My name is Daniel Van De Kieft, student number 17064239 and I shall be attempting to improve the

English lesson plan.

102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.3 Students with diverse l inguistic, cultural, religious a nd s ocioeconomic backgrounds
1 2 3 4 5 Comments: Students able to research to their ability. Makes mention of allowing students the
time to ask questions. No specific mention of helping diverse students.

1.4 Stra tegies for teaching Aboriginal a nd Torres Strait Islander students
1 2 3 4 5 Comments: Not mentioned at all in the lesson plan. There is room to incorporate a speech by
an Aboriginal or Torres Strait Islander Leader.

1.5 Di fferentiate teaching to meet the s pecific l earning needs of s tudents a cross the full ra nge of a bilities
1 2 3 4 5 Comments: The use of different resources, such as the videos of the speeches, the Venn
diagram, and worksheets coupled with allowing the students to research King and Gill ensures
most students will grasp this lesson.

1.6 Stra tegies to s upport full participation of s tudents with disability

1 2 3 4 5 Comments: Not mentioned at all. Depending on the school, inclusive programs, and the SES,
there could be students with disabilities.

2 Know the content and how to teach it

2.2 Content s election and organisation
1 2 3 4 5 Comments: All content chosen is relevant and organised with scaffolding in mind. Lesson plan
makes mention of students' prior studies.

2.3 Curri cul um, assessment and reporting

1 2 3 4 5 Comments: Numerous informal assessment moments are available throughout the lesson. The
final assessment comes from the students presenting their speeches.

2.6 Information a nd Communication Technology (ICT)

1 2 3 4 5 Comments: Students use mostly pens and paper for this lesson. ICT integrated through the use
of YouTube and when students are given a few minutes to research on the computers.

3 Plan for and implement effective teaching and learning

3.1 Es ta blish challenging l earning goals
1 2 3 4 5 Comments: Two primary goals established. Suggests that this lesson should be conducted over
two periods.
 3.2 Pl a n, structure a nd s equence learning programs
1 2 3 4 5 Comments: The structure of the lesson is planned well and follows a sequential order. The plan
itself builds on the students past studies and scaffolds new knowledge correctly.

3.3 Us e teaching strategies

1 2 3 4 5 Comments: Multiple teaching strategies were in play. Teacher-led, self-study, small groups to
whole class discussions.

3.4 Sel ect a nd use resources

1 2 3 4 5 Comments: While YouTubes' integrated into the lesson, most of the lesson involves pen and
paper, and the whiteboard. Could introduce an "old school" resource like a typewriting machine
or swing the other way and have the students use the computers to write out their speeches.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 4 5 Comments: By having small group discussions, the teacher can go from group to group to make
sure all students are participating (while observing them). When it comes time for the class
discussion, the teacher can ask students they hadnt heard from yet.

4.2 Ma na ge classroom activities

1 2 3 4 5 Comments: It very straightforwardly shows you the beginning, middle, and end. The lesson plan
goes into detail about teacher-led activities more so than the informal group work.

4.3 Ma na ge challenging behaviour

1 2 3 4 5 Comments: Not one speci fic mention of managing challenging behavior, or making sure the
students stay on task when doing self-study. However, it is implicit that students would need to
behave well during their speech presentations.

4.4 Ma i ntain student safety

1 2 3 4 5 Comments: No specific mention of student safety. However, implicitly, the students are in class
at school, the best and safest place for them.

4.5 Us e ICT safely, responsibly a nd ethically

1 2 3 4 5 Comments: YouTube used responsibly as the teacher is in control. Students doing self-research
have an opportunity to get sidetracked from the task at hand.

5 Assess, provide feedback and report on student learning

5.1 As s ess student learning
1 2 3 4 5 Comments: Students exclusively assessed through informal assessment. While there are many
informal assessment opportunities, the presentation of speeches could have been formally
assessed.

