Student ID: 19969493

Student Name: Rajinder Kaur

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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
Comments: Knowledge is deep because focus is sustained on key ideas or concepts
4 throughout the lesson using multimedia. Use of specialised resources is seen (Videos that
correlate between design and technology). It shows the deep understanding about the
content to be covered in the lesson.
1.2 Deep understanding
Comments: The teacher incorporated two different formative assessments to gauge where
3 each student sits within their unique development process. Deep understanding is uneven.
As shown in the document students answered incorrectly after watching the first video.
Students demonstrate both shallow and deeper understanding at different points in the
lesson.
1.3 Problematic knowledge
Comments: Open ended questions furnish a couple of “right” answers, which have been
explored within the lecture room to further examine quite a number interpretations of the
5 issues discussed. Knowledge of the content can be seen socially constructed. Cause and
effect were shown through video which completes the appropriateness of the lesson.
Knowledge was viewed and constructed differently by groups.
1.4 Higher-order thinking
Comments: Students discusses the information in the peer groups. The knowledge is
5 explored more by answering the questions of the worksheets Teacher used the Bloom’s
Taxonomy in order to provide opportunities for students to construct meaning from
information.
1.5 Metalanguage
Comments: Low metalanguage was used throughout the lesson. No evidence seen using the
2 metalanguage in the lesson. For example: Terms related to design and technology were
used often in the lesson. Some students may find it difficult to answer their questions using
etymology.
1.6 Substantive communication
Comments: Teach and model skills were used using Open-ended questions, active listening
4 in the lesson. Group activity was designed to allow students to share substantive ideas
about the lesson topic. These activities help students to express their ideas in a better way.
Quality learning environment
2.1 Explicit quality criteria
Comments: Rubric for the Worksheet “DTWS_01” was explained to the class. It is
4 consistently evident when students analysing the quality of work of their peers. Students
were assisted to modify their answers by discussing in group of 3-4 students. It develops
self-evaluation skills among students.
2.2 Engagement
Comments: Most students were engaged most of the time during the lesson. Multimodal
4 lesson indulges student more easily. Worksheets and discussion in a group made students
connected throughout the entire lesson. Students enthusiastically completes their
worksheets and complete seriousness is seen during the lesson.
2.3 High expectations
4 Comments: High Expectations seen in the lesson when a broad topic is discussed in the
class. The questions’ in the worksheet are challenging to answer that shows, teacher has

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high expectations from their students.

2.4 Social support
4 Comments: Lesson plan provided opportunities for students to understand and value each
other through discussions. Group activities like: Think, Pair and Share was introduced in
the class. This way teacher helped students to become socially supportive.
2.5 Students’ self-regulation
4 Comments: The worksheets used in the lesson are purposeful and interesting with clear
goals. Adequate and relevant learning resources are provided which motivates students to
participate.
2.6 Student direction
2 Comments: Activities were pre-designed, and no changes were made during the lesson.
Instructions given to the students. No extra choice given to students. No set criteria of the
worksheets was shown in the lesson. Worksheet_01 was designed with set criteria.
3 Significance
3.1 Background knowledge
Comments: Used identified prior school knowledge and out-of-school background
4 knowledge as a starting point for planning lessons and units of work. Collapse of the bridge
is collaborated with out of school knowledge. By using movie to start a lesson was best
way to enhance students with the background knowledge.
3.2 Cultural knowledge
Comments: Understanding, valuing and acceptance of the knowledge, skills and
2 understandings of diverse social groups is not evident in the lesson plan. The teacher used
two different movie to teach the concept. No cultural relationship was shown during the
lesson.
3.3 Knowledge integration
5 Comments: Integration with other subjects. For example: Use of Literacy Skills in the
Worksheet1. Open Ended question was based on literacy skills. Integration with other
subjects helps students as well teachers to know more about each other. Also, explanation
about the video integrates with ‘History’.
3.4 Inclusivity
4 Comments: Opportunities were created for all the students to experience the range of
classroom role in learning activities by using strategies such as ‘think-pair-share’.
Everyone took part in the activity, also, the worksheets were distributed among all.
3.5 Connectedness
4 Comments: A connection was made using group activity in the class which gave an
opportunity to everyone to explore their ideas and share with everyone. It helps students to
stay connected with each other.
3.6 Narrative
3 Comments: Though the lesson was narrative as the teacher uses historical video to start a
lesson. But it is more beneficial when students create stories while learning. If they got a
chance to create and tell something they have learnt from the lesson or some past
experiences.

