102086

Designing Teaching and Learning

Assignment 2 Lesson Plan Analysis

Contents

Original Lesson Plan ................................................................................. 2
Lesson Plan Analysis ................................................................................. 5
Modified Lesson Plan ............................................................................. 10
Academic Justification ........................................................................... 18
References ............................................................................................. 20
Learning Portfolio Link ........................................................................... 21
















Original Lesson Plan

DATE: 07.13.14 TOPIC: Living World living interactively CLASS: 9P PERIOD: 4

LESSON TOPIC: Cells

SYLLABUS OUTCOMES:

Students learn about

LW1b. describe how the coordinated function of internal systems in multicellular organisms provides
cells with requirements for life, including gases, nutrients and water, and removes cell wastes

Students learn to

WS6a. collaboratively and individually conducting a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed

WS6f. performing specific roles safely and responsibly when working collaboratively to complete a task
within the timeline

WS7.1a. summarising data from students' own investigations

WS7.1c. extracting information from diagrams and multimedia resources

LESSON OVERVIEW:

Students watch clip on cardiovascular respiratory system

Teacher uses heart model to explain

Students copy notes of PP slide

Teacher demonstrates how heart acts as pump using sheep heart

Teacher demonstrates dissection.

Teacher displays groups on PP slide

Students perform heart acting as a pump and then perform coronal dissection of the heart.

KEY QUESTIONS:

How do the respiratory and cardiovascular systems work together?

RESOURCES/AIDS:

24x handout diagrams of heart

My computer

YouTube clip showing explaining cardiovascular/respiratory system:

http://www.youtube.com/watch?v=-s5iCoCaofc

Heart Model

PowerPoint slides

9x Sheeps heart

8x scissors

9x dissection pans

TIME: TEACHING /ASSESSMENT FOR LEARNING STRATEGIES: Organisation and

Management : OH & S
Intro: Introduce lesson: Issues
(10min) Students watch clip cardiovascular/respiratory clip: Take role!
http://www.youtube.com/watch?v=-s5iCoCaofc
You Tube clip displayed
on smart board.
Teacher reiterates clip using heart model.



Body: Students given picture of heart and asked to copy notes off
the board and number the heart diagram to illustrate
Phase 1 movement of blood in the heart.
Teacher walks around
(10min) and watches students
writing notes into

workbook.
Phase 2 Teacher demonstrates sheep heart as a pump and then

demonstrates coronal dissection of the heart and uses the
(10min)
model to compare ventricles and atria and valves.



Teacher instructs class that they are to repeat my
demonstration.
Students instructed to be
careful with scissors.

Students instructed they must work in lab designated lab

groups.




PP slide listing these
instructions is displayed
on the smart board.

Phase 3
Students perform practical in designated groups.
(25min)

Teacher displays lab

groups on PP slides.


Closure: Students asked to briefly summarise at least two new things
they learnt during the heart dissection.
(5min)

Students pack up
(packing up instructions
displayed on smart
board)

Students return to desk

and summarise findings.


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
1 2 3 4 Comments: Students of diverse linguistic, cultural, religious and
5 socioeconomic backgrounds were not mentioned nor catered for.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: Aboriginal and Torres Strait Islander students were not
5 mentioned or included in planning for this lesson.

1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1 2 3 4 Comments: Teacher provides a lesson plan that includes many different ways,
5 methods and modes of teaching to cater for different learning needs of
students across a different rage of academic abilities.

1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: The inclusion of student with a disability was not mentioned in
5 the lesson plan. Nonetheless, there is space and ability for this to be
provided.

2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 Comments: The lesson clearly identifies the content that is going to be
5 taught, however it does not recognise previous knowledge about the heart.

2.3 Curriculum, assessment and reporting
1 2 3 4 Comments: Students are asked at the end of the lesson to explain 2 things
5 they have learnt this is an example of an informal but formative form of
assessment. However more assessments and reporting can be incorporated
in this lesson plan.

2.6 Information and Communication Technology (ICT)
1 2 3 4 Comments: The use of information and communication technology in this
5 lesson plan is definitely used to benefit the students learning. However,
individual use of ICT could be implemented in the lesson plan.