5.2 Provi de feedback to s tudents on their learning

1 2 3 4 5 Comments: Makes no mention of providing feedback. Informally, the teacher could provide
feedback during the class discussions.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 Comments: Maintains a sustained focus on speeches throughout lesson plan.

1.2 Deep understanding

1 2 3 4 5 Comments: Uneven understanding throughout the lesson. No proper way to ensure all students
have understood the entire lesson.

1.3 Problematic knowledge

1 2 3 4 5 Comments: Everything treated as fact. The elements within the speeches aren't analysed
concerning their social or cultural contexts and can only come out of the class discussion by
chance.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Students mainly asked to recall, identify and describe the speeches. Higher -order
thinking could happen when students write their speeches.

1.5 Metalanguage
1 2 3 4 5 Comments: The Venn Diagram and final class discussions would be rife with metalanguage.
However, the lesson plan makes no mention of explicitly using metalanguage beyond the
outcomes.

1.6 Substantive communication

1 2 3 4 5 Comments: There is a reciprocal flow between teacher and students throughout the lesson.
Discussions and activities keep a sustained communication. Only disrupted by videos, yet they
are relevant.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: Lesson plan only indicates the teacher telling the students once what the desired
quality of the speeches should be.

2.2 Engagement
1 2 3 4 5 Comments: Students have the chance to get off task during the small group discussions and
self-research time.

2.3 High expectations

1 2 3 4 5 Comments: Twenty-one minutes will be spent on watching speeches. After, the students should
be participating in challenging work through the worksheets, diagram, and discussions.

2.4 Social support

1 2 3 4 5 Comments: No explicit mention of supporting reluctant students. Support directed at students
who are engaged with the lesson and asking or answering questions.

2.5 Students self-regulation

1 2 3 4 5 Comments: No explicit mention of regulating student behavior. As stated prior, there are
moments when students can get off course during this lesson.

2.6 Student direction

 1 2 3 4 5 Comments: Lesson plan is very much teacher directed. No input from students on how the
lesson should proceed.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Students' background knowledge used as the starting scaffolding point of the
lesson. However, this is not mentioned again.

3.2 Cultural knowledge

1 2 3 4 5 Comments: King's and Gill's speeches used as cultural knowledge but within the framework of
the dominant discourse. Aren't challenged, only used to explore text structures and language
features of the spoken texts.

3.3 Knowledge integration

1 2 3 4 5 Comments: While a student can have a meaningful connection with discussion, the lesson plan
makes no mention of integrating knowledge.

3.4 Inclusivity
1 2 3 4 5 Comments: All students are included in the lesson plan; however, not all students may be heard
from.

3.5 Connectedness
1 2 3 4 5 Comments: By exploring how written language can change when presented orally, the power
of words can be understood, and connections can be made outside of the classroom.

3.6 Narrative
1 2 3 4 5 Comments: Narrative used throughout the lesson via the speeches.

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 Stra tegies for tea ching Abori ginal a nd Torres Strait 1.6 Stra tegies to s upport full participation of s tudents with
Is lander students di s ability
QT model
2.1 Explicit quality criteria 2.6 Student direction

CLOSE LOOK AT SPEECHES

YEAR 10 ENGLISH
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

ACELY17501: Identify and explore the purposes and effects of different text
structures2 and language features3 of spoken texts4 and use this knowledge to create 5
purposeful texts that inform, persuade and engage.

RESOURCES REQUIRED
Suitable facilities for showing captioned YouTube clips on screen to class, including access
to the Internet
Student computers
Student worksheets for each speech x class size (worksheets will include vocabulary
definitions for culturally non-dominant discoursed words)

Learning Disability student worksheet(s) with explicit instruction in setting time aside to
plan and revise their speech

LESSON OUTCOME: Students learn about speeches as powerful spoken texts by considering
three of five speeches from different contexts.

