Lesson Plan

Analysis, Revision
& Justification
DESIGNING TEACHING & LEARNING 102086
ASSESSMENT TWO 1H

Tala Machlouch
18334685
University of Western Sydney
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

History lesson plan analysis

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: Knowledge of the lesson is shallow as it deals with a range of concepts instead
5 of focusing on significant ideas. There is no addressment of the complexity of these concepts
and they are mentioned or covered superficially through the concept map activity.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson needs to be in action to code the level of understanding by students.
5 However, based on the content of the lesson, there is no challenging or problematic
N/A knowledge which students will struggle with as it is based on concepts associated with the
focus topic.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Knowledge and concepts of the lesson are presented as fact with one body of
5 truth. The teacher does not emphasise on the notion that historical knowledge is the result of
political, social and cultural influences, interpretations and biases.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: The lesson plan is operating on low-order thinking as students are primarily
5 dealing with factual information and repetitive activities involving concepts. The knowledge
is all pre-specified and focuses on the routine practice of aligning a topic with a range of
concepts. It does not go beyond to the reproduction of this knowledge.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The lesson has low metalanguage as there is no focus on the function of
5 language or the way historical texts and knowledge is interpreted or analysed through
language. However, terminology is explained through the concept activities although there
is no focus on the language itself.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Within the lesson plan, there are two activities which reveal that there will be
5 substantive communication between the students and the teacher. These two interactions are
the class concept map and the paired concept map.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson plan needs to be in action to code the explicit criteria provided by the
5 teacher.
N/A

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Lesson needs to be in action to code the engagement or disengagement of
5 students.
N/A
2.3 High expectations
1 – 2 – 3 – 4 – Comments: The expectations of the lesson could be coded lowly as there is no challenging
5 or risk taking conceptual work. Coding the engagement of students in challenging work
N/A would need to be done through witnessing the lesson plan in action.

2.4 Social support

 1 – 2 – 3 – 4 – Comments: The lesson needs to be in action for the social support of the classroom to be
5 coded.
N/A
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: The lesson needs to be in action for the students’ self-regulation to be coded.
5
N/A
2.6 Student direction
1–2–3–4– Comments: The historical topic and activities are explicitly designated by the teacher for the
5 students. There is low student direction as the students do not have the opportunity to
exercise responsibility or control over their own learning or topic choice.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The teacher attempts to elicit the substance of the lesson to the background
5 knowledge of the students through the concept mind maps which draws on their previous
knowledge. However, the only background knowledge students are given is the short
YouTube video at the end of the lesson.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: There is no sense of acceptance or valuing of the Ancient Egypt culture and
5 traditions as it is treated superficially within the lesson. It is taught in a way which treats it
as the ‘other’ subordinate culture to the dominant culture with no emphasis on its impact and
influence on the modern culture.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Knowledge within the lesson is restricted to the strict boundary of the subject
5 and the opportunity to make connections between other subjects or topics are missed. The
knowledge within the lesson restrains student’s opportunity to create meaningful
connections.

3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Lesson plan needs to be in action to code the inclusivity of students.
5
N/A
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is no evidence of connectedness to anything beyond itself. It has no
5 correlation with anything beyond the lesson plan and the subject is only deemed important
for academic success as it is taught as part of educational requirements. The subject is not
given any life within the lesson.

3.6 Narrative
1–2–3–4– Comments: Narrative is not used at any point in the lesson plan which would have been
5 incredibly useful for historical events to enhance the topics significance. There are no
personal stories, biographies, historical accounts or case studies utilised within the LP as it
focuses on facts and concepts.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) Narrative 2) Background knowledge
3) Student Direction 4) Deep knowledge
Part B: Analysing and modifying the lesson plan
Lesson Plan

Topic area: Ancient Egypt Stage of Learner: 4 Syllabus Pages: 60

Date: 00/00/2018 Location Booked: Lesson Number: 1 / 14

regular classroom
Time: 60 minutes Total Number of students Printing/preparation
24

Outcomes Assessment Students learn about Students learn to

Lesson assessment The geographical setting - describe the
and natural features of the geographical
Syllabus outcomes Concept Map – ancient society. setting and natural
HT4-9 uses a range of historical understand what
The physical features of features of the
terms and concepts when students already know
the ancient society and ancient society
on the topic and their
communicating an understanding how they influenced the - to explain how the
prior knowledge
of the past civilisation that developed physical features of
5 things I already there. a society impacts
HT4-2 describes major periods of know – Students to Describe the everyday life the daily lives of
historical time and sequences record within their of men, women and civilisations and to
events, people and societies from book the 3 things they children in the ancient compare that with
the past already know about society. their own
Ancient Egypt.
- Describe, envision
HT4-6 uses evidence from sources Students to be
and empathetically
to support historical narratives and encouraged to refer to
their personal connect with the
explanations lives of ancient
experiences, family,
community and/or Egyptians
popular culture. - Understand
Students to share with relevant concepts
their partner and then and to use them
share with the class within their
something new they
vocabulary
have learnt.

Informal assessment-
continuous
observation of student
participation,
engagement and
knowledge shared.

Assessment of
student’s narratives to
analyse their
understanding of key
concepts and ideas
which will be done at
home and to clarify
students’
misconceptions.

Time Teaching and learning actions

Intro Students are to come in and settle in to class.
0–5 Teacher is to call out the Roll while students unpack their books and pencil cases.
5 -10 Introduce the topic of Ancient Egypt and assess student’s prior knowledge.
Briefly introduce the topic of Ancient Egypt as the focus for the term and outline what students will
be learning for the lesson. Outline expectations for the class and encourage students to put on their
‘’historical’’ lens and to imagine they are an Ancient Egyptian themselves within the class.
Encourage students to use their personal backgrounds, knowledge and own family history within
class.

Introduce ‘5 things I already know’ activity

Teacher is to get students to write down the three things they already know about Ancient Egypt
based on their prior knowledge, family, community, experiences or popular culture. Encourage
students to write anything that comes to their mind or any specific words. Students to then swap
lists with the person sitting next to them and learn something new they previously were not aware
of. The teacher will then go around the classroom and have students communicate to the class the
three things they already knew and one thing they newly learnt from their partner.
Teacher to perform continuous informal assessment during activity to understand and connect
with students’ background knowledge.

YouTube Clip
10-20 Teacher is to play an introduction on the geographical setting of Ancient Egypt and to ask students
to record key geographical features and their purpose on a concept map with ‘’Ancient Egypt’’ on
the middle of the page.
https://www.youtube.com/watch?v=EN_ctzVBN28

Play YouTube clip of virtual tour of Ancient Egypt (1min)

Teacher will then play a virtual tour of Ancient Egypt.
https://www.youtube.com/watch?v=nXN0Z7YUnVA

- Provide students with focus questions to navigate their concept map and initiate high-
order thinking such as:
- How do you think the geographical setting of Ancient Egypt impacted the daily lives of
individuals?
- What do you think the citizens of this civilisation used the different geographical settings
for?
- How important do you think the geographical aspects would have been for the Ancient
Egyptians and their survival?

Concept Map Classroom activity:

20-30 Teacher is to have the words “Ancient Egypt” on the white board. Teacher is to go around the room
and ask each pair if they had any words to contribute to the class concept map based on the clips
they had just watched. Teacher is to explain what those words mean or their purpose if the student
can-not describe it. Students are to include words they didn’t have in their concept map.

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe, Embalming, Inundation,
Irrigation, Famine, After Life, Dynasty, Sarcophagus, Oasis, Deities, Papyrus, Pyramid, Ploughing,
Pharaohs, The Nile River, Canopic jars, Shadoof, Red Land, Black land, Farming, Crops.
Narrative Activity
30-55 Teacher will tell students that they will produce a form of narrative as a result of their lesson
minutes
learning. Teacher will encourage students to think critically and question the geographical aspects
of Ancient Egypt that would have impacted the daily lives of the Egyptians and why they would
have been important for them.

Provide students the choice between two activities such as ‘What would life be like as an Ancient
Egyptian?’: The teacher will explain to students that if they select this activity they will compose a
speech, journal entry or performance as an Ancient Egyptian, discussing the importance and
influence of the geographical setting on their daily life. Students will select a role in society such as
 a man, woman or child and explain their daily activities and use of the geographical setting using
concepts and knowledge they have learnt within the lesson.

OR
Use the class computers to research the uses of the geographical settings within the everyday lives of
Egyptians: and to imagine they are a historian who has discovered new evidence which they will need to
broadcast to the world. Students should try to find artefacts and use the concepts and knowledge they
have gained in the lesson also.

Teacher will tell students they can work on it at their own pace as it will be assigned as a homework task
to be finished for the next history lesson.

Conclusion Teacher will also tell students they will be sharing it with the class and to come prepared. Students will
be questioned on their favourite aspects of the lesson or the most interesting thing they have learnt.
55-60 Pack up and dismiss the class.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-9 Students will gain a new historical ‘metalanguage’ and
vocabulary through the concept map activity and will
demonstrate their understanding of these concepts within
their narratives.
HT4-6 Students will use the video source and virtual video as a
form of evidence to create their narratives. This will initiate
the practice of using interpretation and using sources for
validity. Students who use the classroom computers as
their choice of class activity will come across artefacts,
historical facts or historical opinions which they will then
use to justify their explanations.
HT4-2 Through students understanding the geographical setting
and civilisation of Ancient Egypt as distinct from their own,
students will be able to describe a variety of concepts
within the class concept map activity and the everyday lives
of citizens within their narratives.
Part C: Academic Justification

The history lesson plan originally created was superficial and overly simplistic in its nature which
would have resulted in low-quality pedagogy based on a lack of teaching-best practice. The lesson was
coded exceptionally low against the Quality Teaching Model (QTM) standards which ensures
professional teaching and transformative learning experiences. The QTM ensures quality education
for the interest of all students, therefore the modified lesson plan ensures that the narrative, student
direction, deep knowledge and background knowledge elements of the model are altered for the
lesson to be coded highly.

The narrative element of the lesson plan has been improved and modified to enhance the learning
experiences of students within the history subject. Narrative as a best-practice teaching tool is
extremely effective in its ability to deepen students understanding, connectivity and empathetic
understanding as it invites students to utilise their own imagination and experiences with their new
acquired knowledge (NSW Department of Education, 2006). It operates through the content in which
the students must listen to the YouTube video which discusses the geographical setting of Ancient
Egypt. Students can also demonstrate their understanding of key ideas and concepts through
constructing their own stories as evident within the narrative activity which is a form of narrative
processing. During this activity, students are experiencing the role of a historian and the nature of
history in which they must make assumptions, choices and interpretations to create their version of
historical truth (Killen, 2016). Narrative also values the, ‘’personal stories, cultural history and
cultural literature’’ of students (Killen, 2016, p.29).

The lesson plan has been modified to involve a high level of student direction through providing a
choice between activities, choosing a narrative form and providing students with time flexibility. This
is evident within the final activity of the lesson plan in which students decide between two narrative
activities and within that, are also provided further options such as creating a journal entry or speech.
This provides students with a sense of responsibility and opportunity to control their own learning
which influences high-engagement. This also allows for the teacher to assess student capabilities and
fulfilment of syllabus outcomes through a variety of ways as every student is an individual. Research
has indicated that teachers who are engaged and communicate effectively with their students and
their learning needs have higher class engagement rates (Faull, 2009). Faull (2009) asserts that
students need to be educated in a way which is relevant and helpful to them and teachers should act
as ‘facilitators’ of knowledge while providing students agency. Lastly, it is a requirement and standard
from the AITSL (2017) that teachers must know their students and how they learn and this can only
be achieved through student direction.

The deep knowledge element of the lesson plan has been modified to enhance the shallow knowledge
into deep knowledge through connecting key concepts and ideas to create topic depth. Students
within the lesson and the narrative activity are encouraged to explain and reason their assumptions
and beliefs through critical thinking which is only enabled through deep knowledge (Egan,2011). The
focus idea of the lesson is based on the influence of the geographical setting on the daily lives of
Ancient Egyptians which is complex in its nature, however, is crucial to understanding the ancient
civilisation. This is sustained during the duration of the lesson and is used to build upon future lessons
such as the social class ladder within the society to reveal the way in which different classes occupy
different spaces within their everyday lives. Killen (2016) asserts, ‘’high quality outcomes are almost
always associated with deep approaches to learning’’, as deep knowledge creates a flow of continuum
and a complete picture (p.3). Deep knowledge allows for students to continuously build upon their
knowledge through a variety of sources and understand the complex and dynamic issues at stake
within that topic (Faull, 2009).

The background knowledge element of the lesson plan has also been modified to achieve high
background knowledge through the consistent incorporation of student’s prior knowledge across all

7
aspects of the lesson. Students are provided with the opportunity to make connections between their
personal knowledge and the focus of the lesson. If teachers, ‘’assess student’s prior knowledge before
commencing a new section of work... you can take advantage of it, build on it, or compensate for any
lack of knowledge’’, therefore, high-background knowledge is essential for the teaching of history
(Killen, 2016, p.69). It is also an opportunity for the teacher to assess misconceptions and capitalise on
them as, ‘’all background knowledge is not relevant (Fisher, Frey & Lapp, 2012, P.23). Background
knowledge is assessed through the ‘5 things I already know’, class concept map and is further evident
within the narrative activity in which students will incorporate their prior knowledge with their
newly acquired knowledge. It is important for teachers to understand their students cultural, political
and social influences as this will impact the way knowledge is understood or accepted.

Word Count: 820 (including in-text referencing)

8
References

Australian Institute for School Teaching and Leadership. (2017). Australian Professional Standards
for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-
source/general/australian-professional-standands-for-teachers-
20171006.pdf?sfvrsn=399ae83c_12

Fisher, `D., Frey, N., & Lapp, D. (2012) Building and Activating Students’ Background
Knowledge: It's What They Already Know That Counts, Middle School Journal, 43:3, 22-
31, DOI: 10.1080/00940771.2012.11461808

Egan, K. (2011). Learning in depth a simple innovation that can transform schooling.
Chicago: University of Chicago Press.

Faull, A. (2009). Highly Effective Teachers. TEACH Journal of Christian Education. 3(2).
Retrieved from https://research.avondale.edu.au/teach/vol3/iss2/8
Killen, R. (2016). Effective teaching strategies: Lessons from research and
practice (Seventh ed.).