3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 Comments: Learning goals are challenged in this lesson plan, as students are
5 put out of their comfort zone to dissect a sheep heart and compare it to their
own heart as a human. However, these learning goals can be limited by the
time available in the lesson.

3.2 Plan, structure and sequence learning programs
1 2 3 4 Comments: The plan of the lesson has been well arranged and organised. The
5 lesson allows for flow throughout the lesson and a well-structured way to
initiate learning in the classroom.

3.3 Use teaching strategies
1 2 3 4 Comments: Teaching strategies are well planned, as there is teacher initiated
5 learning as well as group and individual initiated learning throughout the
lesson.

3.4 Select and use resources
1 2 3 4 Comments: ICT is used throughout the lesson through the use of a smart
5 board; You tube clips, worksheets as well as the practical dissection of the
lesson. These forms of resources helped engage students in their learning.

4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 Comments: There are both individual and group work components in this
5 lesson plan, which supports student participation. It is important to
remember that group work can at times distract students from complete
focus.

4.2 Manage classroom activities
1 2 3 4 Comments: The lesson plan shows a flow in the classroom activities along
5 side clear and concise teacher instructions to engage students in purposeful
learning.

4.3 Manage challenging behaviour
1 2 3 4 Comments: There is no mention of challenging behaviour and how to address
5 it if this situation occurs.

4.4 Maintain student safety
1 2 3 4 Comments: The students are instructed to be careful with scissors, however
5 there are other equipment types that need safety instructions. Also the safety
of the student in the practical is not mentioned, as all students must be
wearing safety goggles and a lab coat.

4.5 Use ICT safely, responsibly and ethically
1 2 3 4 Comments: Only the teacher will be using the ICT equipment, and therefore
5 knows how to facilitate the ICT safely, responsibly and ethically.

5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 4 Comments: There is an informal formative assessment type at the end of the
5 lesson plan, however it is rushed and not enough for a teacher to assess the
student learning within the lesson.

5.2 Provide feedback to students on their learning
1 2 3 4 Comments: The lesson plan emphasises that the teacher will be walking
5 around during the worksheet activity and practical component of the lesson.
This can be the time period in which the teacher provides student with
individual and group feedback.

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
1 2 3 4 Comments: Teacher does not reference to link to previous lessons. This
5 lesson is a entirely individual lesson, not specifically linking to previous
knowledge. However, this class does display an evident amount of knowledge
to be learnt.

1.2 Deep understanding
1 2 3 4 Comments: Despite the you tube clip being shown along side the worksheet
5 activity and practical, this lesson does not facilitate deep understanding of
the content as the worksheet activity is copied straight off the board, and
there is no assessment type to assess students on their deep level of
understanding from the clip played or worksheet.

1.3 Problematic knowledge
1 2 3 4 Comments: There are no discussions that are planned for in this lesson, which
5 wouldve caused students to discuss the information in a social construct and
question the knowledge learnt.

1.4 Higher-order thinking
1 2 3 4 Comments: Limited higher order thinking. Some higher order thinking can
5 occur during the dissection component of the lesson, however there should
be more incorporated in the lesson, possibly through a class discussion or
debate.

1.5 Metalanguage
1 2 3 4 Comments: Metalanguage is used extensively during the lesson through
5 scientific language.

1.6 Substantive communication
1 2 3 4 Comments: Students communicate throughout this lesson in their group work
5 during the dissection. They are also able to communicate with the teacher
while she is walking around throughout the lesson to check class work.
However, there can be substantive communication in more class based
discussions.

Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: Some explicit quality criteria in lesson plan, however can be
5 incorporated through specific aims for results of practical.

2.2 Engagement
1 2 3 4 Comments: Engagement in this lesson has a high potential. The activities are
5 changed quite often, with 5 components to a 1-hour lesson duration. Also
engagement has the potential to be high, as dissections arent performed
often at a stage 5.

2.3 High expectations
1 2 3 4 Comments: Expectations are not specifically written out in the lesson plan,
5 but all students consciously are expected to abide by safety rules.

2.4 Social support
1 2 3 4 Comments: Social support is relevant in the practical component of this
5 lesson plan, as students are working in groups and have to support each
others participation and effort during the dissection in the pursuit of
learning.

