Académique Documents
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Justification
CONTENTS
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Original Lesson Plan
Text: Geography for Australian Citizens 3rd edition, Chapter 14, pp 281284 (B. Parker 2008)
Language focus: Explaining events, stages in time, social categories, evaluating
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The following are examples of notes from the information highlighted on the accompanying text:
The nature of migration
migration - movement of people - changing their permanent residence
multicultural diversity - Australias current identity
People migrate when they change their permanent residence. The population of Australia grew through natural
increase and migration from overseas. This has created our national identity as a diverse and multicultural nation.
People migrate because of factors that push them out of their old country, or pull them towards a new country.
Push factors include unemployment, war, natural disasters, persecution or bad governments. Pull factors include
jobs or education, better services, better environments, favourable immigration laws or better government. The
effects of globalisation can be both push and pull factors.
Australias migration patterns have changed over time. From 1788, 160 000 convicts were transported to the
Australian colonies, as well as free immigrants. From 1851 to 1871, the goldrush era produced the next wave, when
the population grew from 430 000 to 1.7 million. In 1861, 60 per cent of the population was British, and 3.3 per cent
were Chinese (continued)
Joint construction may be performed on part of the text and/or may be set for students to complete
individually or in groups.
SOURCE. This lesson plan was sourced from the New South Wales Education Standards Authority (2014).
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Lesson Plan Analysis
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.
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12345 Comments: Lesson plan uses a limited variety of teaching methods, relying on
one textbook. Though the lesson does have the potential to incorporate a
number of strategies
3.4 Select and use resources
12345 Comments: Lesson does use textbook as a resource, though does not draw upon
any other. Lesson has the ability to use ICT and other resources to engage
students in learning
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
12345 Comments: Lesson plans use of group work aims to achieve inclusive student
participation. Engagement with lesson could be strengthened through the use of
classroom activities and resources, such as ICT
4.2 Manage classroom activities
12345 Comments: Direction of classroom activities flows from prior lessons and student
knowledge. Activities given in the lesson plan are outlined in each lesson stage.
The lesson plan could be improved with clear organisation of the lesson into a
template
4.3 Manage challenging behaviour
12345 Comments: Lesson plan does not outline an approach to managing classroom
behaviour. Judgement is difficult without understanding of the context of the
class, their behaviour or previously outlined expectations
4.4 Maintain student safety
12345 Comments: Lesson plan does not specifically outline student safety, though the
lesson strategies and resources could be understood to be of a safe nature
4.5 Use ICT safely, responsibly and ethically
12345 Comments: As ICT is not used in any form within the lesson plan, the safety and
ethical use of ICT is not outlined. The lesson plan uses a school textbook which
would be identified by the school as a safe text
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: The lesson plan does have the opportunity for informal assessment
of students learning through the use of students writing on the board and
participating in group work. Informal assessment of student learning could be
strengthened with groups presenting their work in a class discussion
5.2 Provide feedback to students on their learning
12345 Comments: Feedback of students and their learning can be done so through the
discussion of students answers written on the board and in each groups
discussion
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: Key concepts are covered during the lesson, though in general are
not explored in a deep way. Note taking from a textbook by students is done so
on a superficial level
1.2 Deep understanding
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12345 Comments: Understanding of concepts is shallow during the lesson as it is
predominantly student led reading. Students are not given the opportunity to
develop their knowledge from the textbook reading. The lesson does give the
opportunity to make relationship with prior knowledge of other lessons
1.3 Problematic knowledge
1 2 3 4 5 Comments: Knowledge presented in the textbook presents only one position of
migration in Australia. The lesson could provide the opportunity to demonstrate
multiple perspectives through other resources
1.4 Higher-order thinking
1 2 3 4 5 Comments: Lower order thinking dominates the lesson plan through the reciting
of textbook knowledge. Group work provides the opportunity for students to
engage and analyse information, though the lesson plan is not clear if this will
facilitate higher order thinking
1.5 Metalanguage
1 2 3 4 5 Comments: The specific use of a textbook throughout the lesson plan is to
identify and define concepts and metalanguage of migration in Australia.
