journal of
Computer Assisted Learning. 19, 447-461.

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