2.5 Students self-regulation
1 2 3 4 Comments: Students self-regulation can only occur during the practical
5 component. There is room for much more self-regulation in this lesson.

2.6 Student direction
1 2 3 4 Comments: This is a set class and does not allow for student direction.
5
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Outcome goals are mentioned and practical component is based
5 on knowledge just acquired through previous activities. This is making
connection between knowledge and practical. However, previous knowledge
can be incorporated in this lesson plan.

3.2 Cultural knowledge
1 2 3 4 Comments: Cultural groups and acceptance is not mentioned in this lesson
5 plan.

3.3 Knowledge integration
1 2 3 4 Comments: No knowledge integration is made, however this lesson can be
5 integrated with PDHPE and understanding the heart during exercise.

3.4 Inclusivity
1 2 3 4 Comments: Inclusivity is not mentioned in the lesson plan, however has
5 potential as all the activities are broad and can involve everyone.

3.5 Connectedness
1 2 3 4 Comments: There are no activities that provide connectedness in this lesson
5 plan, however the topic of the heart has great potential to include
connectedness.

3.6 Narrative
1 2 3 4 Comments: There are no narrative or personal experiences mentioned or
5 discussed in this 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) 4.4 Maintain student safety 2) 5.1 Assess Student Learning
QT model
1) 1.2 Deep Understanding 2) 3.3 Knowledge Integration

Modified Lesson Plan

Topic area: Science Stage of Learner: Stage 5 Syllabus Pages:

(Grade 9) SYLLABUS OUTCOMES:

LW1b.

LW3. a,e

WS5.2 d

WS6. a,b,f

WS7.1 a,c

Date: 13/07/14 Location Booked: Science Lesson Number: 4/6

Classrooms
Time: 60 minutes Total Number of students Printing/preparation
24 - 24x handout diagrams of heart
- My computer
- You Tube clip showing explaining
cardiovascular/respiratory system:
http://www.youtube.com/watch?v=-
s5iCoCaofc
- PowerPoint slides
- 5x extra smart devices for those that
might not have one
- Kahoot Quiz on Risk Assessment
Link:
https://play.kahoot.it/#/lobby?quizI
d=5d145d61-bf39-4d05-a0fb-
af61db45ab8c
- Video demonstration You Tube link:
https://www.youtube.com/watch?v
=xziOtFB7L8g
- 9x Methods Sheet for dissection
- 24x Lab Coats
- 24x Safety Goggles
- 24x Pair of gloves
- 9x Sheeps heart
- 9x Scalpels
- 9x Forceps
- 9x Dissection pan




Outcomes Assessment Students learn about Students learn to

Lesson assessment LW1b. Describe how the WS5.2d. Describing safety

coordinated function of and ethical guidelines to be
Syllabus outcomes internal systems in addressed
multicellular organisms
SC5-1VA: A student Kahoot quiz at the
provides cells with
appreciates the end of the lesson to
requirements for life,
importance of assess the students WS6a. Collaboratively and
including gases, nutrients
science in their engagement and individually conducting a
and water, and removes
lives and the role understanding of range of investigation
cell wastes
of scientific appreciating the types, including fieldwork
inquiry in importance of and experiments, ensuring
increasing science in their lives. safety and ethical
understanding of LW3 a. Relate the organs guidelines are followed
involved in human
the world around
reproductive systems to
them.
their function
WS6.b assembling and
SC5-6WS: A student Assess the proper
using appropriate
undertakes first dissection of the equipment and resources
LW3 e. Describe, using
hand investigation sheeps heart. to perform the
examples, how
to collect valid investigation, including
developments in
and reliable data safety equipment
technology have
and information,
Ask students to advanced biological
individually and
locate ventricles, understanding.
collaboratively.
atria and valves. Also WS6f. Performing specific

ask students to roles safely and responsibly

demonstrate (like when working

the teacher collaboratively to complete
previously did in the a task within the timeline
class) how the

sheeps heart works
as a pump.

WS7.1a. Summarising data

from students' own
investigations

WS7.1c. Extracting
information from diagrams
and multimedia resources

 Lesson assessment LW1b. Describe how the WS5.2d. Describing safety
coordinated function of and ethical guidelines to be
Syllabus outcomes internal systems in addressed
multicellular organisms
SC5-1VA: A student Kahoot quiz at the
provides cells with
appreciates the end of the lesson to
requirements for life,
importance of assess the students WS6a. Collaboratively and
including gases, nutrients
science in their engagement and individually conducting a
and water, and removes
lives and the role understanding of range of investigation
cell wastes
of scientific appreciating the types, including fieldwork
inquiry in importance of and experiments, ensuring
increasing science in their lives. safety and ethical
understanding of LW3 a. Relate the organs guidelines are followed
involved in human
the world around
reproductive systems to
them.
their function
WS6.b assembling and
SC5-6WS: A student Assess the proper
using appropriate
undertakes first dissection of the equipment and resources
LW3 e. Describe, using
hand investigation sheeps heart. to perform the
examples, how
to collect valid investigation, including
developments in
and reliable data safety equipment
technology have
and information,
Ask students to advanced biological
individually and
locate ventricles, understanding.
collaboratively.
atria and valves. Also WS6f. Performing specific

ask students to roles safely and responsibly

demonstrate (like when working

the teacher collaboratively to complete
previously did in the a task within the timeline
class) how the

sheeps heart works
as a pump.

WS7.1a. Summarising data
Time Teaching and learning actions Organisation Centered
from students' own
investigations T/S

Intro Introduction Teacher: Student

(10 Introduce lesson topic: Cardiovascular WS7.1c. Extracting

Organisation and Management
minutes) and respiratory systems information from diagrams
and multimedia resources

Take class roll
Students watch clip
cardiovascular/respiratory clip:

http://www.youtube.com/watch?v=- Student:
s5iCoCaofc
Students are seated




Prepare science workbooks

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Students watch clip on cardiovascular respiratory system



Resources:

Youtube clip displayed on smart board

Body Informally assessing information Teacher: Walks around and assist Student
attained students individually with questions
(Phase 1) about heart diagrams

10 minutes
Students given picture of heart and
asked to label parts of the heart and Student: Students fill out heart
cardiovascular/respiratory systems that diagram worksheet individually based

had just been shown in the You Tube on knowledge just presented in You
link. tube clip

Resources: 24x Heart diagram

worksheets

Body Safety and Risk Assessment Teacher: Student

(Phase 2)
10 minutes Teacher splits class into laboratory
groups.
Students split into prepared laboratory
working groups

Teacher hands out methods sheet for
dissection
Students given methods sheet for
dissection

Teacher than directs students to

Kahoot page and log in on their smart
Students asked to log into Kahoot quiz devices to take part in the quiz.
page, to take part in prior practical risk
assessment quiz.

Student:

Quiz Questions: Get into allocated groups

1. What types of hazards are

present in this experiment?
2. What safety equipment should Log into Kahoot quiz via smart device.
you be wearing? Link:
3. What should you do if you spill https://play.kahoot.it/#/lobby?quizId=
or break equipment during the 5d145d61-bf39-4d05-a0fb-
practical? af61db45ab8c
4. Where does the waste go at the
 end of the practical?
5. How do you clean your hands
after the dissection is finished Resources:
and your bench has been
9x Methods Sheet for dissection
cleaned?

5x extra smart devices for those that

dont have one

Kahoot quiz link and pin

Body Demonstration Teacher: Teacher

(Phase 3) 5
minutes Teacher plays You Tube clip to Teacher performs demonstration
demonstrate coronal dissection of the before students undertake practical in
sheep heart and uses the model to laboratory groups
compare ventricles and atria and valves.


Student:

Students watch the teachers

demonstration

Resources:

You Tube demonstration link:

https://www.youtube.com/watch?v=xz
iOtFB7L8g

Body Practical Dissection Teacher: Student

(Phase 4)
20 minutes Students perform practical in Walks around to assist all students and
designated groups group to correctly dissect and identify
parts of the sheep heart.


Students clean up their dissection bench
Assists in proper method of cleaning
up equipment

Student:

Work collaboratively in groups to

 dissect sheep heart and identify
ventricles, atria and valves.

Resources:

24x Lab Coats

24x Safety Goggles

24x Pair of gloves

9x Sheeps heart

9x Scalpels

9x Forceps

9x Dissection pan

Conclusion Knowledge integration Teacher: Teacher

5 minutes Stimulates class discussion

Teacher generates class discussion

based on knowledge learnt in the
lesson. Student:

Students to discuss their knowledge

and integrate it to other key learning
Teacher integrates knowledge with areas.
PDHPE content about the heart and the
benefits exercising. Also integrate
knowledge relating to IT KLA and discuss
Resources:
how technology has assisted in creating
pace makers to help the heart beat in N/A
sync for those in need.



Teacher allows for students to
contribute their understanding of the
 content and integrate their knowledge
to any other key learning area.

To encourage participation, each

student has to incorporate at least one
integration before ending the class.

Reflection

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

While modifying this lesson plan, it was relevant that the importance of generating a
deep understanding of the content and assessing student knowledge was absent. I
decided to change these aspects of the lesson plan and provide the grade 9 students
with informal and formal assessment mediums throughout the lesson. These will
support students in paying attention, as they are aware they will be assessed or
asked questions throughout the lesson. This will assist in a higher learning process. I
also decided to focus on maintaining student safety, as the previous lesson plan did
not put an emphasis on this. Grade 9 students are 14-15 years old, and are not
reliable to leave along with sharp equipment. Thus, I provided these students with a
risk assessment through an informal formative assessment (Kahoot quiz) to
remember what can be of risk in the practical. Overall, this assessment has really
opened up my perspective on creating lesson plans for classes and made my career
as a teacher finally come to life. Without a lesson plan prepared, students are not
getting the most out of their learning and teachers cannot perform their best. Lesson
plans have great potential, as they assist in making sure students are completing all
of their curriculum content, outcomes, cross-curriculum themes and general
capabilities.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

LW1b. & LW3 a. Informal formative assessment through worksheet after

initial You Tube link is played

LW3 e. Informal formative assessment in discussion about

integrating knowledge to PDHPE and IT KLAs.

WS5.2 d. Formal formative assessment in Kahoot risk assessment

 quiz

WS6a. Informal formative assessment when teaching walking

around observing and questioning during practical
component of the class

Formal formative assessment in Kahoot risk assessment

WS6.b quiz.

Also informal formative assessment through teacher

observation of following methods sheet.

WS6f. Informal formative assessment when teaching walking

around observing and questioning during practical
component of the class

WS7.1a. Informal formative assessment when showing teacher the

location of ventricles, atria and valves of the heart during
dissection.

WS7.1c. Informal formative assessment through worksheet after

You-Tube link as well as being able to perform the
dissection after the video demonstration played.

Reflection - 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 key risk issues that have potential to appear in this lesson plan is safety during the
practical component. Stage 5 students will be given a scalpel to dissect a sheeps heart. Thus
they must be shown how to use the equipment and also be notified that they are
responsible for the safety of their peers, when handling the scientific knife. I have modified
the lesson plan to include a risk assessment quiz, along side making lab coats and goggles
compulsory for each student during the dissection.

Academic Justification
The initial lesson plan was a widespread document, containing substantial strengths in its
core. However, when evaluated it is evident that the lesson plan has a few significant flaws
which needed to be addressed. The lesson plan was modified in association with two
Australian Professional Standards for Teachers (AITSL, 2016) and two Quality teaching model
elements (Ludwig & Gore, 2003).

The Australian Professional Standards for Teachers (AITSL, 2016) were attended to by
modifying the lesson plan to suit standard 4.4, Maintain student safety. Schools must
include all precautions to ensure safety in the learning environment (American
Psychological, 2008). The lesson plan was modified to include an initial risk assessment quiz
through Kahoot, which formally assesses students knowledge on safety precautions during
the dissection practical, through the use of ICT, with the aim to accentuate the responsibility
of safety on the students (American Psychological, 2008). Maintaining overall school safety
is a priority in the Australian Professional Standards (AITSL, 2016) as teachers work their way
towards evaluating student wellbeing policies, along side safe learning environments and
practices. These modifications made to student safety addressed the significance of a safe
environment, which was not present in the original lesson plan, facilitating a high level of
learning.

The second standard modified was 5.1 Assess student learning (AITSL, 2016). The term
assessment is a way of determining the standard of student learning that has taken place
(Sundberg, 2002). This standard is essential for the teacher to track individual and class
progress daily based on instruction (Sundberg, 2002). Formative assessments are essential
and most important in evaluating instruction and its effect on student learning throughout
the lesson (Frechtling & Westat, 1997). Formative assessments are modified in abundance in
the lesson plan, to allow for teachers to reflect on the success of the content approach,
resulting in better class plans and thus further potential for student learning (Sundberg,
2002).

In regards to the NSW quality teaching model (Ludwig & Gore, 2003) enhancements were
made to element 1.2 Deep understanding. The original lesson plan showed a faint amount
of focus on deep understanding. Students were originally asked to copy the board onto
their worksheet. The lesson plan was amended to better the content understanding for
students through having to individually complete the worksheet after they have been given
the information through the You Tube clip. This individual work will initiate the generation of
a understanding throughout the lesson (Ludwig & Gore, 2003). This knowledge is further
explored when the students complete the practical component of the lesson and later
integrate their understanding of their knowledge to other key learning areas, in the final
class discussion (Cutts & Simon, 2012). This final discussion fosters the increase of deep
understanding through peer instruction, which allows students to go back and forth
between one another to understand the problem and solution, rather than just copying the
board (Cutts & Simon, 2012). This approach is designed to maintain the expansion of deep
understanding and is essentially relevant to the standard educational framework and is
applicable to all key learning areas (Cutts & Simon, 2012).

The final dimension point that is improved in this lesson plan is 3.3 Knowledge Integration.
Knowledge integration is of great importance in everyday schooling. Through the success of
integrating knowledge, students accentuate their deep understanding and form connections
between topics and different subjects. According to Butler & Linn (1991), the process of
knowledge integration helps students make sense of events, and form associations
between different processes that have the same fundamental principles. Improvements
were made to allow the students the freedom of a class discussion at the end of the period,
so they can reiterate and further discuss what they have learnt and understood. This has
shown to give a better understanding of content to students who take part in integrating
knowledge (Songer, 1989). The teacher than directs the students to integrate their
knowledge through acknowledging the heart in a PDHPE sense and how exercise affects the
heart. The knowledge is also integrated with the importance of technology in science and
the fascinating creation of pace makers. When students have the opportunity to integrate
knowledge, they realise the importance of science in their everyday lives and the essence of
hope it brings (Butler & Linn, 1991).

The modifications made in the overall lesson plan, resulted in a more student directed
approach, allowing students to work together to result in the exploration of relationships in
order to assemble justifications in systematic, integrated and complex ways (Ludwig &
Gore, 2003) and facilitate a high potential for learning.




References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-
for%20teachers/standards/list

American Psychological Association Zero Tolerance Task Force. (2008). Are Zero
Tolerance Policies Effected in the Schools?: An Evidentiary Review and
Recommendations. The American Psychologist, 63(9), 853.

Frechtling, J., and Westat, L. S., Eds. (1997). User-Friendly Handbook for Mixed Method
Evaluations, Washington, DC: National Science Foundation (NSF 97-143).

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice
guide Retrieved from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf
Muskopf, S. (2011). The Dissection of the Sheep Heart [Video File]. Retrieved from
https://www.youtube.com/watch?v=xziOtFB7L8g

NSW Education Standards Authority. (2017). Outcomes and Contents. Retrieved

from http://syllabus.nesa.nsw.edu.au/science/science-k10/outcomes/outcomes-
detail/outcomes-content/214/

Simon, B., & Cutts, Q. (2012). Peer Instruction: A Teaching Method to Foster Deep
Understanding. Communications of the ACM, 55(2), 27-29.

Songer, N.B. (1989). Promoting integration of instructed and natural world of knowledge
in thermodynamics. Unpublished doctoral dissertation, University of California,
Berkeley, CA.

Songer, N. B., & Linn, M. C. (1991). How Do Students Views of Science Influence
Knowledge Integration? Journal of Research in Science Teaching, 28 (9), 761-784.

Sundberg, M. D. (2002). Assessing Student Learning. Cell Biology Education, 1, 11-15.

Learning Portfolio Link: http://sarahhadid.weebly.com