Identifying Areas for Improvement

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

QT model
1) Metalanguage 2) Student Direction
3) Narrative 4) Cultural Knowledge

1. Metalanguage:  This is one of the vital aspects while teaching. Every KLA has its
essential vocabulary that needs to be discussed during the lesson. It is beneficial for
students and teachers as well because it helps to explain precisely the topic. I have
used a Handout which contains a list of words that help students to understand the
concept. Likewise, technical terms are always helpful for students and teachers both

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to teach and direct students in the right direction. Use of vocabulary before starting
the lesson will help students to grasp the content more easily. Like every subject,
Technology has its key terms and technical words that have a unique meaning. Using
Vocabulary worksheet, the teacher tries to help students to know about the depth of
the topic. 

2. Student Direction: Student Direction lessons help students to brainstorm, think

differently, able to make modifications in the activities will help teachers to know
more about their students. Thinking about this helped me find out a solution for this
which may help those students who need extra attention in the class. To make my
lesson more indulging, I created a WorksheetDTWS_03 that contains a list of the
same questions in WORKSHEET_2. It has keywords to make it easier for students to
answer the questions. This worksheet is a choice for students who need extra
attention in the class. It can help those students to answer using the keywords given
in the worksheet. 

3. Narrative: Students always enjoy telling stories to peers. When such activities take
place in the lesson, it becomes more interesting for students, and they actively
participate in the activities. If homework has to be completed in the form of
storytelling, students enjoy most. The questions in the homework need to be framed
in the way of the story. This method may increase the chances of homework
completion. Fostering the use of their own relevant experience or imagined story can
help students who are less expert in the usage of abstract constructs to show their
understanding.

4. Cultural Knowledge: When a topic is discussed in the class students always tell

according to their experience and something related to their cultural background. This
way, everyone comes to know about each other's culture and opinions. After
watching both videos and completing assessment worksheets; the teacher uses
Handout DTH_01 titled "Engineering Design Process" to explain more about the
topic. Also, the teacher asks students to tell about their perception about the
engineering designs. When students answer their thoughts, it brings cultural
importance in the class. Indigenous students might have a different experience of
their culture. It helps other students to know more about each other's cultural values. 

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Modified Lesson Plan- Design and Technology

Topic area: Design and Stage of Learner: Stage 5 Syllabus Pages: 4-42
Technology
Date: 12th May 2020 Location Booked: Kingswood, Lesson Number:
Penrith Week1/Lesson 1
Time: 60 minutes Total Number of students: 30 Printing/preparation:
Note: Worksheets DTWS_01(Qty-30)
 Outcomes Worksheets DTWS_02(Qty-30)
 Assessment Handouts DTH_01(Qty-30)
 Differentiation Homework DTHW_01(Qty-20)
 NESA Keywords Vocabulary Handout_01(Qty-30)
 ICT WorksheetDTWS_03(Qty-10)
 Literacy/Numeracy

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  The students learn about  Students will be create new
 Worksheets the designing concepts design keeping in mind
 Applies and justifies an DTWS_02 “Accident from the past. about the mistakes of past.
appropriate process of design Investigation- Second
when developing design ideas and Thoughts”  How these designs need  Students will be able to
solutions. improvements? learn more about the
 Worksheets used in designing concepts.
 Evaluates and explains the impact the class provide  What are the implications
of past, current and emerging, broad differentiation faced by designers,
technologies on the individual, by allowing depth of society?
society and environment. student feedback to be
used to perform an
initial Formative
Assessment to gauge
where each student
sits within their
unique developmental
process.

Subject specific concepts

 Literacy component are present in the lesson and formatively assessed by requiring complete
sentences to open ended questions.
 ICT elements used throughout the lesson (Teacher’s Projector, OHD Projector)
 Communicating about the cause and affect of the bridge’s design.

