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102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Contents

Original lesson Plan……………………….2

Lesson Plan Analysis…………...…………5
Modified Lesson Plan……………….…….8
Academic Justification…………..………13
References…………………...…………..15
Learning Portfolio Web Link…………...17

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Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: No mention of differentiating between students’ needs and individual assistance.
5 The lesson plan doesn’t mention the use of captions within the film used. Teacher uses group
activities and a pedagogical use of peer mentoring through group activities to assist students
whom may be in need.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: There is no mention of a strategy to aid aboriginal or Torres strait islander
5 children.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: There is no differentiating between students learning needs. there are however
5 opportunities for students to undertake further activities if they have completed their set work,
which caters to students at a higher level of learning, but continues to lack in aiding students
at a lower level whom require more teacher focused assistance.
1.6 Strategies to support full participation of students with disability
1–2–3–4– Comments: Not mentioned within this lesson plan, however there is opportunity for this to
5 occur as students may be able to participate in watching the video and the class discussion.

2 Know the content and how to teach it

2.2 Content selection and organisation
1–2–3–4– Comments: The resource chosen is specific to the topic and useful to students learning and
5 development. The teacher distributes a worksheet to grasp where the students learning
outcomes are situated, along with this being an informal assessment through the classroom
discussion.
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: The lesson plan follows the curriculum and the use of homework provides a
5 minor tool for assessment. Informal assessments are catered to throughout the lesson through
the use of mind maps and brainstorms. The use of a classroom discussion is also a useful
informal assessment enabling the teacher to engage and note which students require support
and differentiate between those students whom are excelling.
2.6 Information and Communication Technology (ICT)
1–2–3–4– Comments: The use of a DVD video provides minor use of ICT, however the teacher had
5 opportunities to allow students to complete individual or group online research along with
generating mind maps and other learning tools online.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: Lesson outcomes are set and followed through homework and the opportunity for
5 additional activities. Students are provided with challenging goals that the teacher aims to
reach.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: There is no specific sequence to this lesson plan, no set time limits to each
5 activity and only a basic plan is used. The only set structure and sequence is the outline of the
viewing time of the DVD (20 minutes)

3.3 Use teaching strategies

1–2–3–4– Comments: There is a clear element of blended learning throughout this lesson plan, with a
5 clear representation of teacher led discussions that monitor students learning outcomes and
needs, which leads to group work and later individual assessment through homework.

3.4 Select and use resources

1–2–3–4– Comments: There is several uses of resources, from the 20-minute DVD film, to the opening
5 Italian immigrant worksheet. Although the majority of the learning is pen and paper based
there is missed opportunity for ICT and online resources.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation

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1–2–3–4– Comments: Through the use of the classroom discussion the teacher enables full participation,
5 and is then able to scope which students aren’t participating or struggling to keep up with the
work.

4.2 Manage classroom activities

1–2–3–4– Comments: Teacher has carefully planned and designed this lesson plan, with clear outlines
5 and aims for the lesson outcomes. Lacking due to the generic nature of the plan and therefore
missing timings of activities and complete structure.

4.3 Manage challenging behavior

1–2–3–4– Comments: No specific mention given to addressing challenging behavior. Lacking in
5 negotiating expectations for student’s behaviors.

4.4 Maintain student safety

1–2–3–4– Comments: No mention of providing students safety, failed to mention strategies or plans in
5 the case of an emergency. Activities planned are basic and don’t require any specific safety
preparation needs.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: only minor use of ICT, video chosen is safely chosen, being specific to the
5 learning and is relevant along with being safe for the students viewing.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: Minor informal use of assessment used through the use of classroom discussions
5 and brainstorming activities, along with mind mapping. There is an additional use of formal
assessment through the use of homework provided at the end of the lesson.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: No specific individual student feedback given, rather feedback provided is a
5 whole class approach. More individual interaction and discussion would be valuable.

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Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: No reference to prior learning. But learning is outlined through the outcomes and
5 student learning is developed through the worksheet used at the beginning of the lesson.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students are able to demonstrate their understanding of the topics discussed
5 during the lesson through discussion, mind mapping and homework. Along implementing
how these ideologies are connected and carry relationships with other themes within the unit.
The lesson plan also allows the students to go beyond and attempt further learning activities
to further develop their deep understanding of the topic.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: The use of the “assimilation guide” at the end of the lesson is an excellent
5 opportunity to allow for students to address multiple perspectives and understandings of
problematic knowledge. The use of whole class discussion also presents students
opportunities to analyse alternative perspectives.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students are given the opportunity to engage in higher order thinking through the
5 use of homework, as they must organize and apply the knowledge that they have learnt
throughout the lesson.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: No real use of Metalanguage used within this lesson plan, language and terms
5 used are fairly generic

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: The lesson is only minor using substantive communication through the use of
5 brainstorming and discussion. This area needs more improvement as the video dictates most
of the students learning and engagement, there are various opportunities for further guidance
and engagement from the teacher through discussions and individual assistance.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Students are not explicitly made aware of the required criteria for the quality of
5 their work throughout the lesson. The teacher understands what outcomes they wish to see
within the students work and results, but the students are not made explicitly aware of these
requirements.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: There are only minor opportunities for disengagement if students are not
5 interested in the work or the video they may become disengaged. But the teacher needs to
recap the video through discussions at its conclusion, and attempt to grasp the students
understanding and learning from the video.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Only standard minimum expectations set out to students, with no real
5 opportunities presented for students to undertake conceptual risk taking.

2.4 Social support

1 – 2 – 3 – 4 – Comments: No real sense of support to students learning, with only one specific break for
5 teacher interaction or assistance. No specific time for individual student/teacher engagement
and assistance. Only general expectations of the environment surrounding this classroom, no
specific plans in place to improve or maintain environment within classroom.

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2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: There is large gaps within the lesson plan regarding sequence and timing of
5 activities which may result in disengagement and therefore misbehavior leading to time being
required to discipline students. The teacher needs to provide engaging content over a
sustained period to enable the students to demonstrate initiative and autonomy towards their
learning and the topics.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: There is no scope for students to direct their own activities, if there had been
5 more use of ICT students may have had opportunities to broaden their search and direct their
own learning. The only student direction is teacher led through homework and extended
activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: This lesson plan explicitly outlines the learning outcomes of this lesson and
5 where it lies within the curriculum, but it hasn’t built on prior knowledge or learning and
therefore is lacking. It does however lead onto later learning that this teacher can build on for
future lessons.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: This lesson plan discusses specifically Italian immigration and Italian cultures,
5 including food and their lifestyles, ranging from how Italian migrants assimilated into the
Australian lifestyle.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: The lesson fails to make connections between this lesson and other subjects and
5 key learning areas.

3.4 Inclusivity
1–2–3–4– Comments: The lesson could have expanded and become a much more inclusive lesson, but
5 rather opted for a much more individual approach, there could have been more classroom
discussions and inclusivity between all students and teacher. The only minor inclusivity is
within the whole class discussion; the concluding group activity could have been expanded on
to involve presentations to the class to enable problematic knowledge.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Lesson gave a sense of connectedness and allowed for whole class discussion, it
5 could have expanded on this further through group presentations. But rather opted for
maintaining a set standard approach to this lesson plan.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: This lesson does draw on an excellent resource to describe the narrative of
5 immigration for Italians within Australian society, using the narrative of “Nino” whom is the
main character of the DVD presented to students. The resource then enables students to think
about present day society and how attitudes towards Italians have changed over time.

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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 Information and Communication Technology (ICT) 2) 4.3 Manage challenging behavior
QT model
1) 2.6 Student direction 2) 2.4 Social support

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Section 4: Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:
History Stage 5 HT5-1 HT5-3 HT5-4
HT5-7 HT5-9

Date: Location Booked: Lesson Number: 1 /3

4/5/2017 History Rooms

Time: 60 minutes Total Number of students; Printing/preparation

24 They’re a weird mob DVD
(from Roadshow entertainment
2003).
Italian Immigration context
worksheet.
YouTube – World News
Australia – Now and then:
Italian Migrants.
Website – History of
Immigrants from Italy
(Museum of Victoria)
Kahoot quiz- create a quiz
relating to the lessons topic.
Kahoot Discussion – use an
online and interactive version of
a generic classroom discussion.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Students learn about the Students learn to analyse
impact of changing written and visual sources,
Migration experiences Questioning
government policies on investigating the hardships
(1945 – present) throughout the lesson
Australia’s migration faced by Italian migrants in
 The waves of post-World to keep the student
patterns, including post-war Australia.
War II migration to direction on track
abolition of the white
Australia, including the and engaged. HT5-7. Explains different
Australia policy.
influence of significant contexts, perspectives and
world Informal formative
HT5-1. Explains and interpretations of the
events (ACDSEH144) assessment through
assesses the historical modern world and
the online and
forces and factors that Australia
The contribution of interactive Kahoot
shaped the modern
migration to Australia’s quiz. HT5-9. Applies a range of
world and Australia
changing identity as a relevant historical terms
Informal group work

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nation and to its
international
relationships (ACDSEH14
7)
making an HT5-3. Explains and and concepts when
“assimilation guide”. analyses the motives and communicating an
actions of past understanding of the past.
Extension activities
individuals and groups
through YouTube
in the historical contexts
videos and online
that shaped the modern
research via the
world and Australia.
museum of Victoria
website regarding HT5-4. Explains and
Italian Immigration. analyses the causes and
effects of events and
Formal Assessment
developments in in the
through homework
modern world and
via a source analysis
Australia.
activity.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT capability – use of YouTube clips and Kahoot
quiz and Discussion.
Geography capabilities – demonstrate European
location and the mass migration and its
significance.
Critical and creative thinking – students to think of
how Italian migration has changed modern
Australian society, along with understanding the
past and the difficult nature of their lives.
Sustainability- through government policies such
as populate or perish.
Students are completing the topic The Globalising
World, in which students are to investigate one major
global influence that has shaped Australian society. With
the main focus being Migration experiences (1945-
present).
Students will have prior knowledge of World War ll and
how its effects have led to the need for Australian
government policy changes to welcome migration, in
order to achieve sustainability within the changing world.
Students will connect these themes with the government
policies of “populate or perish”.
Students will use their specific skills of critical thinking
by analysing a source and demonstrating how the lives of
those during the period were implicated and how there
have become substantial changes since these times.

Time Teaching and learning actions Organisation Centred

Intro Settle in, mark the roll & Welcome
to Country: welcome students to the
5
class, ask them to find their seats
Minutes
and open up their books and or
Ipads (directing them to open the
Kahoot webpage. Teacher is to lead
a welcome to country, or ask a
student if they wish to lead the
welcome. Upon conclusion teacher
is to mark the roll.
Upon conclusion of marking roll
teacher is to outline expectations of
T/S
Teacher: Teacher directs students Teacher
into the class, Begin welcome to
country, start marking the roll, once
this step is completed begin setting up
Smart board projector.
Student: Students to settle in and find
their seats. Begin unpacking their
bags and getting out their books or
Ipads.

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the classroom, aims of the lesson
along with how what will be taught
fits within the curriculum.
(CLASSROOM MANAGEMENT
AND STUDENT DIRECTION
Body Context worksheet:
Teacher distributes Italian
migration worksheet for students as
introductory activity. Teacher is to
10 remind students if they need help,
minutes they can raise their hand and the
teacher will come around and assist.
If students complete this activity
before their peers, they are
encouraged to use their ipads, (or
alternatively teacher is to display
webpage on smart board). Students
are to view their choice of either a
YouTube video of Italian migration,
or a museum of victoria information
website.
Teacher goes through answers for
worksheet: Teacher is to open up
worksheet on the Smart Board
5 minutes
projector and begin going through
the answers with students on the
Smart Board Projector. Target how
Humour/Satire is employed as a
technique to communicate political
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Resources: Roll, Smart Board
projector and the following web
pages.
https://museumvictoria.com.au/origins/h
istory.aspx?pid=32
https://www.youtube.com/watch?v=7xlt
1J5HRsM&spfreload=10
https://create.kahoot.it/#public/kahoots?
filter=1&tags=italian%20immigration%
20to%20australia
Teacher: Teacher distributes Teacher/
worksheet, whilst walking around the Student
room and individually assist students
with questions and aid those whom
are struggling to understand or
progress through the worksheet. Aid
students with learning difficulties and
linguistically struggling. E.g. EAL
students.
Student: Students to begin working
on the Italian Migration Worksheet
individually and quietly. If they have
any questions or concerns they are to
raise their hands.
Resources:
http://www.capthat.com.au/resources/
post-war-immigration
https://museumvictoria.com.au/origins/h
istory.aspx?pid=32
https://www.youtube.com/watch?v=7xlt
1J5HRsM&spfreload=10
Teacher: Teacher is to equally ask Teacher/
students for their answers, engage Student
with all students equally, whilst
placing answers onto the smart board
projector for a visual reinforcement
for struggling students. Teacher is to
be engaging and empathetic in
receiving responses.
 messages. (Teacher is to note any
students with diverse needs such as
linguistically and disability and
focus on these students needs).
Class Discussion: Teacher
facilitates discussion on the
following questions as a reflection
activity from worksheet. Remind
students all views and opinions are
10 welcome and to focus on equally
minutes engaging in all students, ranging
from those struggling to those
excelling.
A. How have attitudes towards
Italians changed?
B. What role does Italian food
play in contemporary
Australia? (For struggling
students, ask if they can
name any Italian meals that
they enjoy).
‘They’re a weird mob’ (film –
viewing the first 20 minutes).
Students are to take notes in their
20 workbooks/ Ipads and Mind map
Minutes their ideas based around the
following questions.
1. What are the characteristics
of an Australian in this
Film?
2. How do Australians in the
1960s compare to
Australians of Today, think
about the personal qualities
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Student: Students are to raise their
hands and discuss their answers in an
informal assessment formative style
to the teacher.
Resources: Smart Board Projector
and
http://www.capthat.com.au/resources/
post-war-immigration
Teacher: Teacher is to remind
students where this information fits in
within the curriculum, although it
may seem basic to those students
whom are excelling, the information Teacher
is important and very relevant.
Teacher is to lead informal formative
classroom discussion. Teacher is to
watch for struggling students and
those whom aren’t engaged with the
content and ask for their answers and
opinion on the questions. Displaying
alertness will aid teachers classroom
management and minimise
disruptions by keeping students
engaged.
Student: are to answer questions
teacher has raised; students are
encouraged to ask their own
questions on the subject. Students are
also encouraged to make connections
to other KLA units, such as food
technology, English and science as
teacher uses examples of influential
Italian migrants within Australia.
Resources: Smart Board Projector
Teacher: Teacher is to use closed
captions when presenting the film to Student
cater to the diverse needs of students. (ICT/film)
Teacher is also to reinforce to
students they are welcome to put their
hand up at any time during the film
and the teacher will come and assist
them, this is targeted at students who
may not be able to understand or
keep up with the pace of the film.
Student: students are to remain quiet
during the film and take down notes,
they understand the teacher is

as well as the physical
surrounds and technology?
7 Consolidation/ Group activity.
minutes
Teacher is to split the class into
groups of 6, : In groups, students
collaborate to create an ‘assimilation
guide’ that uses humour to represent
the trials faced by the protagonist
Nino as he tries to become the ‘typical
Australian’.
Teacher will then ask each group to
quickly present their ideas, as students
present ideas teacher will place ideas
on mind map at the front of the class
on the Smart Board Projector.
Kahoot Quiz: teacher is to conclude
3 the lesson with a short quiz that
enables students to have an
Minutes
engaging and interactive summary
of the lesson done so through the
quiz. Students are encouraged to sit
with a partner, and the class will go
through the quiz as a whole. This
enables students with learning
difficulties to be peer mentored
through the program.
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available if they have any questions
regarding the film or if they are
struggling to keep up with the pace of
the film.
Resources: Film “They’re a weird
mob”
Teacher: Teacher is to split the class
into groups, based on their seating
arrangements. Teacher is to walk
Student
around and monitor each groups
progress, whilst stopping and asking
each group questions, this allows the
teacher to monitor if the group is on
track and making progress along with
if students are misbehaving or
struggling with the content.
Student: Students are to engage
within a group and collaboratively
work together to answer the
questions. Students will then chose an
individual from their group to
present their ideas on their behalf.
Resources: Smart Board Projector.
Teacher: Teacher is to lead the quiz Student
through this informal formative quiz,
allowing the teacher to establish the
outcomes that the lesson has entailed
and if these outcomes have been
reached. The quiz is engaging and
students enjoy the competitive aspect
of it.
Student: students are to sit in pairs
and complete the quiz as a whole
class, this quiz gives students a chance
to view their own progress and
understand their own direction.
Resources:
https://create.kahoot.it/#public/kahoots?f
ilter=1&tags=italian%20immigration%2
0to%20australia
Conclusion Just before the bell goes, teacher is
to outline the expected homework
to be completed; this is a source
analysis and due by the next lesson.
Teacher is to differentiate here
enable an inclusive learning by
differentiating homework for
students with learning difficulties
and linguistics. Asking these
students to attempt the required
homework and to come and ask the
teacher for help if they get stuck or
don’t understand.
Teacher: conclude the lesson with
some final points about migrants
within Australia. Ask they students if
they have any final questions, and
then outline the required homework.
Student: students are to ask any
questions if they have any, then to
write down in their workbook the
homework due by the next lesson.
Resources:
http://www.hyperhistory.org/images/a
ssets/pdf/secondary_resources_unit3.p
df

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

There is such an extensive amount of preparation and prior work that needs to be attended to

before a lesson can begin, through the modification of this lesson plan I have found that even

small details are required to ensure that a lesson is to run smoothly. With this in mind it is

key to running and maintaining a strong lesson that all parts of the quality teaching model

and Australian professional teaching standards are adhered to. Without a set plan and

sequence to the lesson students will become disengaged and often misbehave, leading to

time needing to be spend maintaining classroom behaviour rather than achieving learning

outcomes.

Another essential tool is providing a positive and engaging classroom environment, although

this often cannot be planned out and taught through a lesson plan, this is a more natural

element to teaching. It is however essential to plan and leave aside time within your lesson

structure, time to allow for providing equal support to all students, to give those students

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who may need specialised and specific support for general assistance or those students with

learning difficulties. This leads to another element often not noted, this being differentiating

between students, as often focus is on those students who require a more guided and aided

learning style, as a result of this those gifted students whom may be excelling at the topic

may be held behind and not reaching their full potential. Teachers should be catering to all

students, by planning and implementing further activities and different skill sets for the tasks

to adhere to all students needs.

This modification of the lesson plan has really shown how much awareness and task

management teachers require, I found this assignment a lot more challenging than what first

thought. Teachers preparation needs to be at a high level, they need to be prepared for any

circumstance and have back up plans in place for any interference with their original plan.

But by having that complete preparation and ability to modify and adapt any lesson teachers

can maintain their composure, structure and engagement level. Time management is an

essential tool. Students are incredibly diverse and have such different needs, it is a teachers

job to plan for all students needs and follow this structure to adhere to these needs through

support and lesson outcomes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Migration Experiences (1945-
present) (ACDSEH144)
Migration Experiences (1945-
present) (ACDSEH144)
Students view film “They’re a weird mob” and interpret
experiences of migrants, students assessed through informal
formative class discussion and group activity leading into
class discussion.
Students analyse written and visual sources to investigate
the hardships faced by Italian migrants in post-war
Australia.

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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?

There are no real present threats to workplace health and safety within this lesson
plan, there is no requirement of personal protective equipment. Teacher is aware of
their professional responsibilities and has undergone their full and complete training
including child protection training. Teacher should be taking steps to ensure ICT
safety and ethics practices are in place to protect students. Teachers should set out
routines and structures that have clear boundaries, along with developing a non-
confrontational behavior management style. Teacher is to be aware of what procedure
and steps should be taken in case of an emergency, internal or external threat and
calmly direct their students on what to do in case of any threat or emergency.

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Academic Justification
The original lesson plan, although covering basic requirements to a lesson and gave the

teacher generic pieces of learning materials. The original lesson plan was standard and basic,

having several gaps that implicated its usefulness and didn’t cover the essential needs of the

Australian Professional Standards for Teachers (AITSL, 2016) within several areas including

Information and Communication Technologies (ICT) and managing challenging behaviors.

Along with this the original lesson plan failed to provide a specific set structure and

sequence. The original lesson plan also failed to provide one of the core elements to a

successful teacher, being that of providing social support to their students.

The areas that have been a core focus to amending this original lesson plan are those that

ensure a lesson runs smoothly and one that provides its students with the most support and

opportunities to reach their learning outcomes. Neill (2015) outlines that teachers must now

educate such a diverse student body, with students from different cultural and socio-

economic backgrounds with such diverse learning and socio-emotional needs, teachers need

to acquire knowledge, skills and understanding about how to effectively manage all students

in a modern day inclusive classroom including those displaying challenging behaviours. A

core to a teachers success in maintaining a strong support and learning based classroom is

engagement, students who feel supported socially by teachers tend to exhibit greater

compliance with a teachers expectations, which in turn should reduce their involvement in

distractive and deviant behaviours (Wang & Eccles, 2012). Teachers can maintain a students

engagement, which has been noted to reduce disruptive behaviours, in a variety of ways;

these can include a positive social support system between students and teachers, along with

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a positive learning environment within the classroom. Another method that is becoming

more and more relevant and popular is the use of ICT, Kelleher (2000) outlines that the

major reason that ICT is used in classrooms is that it allows teachers to do their daily tasks

better than they can be done without the use of ICT.

The original lesson plan covered the basic needs of a lesson, but the original plan was

missing a specific teacher interaction, this plan was generic and standard, it was a teacher led

lesson plan that didn’t provide teacher support or interaction, by including numerous

mentions to students of the teachers availability it forms a trend and norm within the

classroom, students become aware of how the classroom is run and managed, they

understand the systems in place and how the teacher runs the class. When this means of

consistency is in place it balances out other systems of norms, such as that of behavior and

learning needs and outcomes, when students understand that there is incentives in place for

them to do well they will try to the best of their abilities, when a teacher doesn't react to the

way that misbehaving students want and the teacher adapts and replaces generic punishments

with, as Neill (2015) shows, by referring challenging behaviours to support classes or special

schools, students are moved from general classrooms to segregated settings leading to the

start of an escalating series of poor life outcomes. But rather if early intervention by teachers

and utilizing positive behavior interventions, that involve academic, social and behavioural

interventions we can eliminate challenging behaviours in these students.

Another key to a successful lesson plan that has attempted to be demonstrated through the

amended lesson plan is the range of differentiating between students, providing extra

learning activities for those gifted students, and providing a supportive and encouraging

nature to those students who require extra assistance, along with this as Hendrickx et al

(2016) outlines is a teachers approach to individual and whole class support, as it is argued

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that teachers differ in their extent to which they establish warm, supportive relationships at

these two levels, for example a teacher who shows support to individual students may not be

able to establish this same amount of supportive interactions during who class teaching and

this can go both ways. This interesting view of teachers support may implicate teacher’s

general assistance that they can provide, as a result of this many students may lack a

connection and feel disengaged from their teacher.

By providing a supportive and positive environment that sets the standard and norms of the

classroom, students can feel safe, wanted and confident in themselves and their teacher. A

supportive, structured lesson plan that attempts to meet challenging behaviours and one that

utilizes the success of ICT resources has been demonstrated within the amendment of the

generic and standard lesson plan that showed no basic teaching needs or aims.

Differentiating between all students needs and guiding students with encouragement to see

them achieve their potential and meet their learning and social outcomes.

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Reference List
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