102086 Designing Teaching &

Learning
Assignment 2 Lesson Plan Analysis
Contents
Original Lesson Plan...................................................................2

Lesson Plan Analysis..................................................................5

Modified Lesson Plan..................................................................8

Academic Justification...............................................................13

References..............................................................................15

Learning Portfolio Web Link........................................................17

Original Lesson Plan
Lesson Plan Analysis
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

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

12345 Comments: Although it is a language lesson plan, it has not provide any learning strategies and needs
of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

12345 Comments: There is no strategies and culture understanding for Aboriginal and Torres Islander
students at all.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

12345 Comments: In this lesson plan. It seems only focus on one group of students, as a result it assumed
all students have the same knowledge level.
1.6 Strategies to support full participation of students with disability

12345 Comments: No strategies in terms of provide support for disable students.

2 Know the content and how to teach it

2.2 Content selection and organisation

12345 Comments: The sequenced in this lesson plan is ok, such as give basic knowledge, ask questions and
then provide some examples.

2.3 Curriculum, assessment and reporting

12345 Comments: This lesson plan do use curriculum and also quickly review the main knowledge learnt in
the class. And also provide assessment as homework. However, the homework asked is not suitable
 for students level according to the content in the class.

2.6 Information and Communication Technology (ICT)

12345 Comments: Limited information and communication technology is provided in this lesson plan. And
not enough expand learning opportunities for students. And narrow ways for student to assess to
knowledge.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals

12345 Comments: No specific learning goals in this lesson plan. And also no challenging goals provided for
students. But do have some objectives.
3.2 Plan, structure and sequence learning programs

12345 Comments: The sequences of using knowledge of student learning is good. However, the lesson plan
may lack of activities for engage students and promote learning.
3.3 Use teaching strategies

12345 Comments: There are enough knowledge and skills in this lesson plan. And some of them do ask
student to think. And using different strategies for teaching these knowledge such as hand out copies.

3.4 Select and use resources

12345 Comments: Resource for teaching this lesson is not enough. Furthermore, some information provided
are incorrect. The way to demonstrate resource is monotonous.
4 Create and maintain supportive and safe learning environments

4.1 Support student participation

12345 Comments: In this lesson plan, asking questions is a way to interact with students and engage student
take part in the class. However, only ask list the question is not enough to keep students interesting.

4.2 Manage classroom activities

12345 Comments: No activities focus on how to manage class in term of orderly and workable routines. Has
not think about anything which can create an environment.
4.3 Manage challenging behaviour

12345 Comments: Does not have information about address discipline issue in the class.
4.4 Maintain student safety

12345 Comments: No describe strategies that support students wellbeing and safety work.

4.5 Use ICT safely, responsibly and ethically

12345 Comments: No demonstrate about issues and strategies in terms of safe, responsible and ethical use
of ICT in learning and teaching.
5 Assess, provide feedback and report on student learning

5.1 Assess student learning

12345 Comments: There is only a single assessment for student. And the assessment is much advanced for
students who just achieve the basic knowledge of poetry.
5.2 Provide feedback to students on their learning

12345 Comments: There is review in the end of the class, but there is no feedback from student about how
they learn and how to accomplish the knowledge.
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

12345 Comments: Some of the content knowledge are deep. But most of them are basic knowledge.The
background and format for poetry is enough but lack of information about poetrys means.

1.2 Deep understanding

12345 Comments: In generally, students may learn some shallow knowledge. The central concept for poetry
may learned by students in later classes.

1.3 Problematic knowledge

12345 Comments: Some knowledge are design as open question for engaging students. However these
questions are mostly shallow questions.

1.4 Higher-order thinking

12345 Comments: Students may receive more lower-order thinking. However one question may lead to
students have a higher-order thinking.

1.5 Metalanguage

12345 Comments: Low metalanguage. This lesson plan does provide some common Chinese characters. But
explanation for these characters is not enough.

1.6 Substantive communication

12345 Comments: In the middle of the class, Check for understanding by simple questions and
communicate with students.

Quality learning environment

2.1 Explicit quality criteria

12345 Comments: No evidence in this lesson plan shows students may use criteria to examine. The quality
criteria is not explicit.