Lesson outline:
Note: this lesson is best conducted over a double period.
1. Start the lesson with a personal story about the topic, such as when I was your age, I too
had to write a speech!. Ask students if they have any stories about dealing with
speeches.
2. Remind students of the range of text types and stories they have studied and indicate that
this lesson will be focused on speeches as powerful examples of spoken texts. Explicitly
indicate that students will be writing their own speeches by the end of the class and that
by next class they will present those speeches for the class, which will then be graded.
3. Explain to students that they will be choosing between five different speeches to analyse.
Afterward, provide students with a short amount of time to research, either on a school
computer or their own device, Martin Luther King Jr., Richard Gill, Jack Patten, Faith
Bandler, and Denis Walker. After self-research, ask students to vote on which three
speeches the whole class will look at. Once the speeches have been chosen, ask volunteer
students to share their findings so that the whole class has a similar level of background
knowledge.
4. Provide students with the appropriate worksheet to look over and the opportunity to ask
questions before viewing the first speech.

1 http://www.australiancurriculum.edu.au/Elements/3b341913-791e-4790-a049-9e4600a2a3f9
2 http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures
3 http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features
4 http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts
5 http://www.australiancurriculum.edu.au/Glossary?a=E&t=create
 5. Students then write down their initial thoughts in answer to the questions regarding the
speech.
6. Facilitate small group discussions where students can share their answers.
7. Handout second worksheet to allow students to look at it and ask que stions before
showing the second speech.
8. Once again, students have time to write down their initial thoughts in answer to the
questions regarding the speech, before discussing these answers in small groups.
9. Hand out the third worksheet, allowing time and questions once again. Show students the
third speech.
10. Once again, students write down their answers in the worksheet before discussing the
answers in small groups.
11. Ask students how they would like to identify the similarities and differences between the
speeches. List based, Venn Diagram, thought bubble or a student idea.
12. As a class, construct the activity which identifies the similarities and differences in the
speeches with a focus on the language features used. As more content is added to the
activity, continually highlight the vastly different contexts of the speeches.
13. Facilitate a class discussion where students can contribute their ideas about what it is they
liked about some or all the speeches. This is another way of ensuring that students are
considering the effectiveness of the speeches.
14. Further discussion can briefly explore the concept of how written language when
presented to an audience orally, can affect the power of the written word.
15. Students then commence writing their own short speech using the Plan Your Own Speech
worksheet. Ask students how this skill can help the local community. Emphasise the
importance of students demonstrating that they have a clear understanding of audience
and purpose while handing out the rubric for grading of speeches, so students explicitly
know the criteria.

HOMEWORK/EXTENSION

Students complete speeches.

FOLLOWING CLASS ACTIVITY

Students present their speeches in class and are graded on language use, purpose and intended
audience. Furthermore, students are asked to revisit the same speeches from last class. Reusing
the activity from last class, only this time, look at the speeches from a cultural view, connecting
where these speeches took place, what symbols and images can be seen, why they were said and
what the worlds response was.

WORKSHEETS
1) http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20workshe
et%201.docx
 2) http://www.capthat.com.au/sites/default/files/Close%20look%20at%20speeches%20workshe
et%202.docx

Academic Justification
The original lesson plan set out a warpath of learning and was determined to stay on it. In doing

so, Aboriginal and Torres Strait Islanders (standard 1.4), and students with learning disabilities

(standard 1.6) are not mentioned even once throughout the lesson plan. There is plenty of

room for improvement as can be seen when looking at the Australian Professional Standards

for Teachers. (AITSL, 2016) The lesson plan needed more guidance, differentiation, choice and

more thought for these students.

Standard 1.4 is addressed by the addition of the three Aboriginal speeches (one of which will be

watched thanks to perceived choice), new worksheets, and by using Aboriginal learning

techniques throughout the lesson. Per the 8 Aboriginal ways of learning (8ways, 2016), "the

Aboriginal pedagogy framework is expressed as eight interconnected pedagogies" The updated

lesson plan has achieved this using storytelling, the Venn Diagrams (or other chosen activities),

the worksheets, and the community focus. "When Aboriginal people and the community are

engaged in the school curriculum, with their knowledge and presence valued, they come to feel

a greater part of the school." (Perry & Howard 2008) By introducing this connected pedagogy

but not a different goal, the lesson plan has changed "how" it will be taught, not "what."

Standard 1.6 is understood when looking at Monroe and Troia (2006), they state that students

with learning disabilities write with minimal planning, rarely if ever revise their work, and have

a hard time with self-regulation in regards to "self-evaluation, goal setting, self-reinforcement,

and self-talk. Many students with LD are not particularly adept at self-regulation, thus,
instruction that specifically addresses this weakness is usually helpful". To ensure this issue is

corrected, the creation of a specified worksheet for any students with disabilities. This

worksheet will have more guidance than the other worksheets as this will provide leading

questions to help plan, create and revise their speech. Hopefully, this further instruction will

help LD students with self-regulation issues.

Regarding the NSW quality teaching model (Gore, 2007; Ludwig & Gore, 2003), standards 2.1

and 2.6 were left wanting. The original lesson plan, as stated before, had a very straightforward

path which was almost exclusively teacher-led yet left out any criteria for the students to

follow. Improving standard 2.6 by allowing the students to choose which of the five speeches

to dive into and how they would like to dissect them. "Research also suggests that students'

motivation, engagement, and learning suffer when their teachers adopt more controlling

instructional styles and are provided limited opportunities for choice and autonomy in the

classroom" (Netcoh 2017) This perceived choice will garner better engagement when starting

the lesson plan. As Kim and Wei (2011) posit that by giving students a choice, students may

increase autonomous feelings, which enhances their motivation and engagement for the tasks

at hand. Reber (2015) concurs with this assessment and suggests that the students affective

and cognitive reactions play a role in deciding whether the student will reengage with similar

activities. This choice will come when students decide on the activity and hopefully that will

allow them to reengage for the following lesson.

Standard 2.1 was surprisingly missing from the lesson plan but was amended by explicitly

stating the objectives that needed to be complete for the day. The second correction made

was by giving the students the marking rubric for their speeches. The authors of the revised
Bloom's Taxonomy suggest that "Objectives are important to establish in a pedagogical

interchange so that teachers and students alike understand the purpose of that

interchangeOrganizing objectives helps to clarify objectives for themselves (the teacher) and

for studentsHaving an organized set of objectives helpsplan and deliver appropriate

instruction, design valid assessment tasks and strategies, and ensure that instruction and

assessment are aligned with the objectives". (2001) By stating the goals, showing off the rubric

and delving into questions, the new lesson plan has rectified any problems with explicit criteria

not being on display.

REFERENCES
8ways. (2016). 8 Aboriginal Ways of Learning. Retrieved 17 September 2017
http://8ways.wikispaces.com/

Blooms Taxonomy. (2017). Vanderbilt University. Retrieved 21 September 2017, from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Brandon W. Monroe & Gary A. Troia (2006) Teaching Writing Strategies to Middle School
Students With Disabilities, The Journal of Educational Research, 100:1, 21-33, DOI:
10.3200/JOER.100.1.21-33

Kim, Y., & Wei, Q. (2011). The impact of learner attributes and learner choice in an agent-based
environment. Computers & Education, 56(2), 505-514.
http://dx.doi.org/10.1016/j.compedu.2010.09.016

Netcoh, S. (2017). Balancing freedom and limitations: A case study of choice provision in a
personalized learning class. Teaching And Teacher Education, 66, 383-392.
http://dx.doi.org/10.1016/j.tate.2017.05.010

Wahlquist, C. (2017). Notable speeches by Indigenous Australians: 'We refuse to be pushed into
the background'. the Guardian. Retrieved 16 September 2017, from
https://www.theguardian.com/australia-news/2016/jan/26/notable-speeches-by-indigenous-
australians-we-refuse-to-be-pushed-into-the-background
 PORTFOLIO

http://danielvdk.weebly.com/