Unit 102086 Students name: Hue Nghi Tran

Designing, Teaching and Learning Students ID: 17370673

ASSIGNMENT ONE: IMPACTS ON LESSON PLANNING AND TEACHER

DECISION MAKING

Four influential factors on lesson planning and teacher decision making

Syllabus

As syllabi play an important role as a standard guide for teaching and learning, teachers must

plan their lessons based on the contents and outcomes outlined by the relevant syllabus.

According to Parkes and Harris (2002), syllabi have three major purposes. Firstly, it serves as

a contract guiding behaviours, roles, and responsibilities of teachers and students in the

classroom. A syllabus sets performance requirements and expectations for both teachers and

students. Secondly, syllabi are also a sort of permanent record which reflects the

effectiveness of teachers pedagogy quality, which is constantly under revision and

evaluation. Lastly, from the students perspective, a syllabus can provide useful information

that orients and facilitates their learning process. In NSW, Board of Studies Teaching and

Educational Standards NSW (BOSTES) is the responsible authorized body that designs and

regulates the syllabus of all Key Learning Areas (KLAs) for all school levels from

Kindergarten through to Year 12 across the state. In general, all syllabi are composed of

expected outcomes, teaching contents, syllabus elements, support materials, and special

education needs which cater for all students at all levels and capabilities. For different stages

and different KLAs, these information is adjusted based on the lesson contents and students

capabilities. Therefore, it is paramount that teachers at any stages or KLAs, should plan their

lessons in accordance with the standardized syllabus to ensure that their lessons support

students to achieve the required outcomes set by BOSTES.

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

Students previous assessment data

Beside the syllabus, students previous assessment data should also be taken into

consideration in lesson planning. According to Shepard (2000), in contrast with the old

educational paradigm in which teaching-learning and assessment are completely separate, the

modern 21st century paradigm shows that curriculum, learning theories and classroom

assessment are interdependent. Shepard (2000) suggested that assessment should be used as a

valuable source of data which facilitates teaching rather than an occasion for awards and

punishments. Moreover, on Timperleys (2009) professional development program about

using assessment information in teaching, it was suggested that assessment data should be

used to inform and provide teachers with sufficient knowledge and information of students

performance, from which proper adjustments and decisions can be imported to their lesson

plans. Without analysing students performance, teachers could not make effective decisions

which improve their learning (Kauchak & Eggen, 2011). Consequently, students previous

assessment data would make certain influences on teachers decisions of lesson planning.

There are different types of assessment from which teachers could gather useful data of

students performance. These include diagnostic/formative summative; informal-formal;

norm referenced-criterion referenced; process-product; learner judged-teacher judged; and

internal-external (Marsh, Clarke & Pittaway, 2014). However, Hargreaves (2005) argued that

it would be challenging for teachers to undertake in-class formative assessment in order to

gather information of students capabilities due to ACARAs strong emphasis on the KLAs

contents and achievement standards. Thus, it might be efficient if information is withdrawn

from students assessments from an earlier point in time.

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

Diverse learner needs

Additionally, students diverse needs are the third crucial factor which constructs a lesson

plan. As Australia is a multicultural country, it is not unusual that students in one classroom

are from various social groups with different backgrounds, abilities, and mindsets. There are

mixed-ability classes with low-performer and high-achiever students; mixed-gender class

with male and female students; and mixed-culture class with students of different cultural

backgrounds. These mixed classes require teachers to use corresponding pedagogies in

accordance with the nature of the student cohorts (Tomlinson, 2001). For example, in a study

of boys and girls different cognitive approach in learning, Gurians and Stevens (2004) used

the MRI scanning to study the differently structured brains of boys and girls. They then

concluded that due to these biological differences, girls tend to achieve better in verbal skills

while boys perform better in spatial skills. Thus, teachers need to be aware that pedagogies

and learning activities should be properly adjusted in agreement with the childs biological

features (Gurians & Stevens, 2004). Of the five planning principles set by Marsh et al.,

(2014), employing differentiated instruction was discussed as a helpful catering tool for the

diverse needs and various capabilities of students. Teachers are expected to use varied

approaches relating to the lesson content, process, and learning product. This is believed to

optimize students learning (Marsh et al., 2014). Guillaume (2012) also argued that as

students are individually different, it is deemed inequitable if teachers apply uniform

treatment to them. In short, understanding and responding properly to students diverse needs

is one of the significant factors to be considered in teachers lesson planning and delivering.