2.2 Engagement

12345 Comments: Not enough engagement for students in the lesson plan. Mostly is provide information
and knowledge.

2.3 High expectations

12345 Comments: Some question provide in the lesson plan shows these questions may become challenge
from expectation. However no clarify measure about expectations throughout the lesson plan.

2.4 Social support

12345 Comments: A positive social support for students. Enough information provide to students and copies
of most common Chinese characters available for the class.

2.5 Students self-regulation

12345 Comments: Limited self-regulation scope requirement for students in this lesson plan.

2.6 Student direction

12345 Comments: All lesson plan shows what teacher wants students to learn and it is designated by teacher
only. No scope and activities for student to reach their own direction.

3 Significance

3.1 Background knowledge

12345 Comments: This lesson plan does not mention any information about students background
knowledge.

3.2 Cultural knowledge

12345 Comments: Some culture knowledge as teaching content provided in the lesson plan, such as learn a
little history behind Chinese poetry.

3.3 Knowledge integration

12345 Comments: Several meaningful connections between teaching content and knowledge .

3.4 Inclusivity

12345 Comments: Inclusivity is not specifically mentioned in the lesson plan.

3.5 Connectedness

12345 Comments: There is connection between knowledge in the class and reality life, such as the purpose
of writing poetry and are the poem still write today.

3.6 Narrative

12345 Comments: Plenty of knowledge narrative throughout the whole lesson plan.

Section 3: Identifying Areas for Improvement

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

1)1.5 Differentiate teaching to meet the specific learning 2)2.6 Information and Communication Technology (ICT)
needs of students across the full range of abilities

QT model

1)1.3 Problematic knowledge 2)2.2 Engagement

Modified Lesson Plan

Lesson Plan

Topic area: Chinese Stage of Learner: Syllabus Pages: 12-13

Stage 6 17-22
(Chinese Background
Speakers )
Date: Location Booked: Lesson Number: 1/12

Time: 60 minutes Total Number of Printing/preparation

students

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson students learn the basic students learn to how to
assessment information about poem write a poem and how to
2. express ideas through and know the meaning understand other people's
the production of original Quiz from the of the poem. poem.
texts in Chinese beginning to check
3. analyse, evaluate and students 1.1 conveys information, 2.3 produces texts
respond to a range of knowledge opinions and ideas appropriate to context,
texts that are in Chinese background appropriate to context, purpose and audience
purpose and audience 2.4 produces texts which
Lets student tell 1.2 exchanges and are persuasive, creative
the meaning of justifies opinions and and discursive
poem to check ideas
their 2.1 sequences and
understanding. structures information
and ideas
Write a poem at 2.3 produces texts
home appropriate to context,
purpose and audience
3.1 identifies main points
and detailed items of
specific information
3.2
summarises
and interprets
information and ideas

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Background history knowledge Students know the basic background
knowledge about poem and the poem
ICT capability Kahoot, video clip, history.
powerpoint
Critical and creative thinking Contribute a good understanding of poetry
analyse, practice and discussion and understand the easy poems
meaning.

Knowing the format of poem and practice

to write Chinese poetry.

Time Teaching and learning actions Organisation Centre

d
T/S
Intro A quick game from Kahoot.
Let students guess the basic and
10mins background knowledge about Chinese
poetry.
What is the Chinese name of Chinese
poetry?
Which dynasty it is most popular?
Which two name are writher of Chinese
poetry?
Who is a woman writer of Chinese poetry
below?
Which one is poetry as below?
Are the poems still written today?
Teacher: Teacher ask Teacher
students to use their smart
device. Direct students to
join the Kahoot game and
give them game pin.
Observe students
knowledge background and
the different level between
students . Help students to
build up interest and
curious for the following
study.
Student: Take out smart
advices and join in the
game. Guess the answers.

Resources:
https://kahoot.it/#/

Body Teacher showing students the basic Teacher: Make a power Teacher
5mins information about Chinese poetry. point and show the
Including some of the questions on the information from it to
Kahoot before and the background students
knowledge about it. And also the history
story behind it. Student: Listen and look at
the powerpoint

Resources: powerpoint

10mins Group discussion. Teacher: Organise students Student

Set up students into small group and let into small group.
them discuss about what is the purpose of walking around listen to
writing poetry. students discussion.
Each group summary their own answers List all students answer on
and showing them to the class. the whiteboard.
Teacher list all students answer on the
whiteboard and add more in the end. Student: Discussion and
give answer.

Resources: Discussion
question sheet.

10mins Example analyse Teacher: Showing the Teacher

Preparing a simple and famous poem.
Make sure all level students can following
the lesson content. Showing this poem on
the powerpoint. And using this poem to
analyse the format of Chinese poetry.
Showing a video from website about
format of Chinese poetry
Shi poetry has 5-7 characters per line, 4-8
lines per poem.
Second and fourth line usually rhyme, and
sometimes the first as well.
information.
And clip a small video about
format of Chinese poetry
Student: Listen and try to
remember.
Resources:
http://open.163.com/movie/
2012/10/U/G/M8GFKNB22_M
8I0N28UG.html

First two lines set the scene, 3 line

provides a twist.

The last line mostly is the poets thoughts

or offers advice to the reader.
15mins Handout knowledge and information to Teacher: Prepare the Student
encourage student achieve their own copies.
goals for this lesson.
Hand out all the copies and
make sure everyone have
Hand out:
them.
Provide a list as copies about most
common Chinese characters. As a reading
Walking around when
and learning reference.
students reading and
provide 20 poems for students. 10 easy
discussing and answer the
poems and 10 hard poems. In case all
questions students may
level students can take part in this
have when they read.
activity.
Make sure the class
Students read these poems. And each discipline.
student pick one favourite poem. Showing
to group first and then showing to class. Student: Reading the
Tell the reason why they like this poem poems copy. Find a
and explain the meaning of this poem. favourite one. Using he
If two or more people chose the same common Chinese character
poem. Then they can add some more or list to understand the
give some different reason and poem. Talk in group the
understanding of the poem. Free to talk. meaning of the poem and
give the reason why like
this poem.
But make sure the class has no oral
Then showing the favourite
bullying because the different poems they
one to class.
choose or the reason why other student
like the poem.
Resources:
http://www.zhongwen.com/z
i.htm

Conclusi Class reflection Teacher: Answer students Student

on Students can ask questions about this questions.
10mins class and give their feedback about what Listen to students
they learn in this class. How they think feedback and self
about this class. reflection.
Observe how much
knowledge student achieve
Each student list 3 point key knowledge
in this class.
they learn in this class
Give assignment.

Give assignment : Find 3 extra poems Student: Ask questions

outside class and analyse the meaning of about this class. Give
them. And write a poem. reflection about this class.
List 3 key knowledge they
learn in the class

Resources: question and

reflection list sheet.
Reflection
What have I learned about the teaching and learning process when preparing
this lesson?

The lesson plan I found for this assignment is basic lesson plan. Mostly, it only
shows the information and knowledge which teacher want students learn.
However it does show any particular strategies. Such as it does not care
students knowledge background and students own goal about this unit. And
also very limited activities in the lesson plan and less ICT use in it as well. All of
them are bad for encourage students interesting in this unit.

To modifying this lesson plan, focus on the weakness of the original lesson plan.
I found that it is important to know students knowledge before have the class.
And when preparing material for students. As a teacher we can not only
preparing one level material. If the material is too hard, it may make low level
students lost their motivation of study. If the material is too easy then some
advance students will lost interest. Furthermore, make a positive class
environment is a good way to encourage students to study by themselves.
Allow students have their own opinion and idea and encourage them to think is
what I focus on in the modifying lesson plan.

Overall, to analyse and modified this lesson plan is much harder than I thought
before I start it. In terms to better analyse the original lesson plan. I need to
better understand the APST and QT with detail first. And analyse the lesson
plan follow every sentence. Then modified the lesson plan is a creative thing.
Need enough information and need to use a best strategies to pass the
information as well. Also the class is only 60minutes. Have to make the 60
minutes being best used.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

2. express ideas through the Let student analyse poem and read .
production of original texts in Chinese

3. analyse, evaluate and respond to a Provide knowledge and information and discuss
range of texts that are in Chinese in the classroom.