Definitions of migration and multicultural identity are examples of
metalanguage that is explored by students readings. It is unknown if the teacher
comments on metalanguage
1.6 Substantive communication
1 2 3 4 5 Comments: Substantive communication is limited between students and
teachers. Students engagement with content occurs briefly in group work,
though the quality of engagement is unknown in the lesson plan
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments: Lesson plan does not provide an explicit criteria of students work,
though does make technical reference to the types of notes that should be
made.
2.2 Engagement
1 2 3 4 5 Comments: Lesson plan does not mention the engagement of students in the
task. It can be inferred from the type of task using only the textbook that the
lesson may have a mixed level of classroom engagement
2.3 High expectations
1 2 3 4 5 Comments: The use of note taking from a textbook can be seen as having low
expectations and not challenging. The lesson plan does not communicate the
expectations of students being able to complete the task
2.4 Social support
1 2 3 4 5 Comments: The lesson plan is not clear on the support of teacher to student,
though as the task can be conducted in groups, this would allow for the
possibility of positive peer support
2.5 Students self-regulation
1 2 3 4 5 Comments: It is unclear on the behaviour of students during the lesson, the task
does support students demonstrating autonomy. Group work may require the
teacher to regulate behaviour throughout the lesson
2.6 Student direction
1 2 3 4 5 Comments: The lesson plan demonstrates that students have minimal control of
the lessons direction. Students do have the possibility to control their method of
informal assessment, and also the choice of focus of migration
3 Significance
3.1 Background knowledge
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12345 Comments: A summary of previously learnt content at the beginning of the
lesson demonstrates some level of reflection on background knowledge. The
topic of migration provides the chance for the lesson plan to draw upon out of
school background of individual students
3.2 Cultural knowledge
1 2 3 4 5 Comments: There is some evidence of cultural knowledge of students present in
the lesson plan, though it is shallow. As the topic is migration, there is great
potential to demonstrate diversity of the students history in the activity
3.3 Knowledge integration
1 2 3 4 5 Comments: Lesson plan does not make any connections to other topics or
subjects. Migration is a topic that could be linked to numerous subject areas,
including history to enhance students learning
3.4 Inclusivity
1 2 3 4 5 Comments: The lesson plan is unclear if no negative exclusion is evident, though
the use of group work and identification of different students levels creates an
inclusive lesson, catering to students needs
3.5 Connectedness
1 2 3 4 5 Comments: Connection is made in relation to migration in Australia and its
position in the world, though it is weak. The lesson plan does hold the possibility
to make strong connections of migration and the world to an audience by sharing
students history
3.6 Narrative
1 2 3 4 5 Comments: There is no narrative evident in the textbook content that dominates
the lesson plan. The use of a narrative of migration would strengthen students
connection to the content
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 3.4 Select and use resources 2) 4.5 Use ICT safely, responsibly
and ethically
QT model
1) 1.1 Deep Knowledge 2) 3.2 Cultural Knowledge
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Modified Lesson Plan
Topic area: Geography Stage of Learner: Stage 5 (Year 9) Syllabus Pages: 5A4
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Syllabus outcomes Lesson assessment (5.2) Reading and (5.2) Analyse numerous
5.2 analyses, organises Questioning during comprehending sources of information to
and synthesises recap to gage sources about construct an informed
geographical students Australias migration understanding of
information understanding of migration in Australia
previously learnt (5.2) Organise
5.9 explains Australias content information of (5.9) Demonstrate the
links with other Australias migration role of and links with
countries and its Observing and makes links to other countries for
role in the global individuals other countries migration in Australia
community contribution to
group discussion (5.9) Australias (5.9) Understand and
migration history in address issues of social
Informal the global community justice and human rights
assessment of that occur as a result of
group work (5.9) The cultural, migration in Australia and
through class economic and political other countries
presentations advantages and
disadvantages of
migration to Australia
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Time Teaching and learning actions Organisation Centred
T/S
Intro Roll call Teacher: Let Year 9 into Teacher
2 mins the classroom quietly, have
them sit in their assigned
seat in preparation for
group work.
Students notebooks
8 mins Define Migration Teacher: With the classes Teacher
Provide multiple definitions from participation write
syllabus, online sites and dictionary for definition for migration on
class to create their definition the board
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Instructions for group work Set up projector to display
Display prepared document of document of group work
instructions via projector instructions
Explain the use of group work for Hand out butchers paper (
formulating notes of the focus areas of with prewritten topic
Australias migration headings), textas and
source sheet to each of the
Detail the expectations of each groups 5 groups, only after
presentations in their analysis of their instructions have been
sources- Each group must read, discuss given
and makes notes on butchers paper
about each of their given sources, Student: Note down the
potential for students to discuss their definition of migration into
own experience of migration, prepare for notebook
a 2 min presentation
Ask any questions about
instructions and activity
Resources: Use of
whiteboard to display
document
Students notebooks
20 mins Group Work Teacher: Supervise groups Student
Each group analyses their sources, as they discuss and analyse
making notes on butchers paper for their sources
presentation
Provide feedback and
Groups make links to other countries and direction for each group
Australias position in the global
community Student: Work
cooperatively and
As groups have not be formed based productively in groups to
upon ability, students have the chance analyse, understand and
for peer learning, with a variety of levels summarise information on
of ability and also personal histories butchers paper
present in each group
Resources: Students use
butchers paper and textas
Instructions remain
displayed via projector
15 mins Group Presentations Teacher: Provide feedback Student
Each group has 2 minutes to present of each groups
their analysis of their topic to the class presentation, facilitate
class discussion of content
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Notes are taken by the other groups in Student: As a group
their notebooks present summarised work
to the class. Answer
questions the class/
teacher may ask about
topic
Resources: Display of
groups butchers papers
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In modifying the Australias regional and global links: migration lesson plan, it has highlighted the timely
process of lesson planning. Preparing a single lesson requires significant preparation, reflection and
modification in order to create an effective lesson. I found that when lesson planning it is valuable to
create a draft plan to analyse against the Australian Professional Standards for Teaching (APST) and NSW
Quality Teaching (QT) frameworks before establishing a concrete lesson plan. The syllabus outcomes of a
lesson plan must remain the central focus of a lesson plan. As Geography is a developing and changing
field, I believe it is important to use current and up to date information.
A particular restriction I have learnt in the modification of a lesson plan is the length of a class. When
planning a lesson, sixty minutes is not a large amount of time to address multiple syllabus outcomes,
complete administration requirements and have students complete a set task. Through the teaching and
learning process I have learnt that as a teacher I will need to be able to be flexible and creative within my
lesson plan. Individual students and classes will operate differently to each other in response to a set task,
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as a teacher I must be able to alter my lesson to be able to achieve the learning outcomes in an effective
way. Some classes will work effectively based upon assigning groups, while other classes will work better
as individuals.
I have found the teaching and learning process of modifying a lesson plan valuable to my understanding of
applying learning outcomes. The APST and QT models are valuable in self-reflection and modification to
provide students with an effective and engaging lesson. The process of planning a lesson has deepened my
knowledge of the Geography syllabus and use of ICT resources in an effective and ethical manner.
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 plan is a regular timetabled Geography classroom lesson that does not have any key risk
issues that differ to another classroom lesson. Considerations of Workplace Health and Safety would
be addressed in a schools procedures and policies. Reducing the risk of any Workplace Health and
Safety concerns are addressed by continual teacher supervision throughout the lesson.
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Academic Justification
Modifications made to the original stage five Geography lesson plan, Australias regional and global links:
migration, have been made with focus on improving the strengths of the lesson based upon the Australian
Professional Standards for Teaching (APST) and NSW Quality Teaching (QT) models. The modified lesson
plan focuses upon the use of a variety of resources, safe and ethical use of Information Communication
Technology (ICT), deepening the learnt knowledge of students, and allowing students to have direction
The modified lesson plan has made improvements based upon the original lesson plans singular use of a
textbook throughout the lesson. The use of one textbook does not provide students with sufficient
information or evidence of the operations of migration in Australia and other countries. Standard 3.4 select
and use resources of the APST has been addressed to incorporate ICT resources to build upon the original
text, engaging students to learn through investigation, supporting for the achievement of learning outcomes
(AISTL, 2014). Research has shown that providing multiple perspectives of a theoretical concept is important
for the teaching and learning of Geography. Students are able to construct their own understanding of a
topic as active learners (Puttick, 2013). As the learning outcome 5.2 is concerned with the analysis and
organisation of geographic information, it was important that modifications were made to allow students
to interpret multiple perspectives of Australian migration. The use of a variety of resources engages students
Incorporating numerous resources into the modified lesson plan required consideration of the safe and
ethical use of ICT for teachers and students that had not previously been made. Supporting the selection
and use of resources is standard 4.5 of the APST use ICT safely, responsibly and ethically. Improving the
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use of resources in the modified lesson plan required considerations of the implications of ICT to be made
(AITSL, 2014). The use of ICT is demonstrated to be important for the teaching and learning of Geography
as it develops students skills for the interpretation and construction of knowledge (Bracko, 2012).