National Professional Standards for Teachers

Lastly, the fourth important factor influencing teachers lesson planning is the teaching

standards set by the Australian Institute for Teaching and School Leadership (AITSL).

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

AITSLs main role includes developing Australian schools syllabus and promoting

excellence quality in Australian educational practices. It also sets out rigorous requirements

and standards for Australian teachers professional knowledge, practice and engagement. In

particular, Australian teachers are required to be knowledgeable of their teaching contents,

their students, and be able to apply equitable teaching practices. These sources of information

are publicly available for all teachers and they are seen as valuable guide for the teaching

profession, especially graduate teachers who have little experience at the early stage of their

teaching career (Marsh et al., 2014). The standards set by AITSL, though not compulsory, but

are recommended as helpful and beneficial guides for all teachers in assisting students

achieving their educational goals. Thus, in the planning process, teachers should refer to

AITSL standards to ensure that their lesson plans and teaching activities meet the national

teaching standards, which subsequently results in effective teaching practices.

Stage 4 Year 7 History Lesson Plan Analysis

Name of lesson: Australian History Lesson Migration and Settlement in Australia

(Australian Curriculum Lessons, 2013)

The syllabus

Analysis and examination of the lesson plan shows that the teacher did take into

consideration the outcomes and objectives set by BOSTES History K-10 outcomes. In the

lesson plan summary, it was written that students will be taught to:

Explain the causes, effects, and patterns of intercontinental migration to Australia

and Oceania

Describe different reasons for intercontinental migration

Explain the ways people interact during intercontinental migration

Use various media and primary sources to answer questions about history

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

(Australian Curriculum Lessons, 2013)

These objectives set in the lesson summary meet the three outcomes set in BOSTES History

K-10 outcomes, which are:

Outcome HT4-4: describe and explain the causes and effects of past events and

developments of past societies over time

Outcome HT4-6: use evidence from sources to support historical narratives and

explanations

Outcome HT4-9: use a range of historical terms and concepts when communicating

an understanding of the past

(BOSTES, History K-10 outcomes, 2016)

Examination of the lesson plans and comparison of the lesson objectives with those set by

BOSTES syllabus show that the lessons contents and learning activities were designed to

align with the NSW syllabus outcomes. However, this lesson plan does not meet the HT4-7

syllabus outcome which requires the discussion of different perspectives on past events. In

particular, the lesson is about European migration and settlement in Australia; however, the

term invasion is not included in the plan. From an Aboriginals point of view, the act of the

European settlement groups in the past was an act of invasion to their motherland. Thus, this

lesson, in some ways, ignores that fact. This could be explained by the affect of the White-

Anglo European dominant discourse in society.

Assessment Data

Although no evidence of using students assessment data is found in the lesson plan, it is

overt that the teacher showed understandings on utilising students prior knowledge to help

them scaffold through their Zone of Proximal Development. At the beginning of the lesson,

a set of questions about what the students already know and what they have learned are

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

deployed to help students filling the transitional gap between the two lessons and also

informing the teacher of students learning progression. Moreover, this kind of informal

formative assessment is constantly employed throughout the lesson as questions are

perpetually raised and group projects are utilized as a form of data gathering. As a result,

students knowledge and skills will be demonstrated through these implicit assessment

activities. At the end of the lesson, students are asked to present their work to the class. This

wrapping up activity shows that the teacher purposely planned to examine students

progression and understandings of the lesson contents and concepts.

Diverse Learner Needs

According to Piagets theory of learning, students in Year 7 are in the early stage of the

Formal Operational Stage (11 years of age and above). In this stage, children start to operate

at the formal level which allows them to use hypothetical deductive reasoning as well as

perform formal thinking using abstract possibilities (Marsh et al., 2014). However, not all

students in Year 7 have reached this formal operational stage as each childs cognitive

development is different and they might demonstrate their capacity for formal operations

differently (Arnett, 2014). Therefore, it is paramount that Year 7 teachers should use

differentiated approaches combining abstract concepts with concrete materials and

explanations. In this chosen lesson plan, the teacher showed awareness of this cognitive issue

as step-by-step scaffolding approach and concrete materials are employed in learning

activities. In particular, the lesson starts with the concrete concept of reason for exploration

as an introductory point to the abstract terminologies migration and penal colony.

Concrete operational materials including maps, treaties, images, documents, accounts, and

descriptions are utilized to help students understand these abstract historical concepts. In

terms of cultural diversity, the lesson plan does not show any information about the students

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

demographics; however, the knowledge of positive and negative influences that European

settles had on Aboriginal people are included in the lesson content. This proves that inclusion

and controversy avoidance are incorporated, which accounts for Aboriginal students.

Furthermore, the group project activity in the lesson shows that the teacher recognized the

significance of using physical and mental involvement as well as giving students

opportunities to build their own cognitive structures in learning (Marsh et al., 2014).

However, the weak point of this lesson plan is that grouping technique is not mentioned and

discussed. According to Guillaume (2012), student grouping is not simple, but grouping

students effectively may help teachers matching their goals with students from which

teaching and learning optimization can be achieved. Therefore, other differentiated

instructions for students who have difficulties working with peers or in groups should also be

employed so that inclusion and respect are practiced in the classroom.

National Professional Teaching Standards

Examination of the chosen lesson plan reveals that six AITSL standards have been attained,

which are listed in the following section:

1.1.1 Demonstrate knowledge and understanding of students physical, social and

intellectual development and characteristics of students.

2.2.1 Content selection and organisation

2.4.1 Understanding and respect Aboriginal and Torres Strait Islander people to

promote reconciliation between Indigenous and non-Indigenous Australians.

3.2.1 Plan, structure and sequence learning programs.

4.1.1 Support student participation.

5.1.1 Assess student learning

(AITSL, 2014)

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

Standard 1.1.1 is achieved as the lesson plan reflects the teachers well understandings of

students cognitive development and engagement at the early formal operational stage since it

integrates both physical and mental activities. Also, the lesson plan does constantly exploits

students prior knowledge from informal in-class assessment to inform teaching decisions,

which indicates that standard 5.1.1 is met. Additionally, inclusion and equity are also

practiced as the lesson does not approach the issue of European migration from only the

European perspective. By including the fact that European settlement placed negative

impacts on Australian Aboriginal people, the teacher demonstrated respectful attitude and

inclusive teaching practice to Aboriginal students. Moreover, the lesson is logically

structured as it starts with basic concepts and subsequently progresses to new abstract

theories. Therefore, standards 2.4.1 and 3.2.1 are successfully achieved Lastly, dependency

and student engagement are enhanced through group work and class presentation. This act

agrees with AITSL standard 4.1.1 of supporting students participation in the classroom.

In conclusion, the four influential factors were taken into consideration in this chosen lesson

plan and the teacher has successfully upheld six AITSL standards. Nevertheless, the plan can

be further improved in terms of equity and diversity practice by including more viewpoints

from the Aboriginal peoples perspectives and employing other teaching approaches for

different student cohorts with special needs.

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

References

Arnett, J. (2014). Adolescence and Emerging Adulthood (5th ed.). Edinburgh Gate, Harlow,

England: Pearson Education Limited.

Australian Curriculum Lessons. (2013). Australian history lesson: Migration and settlement

in Australia. Retrieved 10th March 2016, from

http://www.australiancurriculumlessons.com.au/2013/01/18/australian-history-lesson-

migration-and-settlement-in-australia/

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian

Professional Standards for Teachers. Retrieved 18th March 2016, from

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

Board of Studies Teaching & Educational Standards NSW (BOSTES). (2016). New NSW

Syllabuses: History K-10 Outcomes. Retrieved 18th March 2016, from

http://syllabus.bostes.nsw.edu.au/hsie/history-k10/outcomes/

Guillaume, A. (2012). K-12 classroom teaching: A primer for new professionals (4th ed.).

Boston: Pearson Education.

Gurian, M., & Stevens, K. (2004). With boys and girls in mind. Educational Leadership.

62(3), 21-7.

Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box.

Cambridge Journal of Education, 35(2). 213-24.

Kauchak, D., & Eggen, Paul D. (2011). Introduction to teaching : Becoming a professional

(4th ed.). Upper Saddle River, N.J.: Pearson.

Marsh, C., Clarke, M. & Pittaway, S. (2014). Becoming a teacher (6th ed.). Australia: Pearson

Australia.

Parkes, J., & Harris, M. (2002). The Purposes of a Syllabus. College Teaching, 50(2), 55-61.

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Unit 102086 Students name: Hue Nghi Tran
Designing, Teaching and Learning Students ID: 17370673

Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher,

29(7), 4-14.

Timperley, H. (2009). Using assessment data for improving teaching practice. 2009 ACER

Research Conference series, 7.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).

Alexandria, Va.: Association for Supervision and Curriculum Development.

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