102086 Designing Teaching and Learning Sam Onana Awono 18297993

Assessment 2 - Lesson Plan Analysis

Chosen lesson – Movement skills in action (PDHPE)
102086 Designing Teaching and Learning Sam Onana Awono 18297993

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
1 – 2 – 3 – 4 – Comments: Limited elements of deep knowledge displayed because only one activity
5 briefly touches on it. The video also shows limited understanding of a deep knowledge,
some key concepts and ideas are mentioned or covered by the teacher or students, but only
at a superficial level.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Some students demonstrate deep understanding throughout the lesson. A few
5 questions are asked, due to teacher forcing answers and answered correctly by a variety of
students throughout the class.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: All knowledge is presented only as fact and not open to question. Students tried
5 to find solutions to making better decisions and practicing but again forced from the
teachers questioning and not their own initiative.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Students primarily demonstrate lower-order thinking, but at some point, at least
5 some students perform higher-order thinking as a minor diversion within the lesson. A few
of the boys answered questions in a manner that somewhat displayed higher-order thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Some use of metalanguage. At the beginning of the lesson, or at some key
5 juncture, the teacher or students stop and explain or conduct a “mini-lesson” on some
aspect of language, e.g. genre, vocabulary, signs or symbols. The teacher makes a few
comments about aspects of the activities and how they can be improved through
vocabulary.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Substantive communication, with sustained interactions, occurs over
5 approximately half the lesson with teacher and/or students scaffolding the conversation. A
lot if not all of the conversation and questions at the end of the lesson were initiated by the
teacher, with sustained interaction from the students.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: No explicit statements regarding the quality of work are made. Only technical
5 and procedural criteria are made explicit. This is not highlighted in the lesson plan nor is it
implemented in the lesson with no statements from the teacher regarding work quality of
his students.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Widespread engagement. Most students, most of the time, are on-task pursuing
5 the substance of the lesson. Most students seem to be taking the work seriously and trying
hard. They all seem to have really got involved with the activities, eager to improve for
102086 Designing Teaching and Learning Sam Onana Awono 18297993
next time.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Most students participate in challenging work during most of the lesson. They
5 are encouraged (explicitly or through lesson processes) to try hard and to take risks and are
recognised for doing so. Teacher encouraged his students to try harder for certain skills in
his post-class talk.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Social support is neutral or mildly positive. While no undermining behaviours
5 are observed, supportive behaviours or comments are directed at those students most
engaged in the lesson, rather than those students who are more reluctant. Support was
offered positively to each student who responded to the teacher’s questions.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Some students demonstrate autonomy and initiative in regulating their own
5 behaviour, but there is still substantial interruption to the lesson for disciplinary and/or
regulatory matters, as an attempt to avert poor behaviour, correct past behaviour or as an
immediate reaction to poor student behaviour

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Low student direction. Although students exercise some control over some
5 aspect of the lesson (choice, time, pace, assessment), their control is minimal or trivial. The
teacher is in clear control of the lesson structure and allows the student minimal control in
activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students’ background knowledge is not mentioned or elicited. The students
5 don’t seem to have much knowledge on the background, more so on what they’ve just
learnt.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: No explicit recognition or valuing of other than the knowledge of the dominant
5 culture is evident in the substance of the lesson. There is no recognition of indigenous
culture from the students in this lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: Several meaningful connections are made between topics or subject areas by
5 the teacher and/or the students during the lesson. The teacher constantly made connections
with the students on the activities and skills they were doing.

3.4 Inclusivity
1–2–3–4– Comments: Students from all groups are included in most aspects of the lesson, but the
5 inclusion of students from some groups may be minor or trivial relative to other groups.
The students were all included from what I observed, some more than others though.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students recognise and explore connections between classroom knowledge and
5 situations outside the classroom in ways that create personal meaning and highlight the
significance of the knowledge. There might be an effort to influence an audience beyond
the classroom. Teacher gets a response from his questions asked which may influence other
students who were disinterested more into the lesson.

