Bou Ovington, 17383497

Teachers name: Mr. F Stage/class: 11, SLR 5A

Strands: Games and Sport application I Lesson number: 1
Outcomes: Skills/values:
2.1 explains the principles of skill development and training Communicating-
3.1 selects appropriate strategies and tactics for success in a range of
movement contexts
4.4 Demonstrates competence and confidence in movement contexts.

LESSON SEQUENCE: KEY TEACHING POINTS/ EQUIPMENT -RESOURCES

LEARNING EXPERIENCES, STRATEGIES AND ORGANISATION CONSIDERATIONS

o Bucket ball. Teacher V studenrts. Throw ball in all directions, students retreive - Use a circle rather than a
and return balls to teacher circle. Teachers aim is to empty circle, students vise bucket and remind students to  Rope
versa. keep their eyes up to prevent
collisions  cones
o Throw and catch with grip ball. Then with sticks - Pre-develop even and cohesive
 Grip ball/pads
teams.
o Place students into teams for the remainder of unit. Ask them to think of a name - Discuss similarities between  Soft crosse sticks
before next lesson. throwing and catching with
different implements. I.e. aim  Soft crosse balls
o Ranking tag. In teams, 1 team has nothing, 1 team has a ball each and the third at stick/pad rather than the
 Braids (3x6)
team has sticks and a ball. The aim of the game is to move you way up the peking person.
order by tagging someone who has more than you. - Discuss technique of dodging
with a stick and a ball.
o Small sided possession grid with grip pads, have one team off, rotate after a - Encourage the team off to
team makes 5-10 passes. Progess to sticks if time. analyse the game.

LESSON EVALUATION:
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102086 Designing Teaching & Learning 1H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in
Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not mean the other standards are
irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 – 2 – 3 – 4 – 5 Comments: Only two instances included any form of discussion with students which revolved around Lacrosse
technique.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 – 5 Comments: Not cited, however, potential inclusions of Indigenous education can be made to the current lesson
plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 – 2 – 3 – 4 – 5 Comments: This lesson has a natural progression which guides students through a discovery of worthwhile and
meaningful skills and technique (1.2.3 , 3.2.2, 3.2.3, 5.2.5).
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – 5 Comments: Not explicitly mentioned. However, a variety of appropriate resources used to cater for a diverse
range of learning activities (3.2.4)
2 Know the content and how to teach it
2.2 Content selection and organisation
1 – 2 – 3 – 4 – 5 Comments: Mention of lesson number in relation to the unit area. Although prior student knowledge and
relevance is not included in lesson sequence
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – 4 – 5 Comments: Lesson plan included discussion and practical application of skills. Students develop and apply
knowledge to engage in the learning activities (1.2.1)
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 – 5 Comments: Lesson is a practical PDHPE lesson, although not included, ICT was also not expected during this
component.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 – 2 – 3 – 4 – 5 Comments: Discussion clearly explains the goals/concepts associated with each activity (4.2.1).
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 – 5 Comments: Lesson sequence is well structured to allow for student skill acquisition progression throughout the
duration of the lesson. Guided discovery assists lesson structure (1.2.3, 3.2.2, 3.2.3, 5.2.5).
3.3 Use teaching strategies
1 – 2 – 3 – 4 – 5 Comments: Majority of the lesson is dependent on teacher instruction. Lesson progresses into a game simulation
that could be further expanded into student autonomy by having more teams (to limit teams sitting out) play at
once with lessened supervision.
3.4 Select and use resources
1 – 2 – 3 – 4 – 5 Comments: Various resources and subtle progressions have been utilised in order to cater for a diverse range of
learning activities (3.2.4)
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 – 2 – 3 – 4 – 5 Comments: Teams are based on teacher stipulation ensuring cohesiveness for quality learning experiences for
students. However, in the concluding activity, one team is forced to sit out and await a turn, decreasing
inclusivity.
4.2 Manage classroom activities
1 – 2 – 3 – 4 – 5 Comments: This is the initial lesson of the topic. Plan lacks a discussion or theoretical basis that justifies the
lesson motive. Scope for this in the introductory statements.
4.3 Manage challenging behaviour
1 – 2 – 3 – 4 – 5 Comments: By constructing even and cohesive teams, equitable and safe participation is justifiably ensured
(5.2.2).
4.4 Maintain student safety
1 – 2 – 3 – 4 – 5 Comments: Students are reminded of specific safety requirements throughout the duration of the activity. E.g.:
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“keep their eyes up to prevent collisions” (5.2.7).