Discipline specific skills:

 Proper social behaviour is expected prior to entering the classroom, roll call and continuous
supervision is maintained through the whole lesson.
 The classroom and surroundings meet DOE standards.

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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 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy 1.3 Problematic 1.6 Substantive communication
treats knowledge as something that requires active construction and knowledge
requires students to engage in higher - order thinking and to
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self regulation
teachers work productively in an environment clearly focused on 2.2 Engagement 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural knowledge 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside 3.3 Knowledge
of the classroom, and with multiple ways of knowing all cultural integration
perspective.

Teaching
Indicators of presence in the lesson
element
1.5 When students are provided with a Handout of Vocabulary. It helps them to know about the content
Metalanguage more accurately. This method brings more enthusiasm and increases the curiosity level to know more
about the topic. Students learn more actively and participate confidently in the activities.
2.6 Student The teacher used another worksheet to help the students who needs extra care in their studies.
direction Student-Directed lessons make learning more active.
3.2 Cultural Discussion is the method to know each other’s cultural values and knowledge. This technique helps
knowledge students to discus their opinions about the content. It helps everyone to know more about each other.
This approach helps students in gaining their confidence level.
3.6 Narrative Narrative is another key element that helps students to learn more effectively. What they have learnt
during the class, can better explained in narrative method for any subject. This improves their
literacy skills and help to memorise concepts more precisely.

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How the quality teaching elements you have identified are achieved within the lesson.
Tim Teaching and learning actions Organisation Centred
e T/S
0 Settle students outside classroom by lining up and entering quietly into Teacher: T/S
classroom. Take attendance roll. Monitors
Confirm that each student has used and has access to Google Classroom students’ entry,
at home. If any unfamiliar, demonstrate how to access. Provide students Checking and
our Classroom Code. For those with no access – not a problem: Will making note about
provide paper copy of class activities when required. the student who
A Handout list of vocabulary will be given to the students. Use of has not access to
technical terms will help students to understand the concept. the Google
Classroom.
Teacher explains
the students to
have a look on the
vocabulary list to
understand the
concept more
precisely.

Student: Orderly
entering into the
classroom.
Settling down
quietly and
checking the
handout of
vocabulary.

Resources:
Updated
Attendance sheet,
Vocabulary
Handout
5 Watch Tacoma Narrows Bridge Collapse (Sound Version) Teacher: Shows S
https://www.youtube.com/watch?v=esfpcnQW6qs video and narrates
more about the
history of the
bridge when
students watched
the video.

Student: Watch
brief video of
about 2.35mins.

Resources:
Teacher’s Laptop
with Internet
connection,
overhead
projector and

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speakers.
10 Individually complete Worksheet “DTWS_01: Accident Investigation Teacher: Walks S
– Initial Thoughts” – allows students time for personal reflection. amongst students
advising and
Note that Q1, Q2, and Q3 are open questions requiring answers to informally
answer using Complete Sentences. This requirement: assessing
 Fosters a Literacy Component to completing the worksheet.
Allows students to demonstrate their levels of proficiencies in a Student:
non-threatening manner allowing for broad differentiation by Complete
means of the breadth of responses students construct. Worksheet 1

Resources:
Worksheet 1
15 Students complete their worksheet and some students asks teacher to help them Teacher: Walks T/S
for writing answers. amongst students
advising and
informally
assessing

Student:
Complete
Worksheet 1 and
seeking help from
the teacher.

Resources:
20 Teacher make a group of of 4 and tell students to discuss their Teacher: S
Worksheet DTWS_01 and modify if needed. Informally
assesses and
assists groups for
any further help.

Student:
Discussing their
answers in groups
and making a
group wise list on
the board about
their initial
thought after
watching the
video.

Resources:
Blackboard
25 Whole Class Discussion facilitated by Teacher. Teacher compiles Teacher: Provide T/S
theories on the board: Theories (Student
provide
inputs)
Q1. Based upon what you saw on the video, what would you suggest
(predict) was the reason(s) the bridge collapse (DT5-3)? (for possible
students’ predictions – see below –NOTE: most incorrect)
 Too windy, too long, not enough suspension cables, cables not
strong, weak concrete, poor manufacture, bridge too long, bridge
too narrow, support columns too far apart, forced vibrations due to
aerodynamic flutter

Q2. What do you propose the 1940’s Designers could have been done
different to avoid this failure? (DT5-2) (for possible students’ proposals
– see below – NOTE: most incorrect) Student: Gives

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 Use more and/or stronger suspension cables, use better concrete, answers according
widen the bridge, tie the bridge down along the span, place more to their
support columns, make bridge more aerodynamic to minimise wind understanding.
impact, introduce a centre opening along the length of the bridge to
minimise wind effects.

Resources: Black
Board
30 Q3. What could be done differently in 2020 (DT5-3)? (possible Teacher: Provide T/S
students’ proposals – see below) Theories and (Student
Students’ proposals for Q2 (above) plus: discusses their provide
inputs)
Wind Tunnel testing, Computational Fluid Dynamics analysis, assumptions and
evaluating similar bridges built up this day – including learning past appreciates for the
failures. correct belief.

Student: Gives
answers according
to their
understanding.

Resources: Black
Board
35 Watch Video #2 “Why bridge collapsed” Teacher: Plays S
https://www.youtube.com/watch?v=qbOjxPCfaFk Video

Student: Watch
Video

Resources: O/H
Projector

40 Students Complete Worksheet DTWS_02 – After watching Video #2 Teacher: Walk S

“Why Bridge Collapsed” answering using Complete Sentences. around to assist
WorksheetDTWS_03 is used for some below average students where and informally
teacher has provided the list of items to be matched with the correct assess
answer. Same questions are used but answering pattern is different.

Q1. Explain why did the bridge collapse? (DT5-3) Student:

Q2. Evaluate and propose ways by which designers would lower the Complete
risk of the same happening again? (DT5-9) Worksheets

Resources:

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Worksheet_2 and
Worksheet_3
45 Q3. Describe at least two features a Suspension Bridge Designer should Teacher: Walk S
evaluate in 2020 after analysing this past failure? (DT5-3) around to assist
and informally
assess

Student:
Complete
Collect completed Worksheet 2 – after class, evaluate and record Worksheets
individual performances

Resources:
Worksheet_2 and
Worksheet_3
50 Whole Class Discussion – Teacher leads brief discussion on Handout Teacher: Teacher T/S
DTH_01 titled “Engineering Design Process” by concurrently showing it narrates briefly
on the O/H projector. Teacher also gives chances to students to discuss about the lesson.
their opinion about the Video they have watched and the questions being
asked in the worksheet in the form of assessment. Student: Students
listen to their
teacher and tell
about their own
perception.

Resources: O/H
Projector and
Handout DTH_01
55 Teacher informs students Homework DTHW_01 “Designers – Work Teacher: S
and Responsibilities” to be completed before next class. The questions in Explanation about
the Homework needs to be answered as a form of story. the homework.

Student:
For students with after-school Access to Google Classroom:
https://docs.google.com/forms/d/e/1FAIpQLSfX5fEexF5T1DNA-
zOZSDHwwf2ZYIkBwCCOGIWI_1eWH4nGUg/viewform? Resources:
usp=sf_link Homework
Students with no after-school access to Google Classroom receive paper DTHW_02
copy of Homework DTHW_02.

60 Dismiss Class

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Justification

This lesson plan was designed which relies upon the idea that individuals can learn by
investigating scenarios and problems, and through social experiences, rather than
having to memorize information from printed materials. IBL(inquiry-based learning)
is a strategy that demands the teacher to take a learner-centred approach to their
classroom. Keeping the IBL approach in mind, the modifications were made in the
lesson plan. Intellectual quality, Quality learning environment and significance are the
three major key elements of a successful lesson plan. A successful lesson is the only
which completes all the there key elements. The key feature of the lesson plan is
collaborative learning opportunities. The lesson was prepared very well, though I
have made four modifications were made to the lesson plan 1. 
Use of Metalanguage during the lesson. A Handout of Vocabulary list was given to
the students. When the student looks at a new sentence structure, word, it increases
their curiosity level of what they are going to learn. In language teaching, a distinction
has been drawn between meaning-focused and form-focused instruction (Doughty &
Williams, 1998; Harmer, 1982). The former refers to instruction directed at engaging
learners in acts of communication where their attention is primarily directed at
understanding and/or conveying message content explained by (Basturkmen, Loewen
& Ellis,2010). It tells that the Handout of Vocabulary list falls in the above category.
The list includes the word with their meanings implies to meaning-focused teaching.
By using this handout, the technical terminology of the lesson was understood to the
students. It is essential to know the technical terms of the subject to enhance the
subject knowledge. 
Student Direction approach is another need of the lesson. As the lesson has pre-
designed activities, so I have added one Worksheet that consists of a list of keywords
to answer the questions. A gap between the student's and the teacher's perspective of
learning outcomes and task completion (Thompson, Hunt, & Kinshuk, 2006). It tells
us that there should not be any gap while learning and teaching. When a lesson is
student-centred, learning becomes more active. ("How to deal with slow learners",
2011) explains, To engage the learner in the habit of studying, teachers can give
questions. That is just a practice that can enable a child to learn regularly. Similarly, I
have given the same questions with keywords to the answers. This method can help
students to answer the questions and to understand the concept easily. 
When lessons planned according to the students' needs, they have more notable
results. 
Another significant element that I found to be modified was the narrative approach. A
narrative is a familiar tool given its use for communication in everyday life, and
which students can use for interpretation. Research shows that young people (10–17)
have negative attitudes toward science and no interest toward engaging with science
(European Commission, 2015, as cited in Renate Prins et al, 2017). The modification
is made based on homework which needs to be in the form of narrative. The
understanding of the story as a cognitive tool for learning is based on the assumption
that student already knows the narrative structure and content and consistently use
them in an attempt to understand and retell their experience. A narrative is a familiar
tool given its use for communication in everyday life, and which students can use for
interpretation (Avraamidou & Goedhart, 2017).
Similarly, homework is based on the lesson that they can easily narrate in the form of
answers. By giving homework using the narrative approach may improve the
description of the solutions. Answering questions using the sequential method helps

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the student to explain, elaborate more precisely. When the student answers, it reflects
their understanding. Hence, homework is the reflection of their learning, and when
there is an exciting way to answer the questions; it is more like fun and learn.

Culturally valued knowledge in curriculum content refers to the inclusion of know-

ledge valued within the students' home- culture, Hollins, E. R. (2015). I have added
another discussion to bring inclusion in culturally valued concepts when students
discuss their perspectives about the idea. Students usually review according to the
understanding of the topic and the knowledge they have from their culture. Filatova,
2015, assists, If students' cultural differences are taken into consideration, student-
centred projects can be powerful tools in helping students to develop their language
and interpersonal communication skills. The discussion method was modified in the
lesson by keeping this in mind. A student-centred approach is a powerful tool to
establish excellent communication skills. By adding the discussion method during the
lesson, also includes the IBL approach into it. Thus, the incorporation of these four
alterations may help students to understand the concept better. 

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Reference List:
Alt, D. Assessing the contribution of a constructivist learning environment to

academic self-efficacy in higher education. Learning Environ Res 18, 47–

67 (2015). https://doi-org.ezproxy.uws.edu.au/10.1007/s10984-015-9174-5

Filatova, O. (2015). Cultural Attributes of Students to Make Student-Centered Approach

Successful. International Journal Of Languages, Literature And Linguistics, 1(1), 20-24.

https://doi.org/10.7763/ijlll.2015.v1.5

Hollins, E. R. (2015). Culture in school learning : Revealing the deep meaning. Retrieved

from https://ebookcentral.proquest.com

How to deal with slow learners. (2011). [Blog].

https://adamtheteacher.wordpress.com/2011/11/29/how-to-deal-with-slow-learners/.

Norton, S., & Cooper, T. (2001). Factors influencing computer use in mathematics teaching in

secondary schools. Proc. Proceedings of the Mathematics Education Research Group of

Australia (MERGA)-Numeracy and Beyond, 386-393.

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Student Name: Rajinder Kaur

Tom, M. (2015). Five Cs Framework: A Student-centered Approach for teaching

programming courses to students with diverse disciplinary background. Journal Of

Learning Design, 8(1). https://doi.org/10.5204/jld.v8i1.193

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