3.6 Narrative
1–2–3–4– Comments: Either narrative is used at no point in the lesson, or the narratives used are
5 disconnected or detract from the substance of the lesson. No mention of narrative in this
lesson from my observations which would have detracted from the lesson.
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Identifying Areas for Improvement

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

QT model
1) Narrative 2) Cultural Knowledge
3) Explicit Quality Criteria 4) Student Direction

Modified Lesson Plan – Movement skills in action

Topic area: Movement skills Stage of Learner: 4/year 8 Syllabus Pages:

in action

Date: 10/05/2020 Location Booked: Soccer field Lesson Number: 2/3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

Hoops x 4
Vortex x 15
Pylon markers x 40
Tennis balls x 10
IPad (Class set)
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Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - Teachers - Appraise and provide - Demonstrate refinement
Outcome 4.11 Demonstrates how observations of feedback about the of movement concepts
movement skills and student’s quality of movement of and strategies to enhance
concepts can be adapted and collaboration, self and others, focused movement sequences.
transferred to enhance and communication, on space and time,
perform movement discussion and effort and relationships
sequences
engagement in
pairs and group
Outcome 4.10 Applies and refines
interpersonal skills to assist - Student
themselves and others to
participation
interact respectfully and
during questioning
promote inclusion in a
and discussion
variety of groups or contexts

Life Skills outcomes

Health, Wellbeing and Relationships

CCP & GCs subject specific concepts

Aboriginal and Torres Strait - Teamwork

Islander histories and cultures
- Active listening
- Critical and creative
Responsibility
thinking

- ICT Discipline specific skills

fundamental movement skills:
- Literacy
Target games
- Numeracy
- Throwing
- Personal and social
capability - Fielding

- Difference and diversity - Striking

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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 concepts, skills and ideas. Such pedagogy treats knowledge as something 1.2 Deep understanding 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order
1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning.
knowledge communication

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 in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.5 Students’ self regulation
explicit expectations and develops positive relationships between teacher and students
2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
3.6 Narrative
cultural perspective.
3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Narrative Narrative is used throughout the lesson to enhance the significance of the substance of the
lesson.

Cultural Cultural knowledge is high when the lesson recognises, and values claims to knowledge
knowledge from multiple social groups in an authentic, detailed and profound manner.

Student When students assume responsibility for the activities in which they engage, and/or how
direction they complete them, the activities are likely to be student-centred (e.g. group work,
individual research, and practical investigation projects).

Tim Teaching and learning actions Organisation Centred

e
T/S
10 Settle students and Mark the roll / students change into Teacher: T
the Physical education (PE) attire
Teacher to engage with students
and mark the roll

Student:
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Resources:

Class roll

5 Outline the lesson goals/ objects: Teacher: T

In today lesson we will focus on aim and accuracy of Teacher to stand facing the sun, so
throwing and scoring goals. Students will develop their students can see the teacher
throwing skill with an understanding of its movement
progression and the biomechanics behind throwing. Student:

Students to stand in a semi-circle

facing the teacher

Resources:

5 Dynamic Warm up Teacher: S

Lunges - 15 seconds Allow students to conduct their own

dynamic warm up/stretching
Star jumps x 10
Student:
High knees – 1 minutes
Have students organise amongst
Arm circles – 1 minutes themselves
Leg swings – 1 minutes Resources:

20 Activity 1: Knock Down Teacher: S

Before beginning the activity, the teacher will - Advise students to spread out
demonstrate the movement progression and breakdown around the court
the biomechanics behind an underhand throw, goal, - Teacher to instruct students to
kicking and then ask a confident enough student to perform an underhand throw
demonstrate. - Teacher to instruct students to
set up the markers in a straight
- Step forward with your opposite foot and with your row
knees slightly bent - The teacher is to
- Hyperextend shoulder of your throwing arm at the demonstration how
start of the movement, and swing arms forward navigate/use the app ‘Coach’s
with a 90-degree flexion of your elbow to release eye’
the ball with your wrist extended.

Aim of this activity is to knock down all 4 pylon markers

using an underhand throw. - To judge the suitability of
providing students with
- Divide students into pairs. chances to exercise control, the
- Each pair is to collect 4 pylon markers to act as the teacher needs to monitor and
target, and 1 tennis ball. evaluate student’s participation
- One student is to be the thrower and the other in this activity and importantly
student is to set up the pylon markers 2-3 meters their underhand throw.
away from the thrower.
- The student who sets up the pylon markers is to
identify which target they want to challenge their
partner to hit.
- The student with the tennis ball throws it towards Student:
the selected target. If the student misses the target,
they are to continue to throw the ball until the - Students to stand 2-3 meter
target is knocked down. away from the pylon markers
- Students are to continue to throw the ball until they - Students are to alternate roles
have knocked down all 4 pylon markers and - During class discussion students
alternate roles once they have finished their turn are to form a semi-circle facing
the teacher
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To judge the suitability of providing students with

chances to exercise control, the teacher needs to Differentiation:
monitor and evaluate student’s participation in this
- Demonstration movement
activity and importantly their underhand throw.
progression of an underhand
throw for visual learners
- Verbal instruction on
Upon completing this activity, the teacher is to ask biomechanics behind an
students the following question: underhand throw for auditory
learners
- What changes would you make to your throwing - Pair work
technique to hit the target with more accuracy? - Use of ICT to analyse their
- What underhand throwing technique was most movement
effective?
- Would you use an object other than pylon markers
for this, and would it improve this activity? Resources:

- Pylon markers x 40
The teacher is then to provide students with an - Tennis balls x 10
IPad (Class set)
opportunity to refine their underhand throwing skills by
instructing students to breakdown the underhand throw
into 3 phases (preparation, execution and follow
through).

Students are to practice these phases without a tennis

ball and discuss each phase with their partners. Partners
are to record each other using the app ‘Coach’s eye’
(Appendix B) to analyse their movement in order to
improve and refine performance in terms of posture,
angle, speed, swing motion and balance.

The teacher is to go around and assist students in

using the app and provide ongoing feedback
concerning quality of movement.

15 Activity 2- Weet Weet (Appendix B) – Overarm throwing Teacher: S

activity that measures distance and accuracy. - Teacher to divide students into
Story: Weet Weet was referred to as ‘kangaroo rat’ and 4 team of 5 students
when thrown accurately its trajectory resembled the - Students to set up equipment
marsupial species jumping action.
- Before beginning this activity, quickly remind the Student:
students of the importance of acknowledging the - Students to stand in a line 4-5
indigenous culture behind this game and how they meters away from the hoop
used to play games like this often. Resources:
- Divide students into 4 teams of 5 students. - Hoops x 4
- Set up 4 hoops on the court 4-5 meters away from - Vortex x 15
where the students are standing.
- Each team has a supply of Vortex and aims to throw
(overarm throw) the Vortex inside the hoop.
Modifications:
- Students can change the distance of the hoops to
make it more challenging or to better help them
with their accuracy.
Student can make it a competition to see which team
collects the most Vortex’s in their hoop.
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5 Debrief + cool down Teacher: T
Stretches: - Instructs 1-2 students to collect
Teacher to conduct/demonstrate different stretches to equipment whilst other
the rest of the class. students are stretching and
- What did we do well today? conducts warm down.
- What techniques improved our performance? Student:
- What aspects or skills did we show? - Watches teacher and copies
- What sportsmanship did we show. stretches.
Resources:

Resources Attached: Appendix B

Weet weet Coach’s eye app

Academic Justification
The changes made to the Movement skills in action lesson plan were made to report four
areas of improvement from the Quality Teaching Classroom practice guide, these were
narrative, cultural knowledge, explicit quality criteria and student direction. The reason
behind these choices were because there were aspects of this lesson that required
improvement of such, the minor changes will better engage students in an already well-
structured lesson plan. Improving pedagogy is an ongoing part of teaching and by modifying
lesson plans to address areas in the QTC guide, it shows initiative as an educator. Given the
history of unsuccessful improvement efforts resulting in negligible change however,
numerous points seem clear about labours to improve pedagogy. Firstly, it is not enough to
push teachers to do better or for teachers to merely want to do better (Gore, 2007).