4.5 Use ICT safely, responsibly and ethically
1 – 2 – 3 – 4 – 5 Comments: ICT use was not utilised, however, resource will not facilitate this form of learning.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 – 2 – 3 – 4 – 5 Comments: In the concluding activity, students who are “off” in the rotation are encouraged to analyse the game
still taking place to guide their understanding of the activity, and by extension, the sport of Lacrosse. However,
there is no informal or formal assessment of student learning.
5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 – 5 Comments: No mention of feedback in teaching points and considerations. Scope for this to be integrated during
game play and simulation activities.

Section 2: NSW Quality Teaching Model

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 – 5 Comments: Depth of knowledge is minimal, neither teacher nor students provide any facilitation of
information, arguments or reasoning of Lacrosse’s input or significance to the unit.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Students demonstrate key learning and understanding objectives of problem solving (tactics and
strategy), relationships (teamwork and collaboration) and construct conclusions (justification of
strategy choice).
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Multiple interpretations to problem solving to complete the task allow effectual breadth
of problematic knowledge. Numerous goals to reach objectives (win, score, etc.) are encouraged.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Students will autonomously modify their approaches to the activities, as variant methods
will determine differing levels of success. This process is identified through rapid processing of
tasks and strategy in game simulations. However, this is not pervasive throughout the entire lesson.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage has not been identified in the lesson plan, however, there is scope for this
to be included through the use of correct Lacrosse terminology to construct a deeper understanding
of the topic.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Oral and visual (technique examples) constitute the use of communication with
sustained interaction, lesson focus, with capability of student reciprocation when demonstrating
techniques previously exemplified.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: No evidence of specific, frequent, or detailed statements regarding activities. However,
through assumption, the teacher would inevitably discuss points related to understanding of skill
acquisition in order to teach students fundamental movements of Lacrosse.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Identified by student investment, engagement is arguably maintained in the lesson plan
through the organisation and planning of multiple activities to limit boredom. Students have
opportunities to raise questions during the analysis portion of the concluding activity.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Being a practical activity, evidence of conceptual or other forms of risks when learning
movements are encouraged. Conversely, expectations specifically, are not communicated throughout
the lesson plan.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Students in order to obtain the objective (win, or score), are encouraged to try hard,
albeit risking potential failure in the pursuit of learning or improvement.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: With the organisation of the lesson plan, disallowing of deterrent behaviour is predicted
as session is notably structured to limit time spent not participating in an activity. Therefore,
disciplining student behaviour will be minimised.
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2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: The aspect of choice is administered by allowing students to establish team names.
Student-centred learning is minimal as teacher direction is pervasive.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Being an elective unit, prior knowledge of sports and physical activity is assumed, and
thus, knowledge transference is implied. However, specific knowledge regarding the chosen activity
is not recognised.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Cultural knowledge is unidentified within the lesson plan.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Previously learned skill acquisition will be identified and integrated into the practical
activity. Students address past experiences and combine them to form meaningful connections.
However, knowledge integration is additionally dependent on participant experience.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Inclusivity is evidenced throughout the majority of the lesson plan. However, a portion
has students (6) sitting out in order to manage the gameplay more effectively.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson has minimal links to further justification of activity choice beyond lesson
plan selection.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: No evidence of narrative is utilised in the lesson sequence.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 4.2 Manage classroom activities 2) 1.4 Strategies for teaching Aboriginal and Torres Strait
Islander students
QT model
1) 1.1 Deep knowledge 2) 1.5 Metalanguage
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Lesson Plan

Topic area: SLR: Games and Stage of Learner: 6 Syllabus Pages:

Sport Application 1
Date: Location Booked: oval Lesson Number: 1 / 3

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

 Rope
18  Markers
 Grip ball/pads
 Soft crosse sticks
 Soft crosse balls
 Braids (3x6)
 Whistle
 Basketball

Outcomes Assessment Students learn about Students learn to

SYLLABUS OUTCOMES Lesson assessment
 Performance Analyse the key
2.1 explains the principles of Informal formative performance
characteristics
skill development and assessment through
questioning and guided - rules characteristics in
training
3.1 selects appropriate discovery. Ensures - equipment relation to specific
strategies and tactics for engagement, as - space activities
success in a range of students are kept on - team members (Board of Studies,
movement contexts task throughout the 2012).
- opposition
4.4 Demonstrates duration of the lesson.
“What strategies have players
competence and
confidence in you found most useful - offensive/
movement contexts. when undertaking this defensive
activity?” formations
- specified
performance
outcomes
(Board of Studies,
2012).

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Students are partaking in the unit “Games and Sport
Cross-Curriculum themes Application 1.” Students will have prior levels of
Aboriginal and Torres Strait Islander histories practical relevance and knowledge which will be
and cultures: (Activity 1) transferred from previous topics. Students will apply
this degree of problem solving, social support and
General Capabilities deep understanding. This is the initial lesson of the
Critical and Creative thinking – Practical topic, therefore safety precautions are discussed in
component, discussion through questioning relation to resources such as sticks, which could
and guided discovery detriment the wellbeing of a student if used
inappropriately.
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Time Teaching and learning actions Organisation T/S

Intro  Implement introductory explanation of the topic. Teacher: Have students form semi-circle T
5 minutes Justifying the relevance to the learning acquired around teacher to hear instructions clearly.
(APST 4.2). Ensure the teacher, not students are the one
i.e.: “We are learning to..” (WALT); “What I’m facing the sun.
looking for…” (WILT). Use questioning to identify student prior
 Explain the resources being utilised in correct knowledge of the sport: Lacrosse.
terminology (QTM, 1.5) Student: Settle, and form a group in front
of the teacher.
Students attempt to draw upon past
experiences
Resources: Whistle to gain attention
10  Activity 1: “Gorri.” Traditional Indigenous Game Teacher: Explain the objective of the game, T
minutes (TIG) that emblematically represents the with students still in the semi-circle
throwing of a spear at a moving target (animal), optimized for listening and engagement.
Student: Students increase their depth of
by throwing a ball at a moving object
knowledge of the Indigenous culture
(basketball) (APST 1.4).
Resources: Basketball, markers, soft crosse
balls
Body  Activity 2: Bucket ball. Have one player in Teacher: Supervises from a standpoint T/S
15 charge of removing all of the balls from the near the circle to scope the majority of the
minutes circle, whilst the other students aim to fill the playing area.
Student: Students participate in the
circle with the balls. Removal of teacher
activity, noting the concurrent feedback
insinuates a larger degree of student autonomy provided by the teacher.
in participation. Resources: soft crosse balls, marking of a
circle with markers
 Place students into teams for the remainder of Teacher: Selects teams based on T
5 minutes unit. Ask them to think of a name before next cohesiveness and safety. Provides
lesson. opportunity for autonomy by allowing
students to choose team names.
Student: Listens to teacher instructions.
Resources: N/A
 Activity 3: Ranking tag. In teams, 1 team has Teacher: Reinforce safety implications. T
nothing, 1 team has a ball each and the third Teacher will stand to the side so as to
10 team has sticks and a ball. The aim of the game gauge student behaviour and provide
minutes concurrent feedback
is to move your way up the pecking order by
Student: Follow teacher instructions and
tagging someone who has more than you. play the game.
Resources: Soft crosse balls, crosse sticks,
markers for playing area
 Activity 4: Small sided possession grid with grip Teacher: Stands beside the grid in order to T/S
pads, have one team off, rotate after a team facilitate appropriate game play by
15 makes 5-10 passes. Progess to sticks if time. students.
minutes Student: Follow teacher instructions and
play the game. Remain inside the grid at all
times, which is both a safety and gameplay
factor
Resources: Markers (grid), grip pads, soft
crosse balls
Conclusion  Discussion and guided discovery (QTM, 1.1) Teacher: Facilitates communication with T
students about the relevance of the sport,
5 minutes 1. How does this relate to the topic of Games the content learned, and importance of
and Sports Applications the component in relation to the course.
2. Did any skills you learned from previous Student: Class and individual reflection
sports transfer to Lacrosse? Resources: N/A
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Reflective practices are an important factor in understanding; in hindsight – the

appropriate measures that are undertaken. Specifically, an important factor in addressing

this task was how the relating concepts established by the Australian Professional Standards

for Teachers (APST), and the New South Wales Quality Teaching Model (QTM) necessitates

applicable standards to ensure lessons are effectually practiced by educators.

Specifically relevant to my learning, the integration of these frameworks emphasises

the amount of thought process involved when creating a lesson plan in order to meet the

intended outcomes. By extension, applying these outlines to the relevant syllabus

establishes challenges as a pre-service teacher in not only understanding the learning area,

but efficiently providing the information to students.

I underestimated the depth of knowledge that necessitated understanding and

comprehension before commencing this assessment. I believed creating a lesson plan was a

straight forward process, however, this misconception was quickly realised when applying

the frameworks to the syllabus. I found it difficult to detract myself from my own

understanding of the APST and QTM, and attempted to look at the lesson plan and

framework criteria from an objective point of view – which I admittedly found difficult.
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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1 Plans strategies to Informal assessment based off of observation and class
achieve performance discussion in the scope of introduction and concluding
goals activities.

3.1 Selects appropriate Informal assessment based upon observation, and

strategies and tactics questioning throughout the activities undertaken.

for success in a range

of movement contexts
4.4 Demonstrates Informal assessment observed during the practical
competence and component of the lesson.
confidence in
movement contexts.
1.1 Applies the rules and Informal assessment observed during the practical
conventions that relate component of the lesson.
to participation in a
range of physical
activities

(Board of Studies, 2012).

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?

Potential risk is plausible to conceive during the practical aspects of the lesson.
Undertaking a risk assessment would identify issues surrounding injury. