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Page 18……………………………………………………………………………………Explanation
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Lesson Plan 1
Teacher explains that the activity will go over three lessons and Student: Listens to the
students need to work in groups to complete task. teacher
2
Teacher strategically picks student groups of 4 for collaborative Resources: Sample of
work. other students work,
Explains that students will be using the computers to brainstorm images of examples
and research ideas of suitable materials they can use to meet from the internet
the design brief. printed.
- Backup if technology fails:
Show students an example of previous students work
Show students images of examples which were printed and
prepared earlier.
Student: Complete
worksheet and writes
resources they will
need for lesson 3 to
make prototype of their
design.
Resources:
Worksheet, computer
Conclusion:
10 mins Students verbally presents their design ideas to the rest of the Teacher: Picks groups Student
class stating what their idea is and what materials they will be at random to present to
using. the class until all have
presented.
Provide feedback
Student: Presents
design idea to class
Resources: n/a
5 mins Teacher instructs students to pack up and asks if they have any Teacher: Instructs Teacher/st
questions. students to pack up udent
and see if they have
Teacher explains what will be happening in the next lesson. any questions
Resources: n/a
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Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
1.4 Higher- Students are to design their own lamp shade using sustainable resources with a
order thinking repetitious design.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
While creating this lesson plan I learnt that organisation and time management are important to
create a successful lesson plan which has flow.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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?
All bags are under chairs and cannot be tripped on
All power cords are not in the way of walking areas
All chairs are tucked in
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Name: ______________________________ Date: __/__/__
Idea Generation
Individual Activity: Individual group members need to contribute a design and list them in the box
Materials: Materials:
Materials: Materials:
Group Activity 1:
Group members must now share their design to the rest of the group and justify why it is the best
design. The other members of the group can then ask 1 question each (if needed).
Group Activity 2:
Each member scores each design (except their own) out of 5.
Team Member
Scores ( /5)
Total
The design with the highest score will be the one that is used for this activity. Group members must
add ideas of their own to the design and must research the suitable materials to use to meet the
design brief as well as make a prototype in lesson 3.
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Sustainable Design Ideas
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Lesson Plan 2
By the end of this lesson students will draw concept sketches of their chosen lamp design with dimensions and
provide a costed list of resources needed to create the prototype.
Teacher instructs students to sit down at seats and get out Student: Students
equipment. sit at appropriate
seats and get
equipment out and
Roll call
answer to their
name when called
Resources: Class
roll
Body:
30 mins Teacher instructs students that they will be drawing concept Teacher: Students
sketches and making a list of resources. Hands out
sketching
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Teacher explains that all students in the group will be assigned worksheets,
different views to sketch e.g. front, side, top and bottom. explains activities.
Resources:
Worksheets
10 mins Students are also required to fill out the table on the worksheet with Teacher:
the resources and the cost of each item they require for the Hands out resource
prototype they will make in lesson 3. Students are reminded to list list, explains
all items or they won’t receive them activities.
Resources:
Laptops,
worksheets
Conclusion:
10 mins Teacher asks groups to show their sketches and determine whether Teacher: Teacher/st
their dimensions are realistic Formatively udents
assesses students
Provide feedback through their
sketches and
dimensions.
Student: presents
sketches and
dimensions.
Resources:
sketches of lamp
design.
5 mins Teacher instructs students to pack up and asks if they have any Teacher: Instructs Teacher/st
questions. students to pack up udents
and see if they
Teacher explains what will be happening in the next lesson. have any questions
Student: Pack up
and asks questions
Resources: n/a
8
How are the quality teaching elements you have identified achieved within the lesson?
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Through this lesson plan I have learnt that it is important to make sure there are alternative activities
organised if ICT cannot be used.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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?
All bags are under chairs and cannot be tripped on
All power cords are not in the way of walking areas
All chairs are tucked in
9
Group Members Names: ______________________________ Date: __/__/__
Width:
Length:
10
Group Members Names: ______________________________ Date: __/__/__
Width:
Length:
11
Group Members Names: ______________________________ Date: __/__/__
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Group Members Names: ______________________________ Date: __/__/__
Width:
Length:
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Group Members Names: ______________________________ Date: __/__/__
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Lesson Plan 3
Teacher instructs students to sit down at seats and get out Student: Students sit
equipment. at appropriate seats
and get equipment
out and answer to
Roll call
their name when
called
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Body:
35 mins Students divide tasks and make prototype of their lamp design. Teacher: Observes Student
Teacher observes group work and keeps students on task. students, helping
when required with
NCCD adjustments: If a group does not feel comfortable presenting designs
in front of class they can make a PowerPoint presentation of their
design and send it to the teacher after the lesson. Student: Work
together in their
groups to make
prototypes
Resources:
equipment supplied
by the teacher
needed to make
prototypes
Conclusion:
10 mins Teacher instructs students to present their lamp designs to the Teacher: Asks Teacher/st
class. questions when udent
Teacher asks them: students present their
- Did the design go to plan? designs- formative
- Did you have to modify the design when making it? assessment
- Who was in charge of what in the design process?
- Did you work well as a group? Student: Presents
their designs to class,
Teacher opens discussion up to the class and see if any other answers teachers
students can give feedback on what they think the groups could questions
have done better
Resources:
Provide feedback prototype of lamp
5 mins Teacher instructs students to pack up and asks if they have any Teacher: Instructs Teacher/st
questions. students to pack up udent
and see if they have
Teacher explains what will be happening in the next lesson. any questions
Student: Pack up
and asks questions
Resources: n/a
16
How are the quality teaching elements you have identified achieved within the lesson?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Through making this lesson plan, I learnt it is important for students to have some guidance but to also let them learn
and discover on their own.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
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?
All bags are under chairs and cannot be tripped on
All power cords are not in the way of walking areas
All chairs are tucked in
Resources Attached:
You must list all the resources that you have created or found in this space.
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Explanation
The Design Process unit in the NSW K-10 Design and Technology Syllabus was used throughout
all three lesson plans. The lessons are sequenced together as one follows on from another and
are aimed for stage 4 year 8 students. Teaching strategies were implemented in the three lesson
plans to develop student’s skills. Furthermore, differentiated learning techniques are evident to
cater for student’s needs across all abilities. The general capabilities of literacy, numeracy and ICT
were used as these skills are important not only in school but throughout life.
The overall task is designed for students to create a repetitious ceiling lamp shade using
sustainable materials. Across the three lessons students will generate the idea, sketch and make
a resource list and create a scaled down version of their idea. The lessons utilise the key learning
theory of constructivism which was brought about by the work of Piaget and Vygotsky (Cakir,
2008). This approach to teaching is particularly important as it allows tasks to be student centred
and promotes project based learning. Often collaboration is linked with design projects thus, the
task is group based (Johnson & Johnson, 1986b).
The major teaching strategies used throughout the lessons are collaborative work and class
discussions at the end of the lessons. The task requires students to work in groups of 4, promoting
collaborative project based learning. Collaboration in design simulates real world experiences as
designers work in groups to generate design ideas (Bruffee, 1993). As well as this, collaborative
work teaches students to become active rather than passive learners as all group members are
involved (Bruffee, 1993). It also promotes peer support as students can learn from and teach each
other (Bruffee, 1993). However, group work can also be disadvantageous if students are not
paired properly. In these lessons, the teacher is in control of who is working together which could
minimise the risk of distracting and off task behaviours. Also, students should be grouped across a
range of abilities to encourage the learning of one another (Johnson & Johnson, 2009a).
To help guide students to participate as a group, in lesson 1 the worksheet is scaffolded so that
every member has the opportunity to share their design thoughts. Each student’s ideas are rated
out of 5 and the idea which receives the highest rating will be the design they will create. This
strategy is beneficial as it encourages all students to participate and allows the group to decide
together which design they want to pick efficiently. The use of ICT within this lesson allows
students to generate ideas they might not think of themselves. This lesson can be adjusted for
students who may have learning difficulties as particular websites can be given to these students if
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they are struggling. However, the scaffolded websites can be given to any student who may
require it to keep them on task.
Lesson 2 requires students to sketch their design ideas across 4 different views where each
individual student would sketch one view. As well as this, students are required to make a
resource list with all the items they will need to make their deign in lesson 3. Numeracy was the
major general capability which was incorporated within this lesson as students need to write the
width and length of their sketches. The lesson can be differentiated if a student is on the autism
spectrum they can be provided with an alternative setting such as sitting by themselves to sketch
on of the drawings as they can often be sensitive to loud sounds (Friend & Bursuck, 2002).
In lesson 3, the students are required to make their design. They divide the roles up within the
group to make sure that everyone has a role within the design process which promotes group
participation and collaboration. They are also required to present their completed work at the end
of the lesson and answer the questions about their design experience and group collaboration.
This allows the students to reflect not only on their work but also on the group and requires them
to critically think about what they could do better next time. It requires students to use oral literacy
skills in order to present which is a general capability used within this lesson. For students who do
not feel confident in giving the presentation the task is differentiated so they can make a
PowerPoint presentation and can email it to the teacher. This is a type of instructional scaffolding
where activities are designed so that students can complete tasks successfully (Larkin, 2001).
Discussions which are facilitated by the teacher are implemented at the end of the lessons as a
form of feedback as well as formative and summative assessment. In lessons 1 and 2 the
discussions are used at the end of the lesson as formative assessment. The teacher can view
where the students are up to and if they are headed in the correct direction or need some extra
support. In lesson 3 the students are required to present their designs and the teacher asks the
students and the whole class what they thought of the groups design or if they could have made
any improvements. This type of discussion is used as a summative assessment as the designs
are presented at the end of the lesson. Class discussions are a way for students to build critically
thinking skills (Murphy, Wilkinson, Soter, Hennessey & Alexander, 2009). Discussions are also
useful to clear up any misconceptions students may have before moving on to the next lesson and
carrying those with them (Murphy et al., 2009).
In conclusion, embedded within these lesson plans are teaching strategies such as collaborative
project based learning in relation to constructivism which benefit students learning in design and
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technology. Also, the implementation of literacy, numeracy and ICT within these lesson plans are
important as these skills are necessary for future use. Differentiation is also shown throughout the
three lessons to meet the needs of individual students. It is important as teachers that we meet the
needs of all students across all abilities to maintain equality within the classroom.
References:
Bruffee, K, A. (1993). Collaborative learning: Higher education, interdependence and the authority
of knowledge. Baltmore, Johns Hopkins University Press
Cakir, M. (2008). Constructivist approaches to learning in science and their implication for science
pedagogy: Aliterature review. International Journal of Environmental and Science Education, 3(4),
193–206.
Friend, M & Bursuck, W, D. (2002). Including students with special needs: A practical guide for
classroom teachers (3rd ed.). Boston, A Pearson Educational Company
Johnson, D, W, & Johnson, R, T. (2009a). Making cooperative learning work. Theory Into Practice,
38(2), 67-73.
Johnson, R.T & Johnson, D.W. (1986b). Cooperative learning in the science classroom. Science
and Children, 24(1), 31-32.
Larkin, M.J. (2001). Providing support for student independence through scaffolding instruction.
Teaching Exception Children, 34(1), 30
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009).
Examining the effects of classroom discussion on students’ comprehension of text: A meta-
analysis. Journal of Educational Psychology, 101(3), 740-764.
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