102086 Designing Teaching & Learning 2H 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
Rating: 1 Comments: There were no references made in the lesson plan

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Rating: 1 Comments: No strategies for Aboriginal or Torres Strait Islander

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Rating: 2 Comments: Environmental Adjustments were made for prevention of potential distractions of students
that were considered at risk, however there was no methodology to address the needs of students with
disabilities, learning needs.

1.6 Strategies to support full participation of students with disability

Rating: 1 Comments: There was no methodology to support students with disability

2 Know the content and how to teach it

2.2 Content selection and organisation
Rating: 4 Comments: The plan assumes prior learning and implications for the current lesson. The content is
heavily theory based.

2.3 Curriculum, assessment and reporting

Rating: 3 Comments: A lot of the assessment is achieved through informal assessment through discussion and
observation

2.6 Information and Communication Technology (ICT)

Rating: 2 Comments: The only involvement of ICT in the lesson plan is the use of powerpoint slides. Further
use could be made.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
Rating: 1 Comments: While laying out achievable goals, there is too much planned within the lesson for it to be
completed by the end of the allotted time.

3.2 Plan, structure and sequence learning programs

Rating: 4 Comments: The lesson is planned and structured in a very organised sequence, however it presumes
student capability.

3.3 Use teaching strategies

Rating: 3 Comments: The main strategies of teaching is through group work and pair work, with class discussion
lead by the teacher that allows for inquiry based learning. However it lacks modelling and scaffolding
support.

3.4 Select and use resources

Rating: 2 Comments: The lesson plan refers to powerpoint but is not fully utilised in the lesson. Could use ICT
for compare and comparison task.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
Rating: 4 Comments: Students are paired, and then participate in whole group discussion. However no reference
is made to assistance for students with learning needs

4.2 Manage classroom activities

Rating: 3 Comments: Teacher maintains flow of the lesson and activities, however the presumption of students
understanding my disrupt that flow.

4.3 Manage challenging behaviour

Rating: 1 Comments: No direct references made to addressing challenging behaviour in the lesson plan

4.4 Maintain student safety

Rating: 5 Comments: All WHS issues are addressed and considered in the lesson plan.

4.5 Use ICT safely, responsibly and ethically

Rating: 1 Comments: One reference is made to the use of powerpoint.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
Rating: 3 Comments: The teacher assesses through informal assessment and observations in the group
discussion.

5.2 Provide feedback to students on their learning

Rating: 3 Comments: Provides feedback to class as a whole and responded to individuals in discussion, but no
reference is made to all individual students.

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
Rating: 4 Comments: Reference is given to prior learning and resumption of engagement and understanding.

1.2 Deep understanding

Rating: 3 Comments: Lesson is led by the teacher but pair and group work allows for student interaction &
clarification of knowledge.
1.3 Problematic knowledge
Rating: 4 Comments: Engages with students identified with problematic knowledge needs, e.g. Subjective
Frame Student.

1.4 Higher-order thinking

Rating: 3 Comments: Encouraged High-order thinking during compare and comparison task.

1.5 Metalanguage
Rating: 5 Comments: The lesson plan makes full use of the visual arts metalanguage.

1.6 Substantive communication

Rating: 4 Comments: Discussion at multiple levels. Engaging with students direct questions.

Quality learning environment

2.1 Explicit quality criteria
Rating: 4 Comments: Multiple Quality criteria and outcomes identified, perhaps too many for one lesson

2.2 Engagement
Rating: 3 Comments: The lesson plan has opportunity for disengagement during pair and group work, they need
a specific scaffold to remain on task.

2.3 High expectations

Rating: 5 Comments: The teacher lays out very high expectations of both the lesson and student learning,
perhaps too much for the given time constraints.

2.4 Social support

Rating: 2 Comments: While there is the presence of pair and group work, but learning needs of students with
issues are not addressed.

2.5 Students self-regulation

Rating: 3 Comments: Heavy assumption that students will be totally engaged and will not get off task.

2.6 Student direction

Rating: 4 Comments: Students are able to direct their own learning in the compare and contrast task and in the
recap of specific tasks.

3 Significance
3.1 Background knowledge
Rating: 4 Comments: Very large assumption of background knowledge and capability of students

3.2 Cultural knowledge

Rating: 1 Comments: No reference to knowledge of cultures and social groupings, yet the nature of the lesson
would be open to exploring this.