When it comes to student direction in learning it is vital to consider their maturity and the
kind of input they can contribute to the lesson before proceeding. As a teacher you should
102086 Designing Teaching and Learning Sam Onana Awono 18297993
know your classroom well enough to know if they can handle controlling a lesson as tricky
as PDHPE. Teachers have the duty of making sure accommodations are in place shifts to the
student, leading to the fourth element, the capability to self-advocate. This involves an
alertness of needs, knowledge of privileges, and self-determination skills (Woods, 2008).
When modifying the lesson plan to cater for student direction, a close assessment of the
engagement they already had was undertaken and minor changes were made to improve
this lesson according to the QTC guide. For example, allowing students conduct warm-
up/stretching activities is an impowering strategy for teachers to use as it shows you have
trust in your students to model good behaviour. While we are swift to emphasise teachers'
duties for student learning and to clarify that this component is not proposed to hand
responsibility for learning over to students, allowing students limited control over their
learning can be vital in increasing their inclination to engage in learning activities (Gore,
2007).

Improving cultural knowledge is important for pedagogy, as being able to relate parts of a
lesson to culture helps students understand what they are learning and where it comes
from. For this lesson, the activity weet weet already implemented indigenous culture, so to
further emphasise this, the modification made was for the teacher to briefly discuss with
the class the importance of acknowledging the indigenous culture behind this game and
how they used to play games like this often. Australia is a very multi-cultural nation with a
strong Aboriginal population across the country so by introducing such games as weet
weet, students can become more connected to culture and improve their knowledge of it.
The expression of suitable cultural knowledge in a situation is prejudiced by the cultural
knowledge organisations held by students in the social interaction, the nature of the
relational situation, the overall behavioural applicability, and more (Clemmensen, Ranjan &
Bødker, 2017).

For improvement of explicit quality criteria, modifications were put in place so the teacher
states to the class the duration of some tasks, deeper instructions about expectations of the
students during the lesson and a better form of questioning following activities. The main
concepts of the lesson have been extended on and the mandatory outcomes are now
explained to students at different times in the lesson. Teachers usually are good at
providing students instructions and guidelines, explaining what is required of them, how
they have to do it, and the duration in which to complete a given job or activity (Gore,
2007). These simple instructions help students better understand the expectations of the
lesson they are partaking and helps the teacher form a relationship with their students
through good communication.

In terms of improving narrative, modifications were made in terms of the brief discussion
before the weet weet activity of the indigenous culture and background of that game. This
improves the lesson as it allows students to understand the teacher on a different level of
speech. Narrative highpoints the power of stories in improving learning. Whether it is the
102086 Designing Teaching and Learning Sam Onana Awono 18297993
teacher telling stories or the students telling, reading or writing stories, or appealing with
difficulties set within a narrative setting, this component is fixated on the use of narrative to
improve student learning (Gore, 2007).

In conclusion, after modifying this lesson plan to cater to the four elements needing
improvement it is obvious the justifications made would make for better learning and
teaching. By closely analysing the NSW quality teaching model, the appropriate
modifications were made to ensure a strong pedagogy. In general this lesson plan was
already great, but the minor changes made would deliver of a higher quality.

References (In APA)

Clemmensen, T., Ranjan, A., & Bødker, M. (2017). How cultural knowledge shapes core
design thinking—a situation specific analysis. Codesign, 14(2), 115-132. doi:
10.1080/15710882.2017.1399146
Gore, J. (2007). The challenges of moving teachers toward higher levels of quality
teaching. Improving Pedagogy.
Woods, L. (2008). Effectiveness of Student -Directed Transition Planning lessons: Knowledge
gain and self -efficacy of the transition planning process. Retrieved from
https://search.proquest.com/openview/a9a985a9ecb5179ad8402bdb7a1a3d92/1?pq-
origsite=gscholar&cbl=18750&diss=y