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 major potential risk in this lesson plan is oral bullying by peer
students. To analyse poem is not a easy task. Students may make
mistakes. To reduce this risk, teacher should encourage students to
talk and do not judge students answer in a bad way.

Academic Justification

This lesson plan about Chinese poetry is not a comprehensive one. It only focus on teaching the
basic knowledge and pass the information from teacher to students. The scopes in it are not
suitable for some aspect in both Australian Professional Standards for Teachers (AITSL, 2016) and
the NSW quality teaching model (Gore, 2007). Many details modification are given in the new
lesson plan. There are four points have been focus on in the modified lesson plan. Standard 1.5
Differentiate teaching to meet the specific learning needs of students across the full range of
abilities and 2.6 Information and Communication Technology (ICT) are addressed in the new lesson plan in
terms of Australian Professional Standard for teachers. And for NSW quality teaching model, the
improvement are made in 1.3 Problematic knowledge and 2.2 Engagement.

First of all. In the original lesson plan, it show the same level of knowledge and information and no
obversion about students specific learning needs and students abilities. As improvement in the
new lesson plan. At the beginning of the plan, provide a quiz by Kahoot to observe students
background knowledge understanding and the gap between students abilities. And begin the class
with the information of students specific needs. And in the class activity. Provide students different
level poem to make them choice a poem they like. It not only help the students who are not good
at poem, it also help students who have gift in it. To prevent them from lost their interest in the
class content because they are too simple to them (Stepanek, 1999). Prepare enough materials for
different level students and try to make sure all the students in the class will achieve to knowledge.

Secondly, the other improvement from Australian Professional Standards for Teachers is 2.6
Information and Communication Technology (ICT). There is limited information and communication
technology used in the original lesson plan. Lack of resource and also lack of different ways to
pass information while teaching is not good for make student interest in the class and also not good
for teaching knowledge efficiently as well (Shi, 2016). As result, in the new lesson plan, website
Kahoot is being used in the beginning and video shows from website in the narrative part. And also
ask students to find 3 more poem after class by themselves as assessment.

Thirdly, the modification for NSW quality teaching model in 1.3 Problematic knowledge is
throughout whole lesson plan in the modified version. Although in the original lesson plan, there
are some questions provided in the middle of the class to check how much students have learn. It
is not enough for only ask several questions in the class and not think about students may have
their own questions about the content when they are learning. Except that how to solve the
questions is another issue in the lesson plan. There is no solution provided in the original lesson
plan. In the modified lesson plan. There are questions prepared by teacher and also have time for
students ask their own question while they are reading and choosing their favourite poem. And
except only teacher answer their questions, there also is discussion by group and collect answers
from whole classroom. Getting knowledge from their own thinking is better for them to understand
and also encourage them to study (Chi, Bassok, Lewis, Reimann, & Glaser, 1989). Learning how to
study and how to solve problems and questions also an important scope for students when they
are attending to school.

Finally, the last modification in the lesson plan is about 2.2 Engagement. How to make students
engage in the class and how to make students have interest and motivation about learning the
content is important for teaching (Chi, Bassok, Lewis, Reimann, & Glaser, 1989). The original
lesson plan show no evidence that it may engage student in the class. To improve this aspect in
the lesson plan. Set up group for discussion and ask students to choice their favourite poem. Let
them to tell the whole class what they choice and the reason why they like the poem. It is a kind of
activity which may help students involve in the class and thinking about the content in case to have
a better performance.
References
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for- teachers/standards/list curriculum/

Chi, M., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-Explanations: How Students
Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13(2), 145-182.
http://dx.doi.org/10.1207/s15516709cog1302_1

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a difference:
Challenges for teachers, teaching, and teacher education (pp. 15-33). Rotterdam, Netherlands:
Sense Publishers.

Stepanek, J. (1999). Meeting the Needs of Gifted Students: Diferentiating Mathematics and
ScienceInstruction. Northwest Regional Educational Laboratory.
Shi, N. (2016). Investigating the barriers affecting integration of ICT for teaching and learning in
schools. International Journal Of Social Media And Interactive Learning Environments, 4(4), 350.
http://dx.doi.org/10.1504/ijsmile.2016.10002198

Learning Portfolio Web Link

http://ningdu.weebly.com