3.3 Knowledge integration

Rating: 2 Comments: No historical cross curricular integration. Limited elements are only identified.

3.4 Inclusivity
Rating: 1 Comments: Not referred, exception of seating and table setup.
3.5 Connectedness
Rating: 3 Comments: Very limited connect to the outside world yet topic is again ripe for connectedness.

3.6 Narrative
Rating: 2 Comments: The teacher controls the narrative with very little personal response from students to
artworks.

Section 3: Identifying Areas for Improvement

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

APST
1) 2.6 2) 1.3
QT model
1) 2.4 2) 3.2

There are four particular areas from both the Australian Professional Standards for
Teachers and the New South Wales Quality Teaching model from looking at the Visual
Arts lesson plan that if addressed could increase the quality and professionalism of the
lesson, as well as enhancing the experience for students and for the teacher.

1.3 Students with diverse linguistic, cultural, religious and socio-economical

backgrounds
2.6 Information and Communication Technology (ICT)
2.4 Social Support
3.2 Cultural Knowledge

In addressing the standards, and through other areas, it was noted that the lesson had
a very limited use of ICT, however the nature of the lesson could very well easily allow
for greater use of classroom technology and incorporating students BYOD. This also
allows the teacher to address another standard that felt neglected by the lesson plan
which was the lack of scaffolded learning. To address this, the teacher gets the students
to digitalise their artwork images, and use a framing scaffold that they can apply to their
artwork. With a teacher-led model with the compare and comparison task, students can
come up and interact with a smart board and explain their interpretations to the whole
group. The teacher can also encourage students to digitise their annotations on their
BYODs. The use of ICT also allows the teacher to be creative and customise their own
material. (Reid, 2002). ICT in the classroom is constantly evolving and changing, and
the use of new technology will encourage independent and active learning, and
students responsibility for their own learning. (Passey, 1999, Edtech Review)

Another area of the lesson plan that neglected important standards relates to 1.3 of the
APST and 3.2 of the QT model. The lesson plan fails to take opportunity to include
cultural and historical knowledge that can make the content of the Frames of visual arts
relevant to the students on a personal level. This also supports the use of ICT as they
are encouraged to look for works that are relevant to their own cultures and through
scaffolding it on a smartboard the class gain a diverse insight into other cultures which
helps expand the lesson from being theory based to a lesson which also enriches
student with knowledge of cultural understanding of different backgrounds. In the report
by Reid, teachers interviewed bought up their concerns about ICT for equity of access
to ICT (Reid, 2002). This can be solved by providing students from poor socio-economic
backgrounds access to ICT on loan from the highschool, ensuring that they can still
access the work being done in the classroom.

References
Reid. S, 2002 The Integration of ICT into Classroom Teaching
http://legacy.oise.utoronto.ca/research/field-centres/TVC/RossReports/vol7no1.htm
Passey, 1999 used in Edtech Review article Advantages of using ICT in Learning-Teaching
Processes
http://edtechreview.in/trends-insights/insights/959-advantages-of-using-ict-in-learning-teaching-
processes

Visual Arts Plan, Summary of Modified changes.

Topic area: Modernism: Stage of Learner: 6 Syllabus Pages:5-18

 Critical Comparative Preliminary
Analysis S
Date: Location Booked: Lesson Number: 18/30

Time: 60 minutes Total Number of Printing/preparation

students: 24 Printing/preparation: Critical
analysis scaffold sheet. (In
Assessment Handbook)
Assessment Task 1. Student
record sheet + pen for
signatures. V.A.P.D.
- Power Point examples.
Student progress tracking
sheet.
ICT Smartboard to scaffold
examples

Outcomes Assessment Students Students learn to

learn
about
Syllabus outcomes Informal Use ICT to scaffold knowledge and
Assessment attain understanding of key
Syllabus outcomes P.7, P.8, Students will concepts.
make use of Use their own cultural knowledge
P.9, P.10. ICT to and apply it to the frames.
demonstrate
their
understandin
g of
Life Skills outcomes LS.7, conceptual
LS.8. framework.
Teacher
assesses their
interpretatio
n of artworks
with their
understandin
g if the ICT
scaffold.