Interpretation of geographic information allows students to achieve learning outcome 5.9, explaining
linkages of concepts. As the use and availability of technology within the classroom can be difficult, the
modified lesson plan has taken a particular approach to ICT in order to both protect students and provide
an equitable lesson. In an approach to the use of ICT in a safe, responsible and ethical manner, it has been
utilised as a tool for the teacher in their preparation of the lesson. This method incorporates ICT resources
and content into the lesson, avoiding issues that are associated with access and misuse of technology.
The inclusion of group work in the modified lesson plan is supported by 1.1 of the QT model deep
knowledge. As the original lesson plan approaches the topic and learning outcomes in a shallow manner,
students were unable to receive a holistic or engaged understanding of key concepts of the lessons learning
outcomes (NSW DET, 2003). Deep knowledge is central focus in the achievement of learning outcome for
the modified lesson plan, achieved through students engagement with a group task and presentation. The
successful implementation of group work in the classroom is an effective teaching strategy in providing
students with the opportunity to view how other students understand and approach content, and facilitate
cooperative sharing of information and stories (Vaca, Lapp and Fisher, 2011). Introducing group work and
presentations into the modified lesson plan gives students a sense of accountability for their learning. Group
presentations allow students to create deep knowledge and achieve the learning outcomes 5.2 and 5.9.
Deep knowledge is created in groups discussion and analysis of migration information, and further
strengthened when linking to other groups researched information. Deep knowledge is an important focus
of a lesson plan for students to make judgement and create understanding of key ideas, reflecting learning
outcomes.
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Significant focus has been made in the modification of the migration lesson plan to incorporate cultural
knowledge, 3.2 of the QT model. Migration in Australia is a significant topic for students to explore in order
to achieve their learning outcomes. The original lesson plan makes little consideration in the incorporation
of students diverse values, beliefs, knowledge and experience of migration (NSW DET, 2003). The modified
lesson plan understands that each individual student in the year nine classroom will have some form of
background knowledge of migration in Australia that could be influenced by their cultural perception. The
use of group work in the modified lesson plan provides students with the opportunity to discuss their
experience of migration amongst their peers. This strengthens students understanding and analysis of
geographic information in achieving learning outcome 5.2 as it provides a personal account. Peer to peer
learning is an important teaching strategy for establishing a safe environment for students to discuss and
incorporate their cultural knowledge into a task (Vaca, Lapp and Fisher, 2011). Cultural knowledge is an
important tool for the teaching and learning as it engages students in content for the achievement of
learning outcomes.
Modifications made to the original lesson plan has been influenced and supported by academic research.
Engaging students in content through the use of resources and teaching strategies allows teachers the ability
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Reference List
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional
standards for teachers. AITSL. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list
Bracko, A.B. (2012). The model of ICT use in geography lessons. MIPRO.
Harte, W., & Reitano, P. (2015). Pre-service geography teachers' confidence in geographical subject
matter knowledge and teaching geographical skills. International Research in Geographical
and Environmental Education, 24(3), 223-236.
New South Wales, Department of Education and Training (NSW DET). (2003). Quality teaching in
NSW public schools: A classroom practice guide. NSW DET.
New South Wales Education Standards Authority (NESA). (2014). Sample lessons. Board of Studies.
Retrieved from http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/pdf-
doc/geography-sample-lesson-plan.pdf
Puttick, S. (2013). Looking at and looing along: a conceptual framework for teaching different
perspectives in geography. International Research in Geographical and Environmental
Education, 22(4), 353-366
Vaca, J., Lapp, D & Fisher, D. (2011). Designing and assessing productive group work in secondary
schools. Journal of Adolescent and Adult Literacy, 54(5), 372-375.
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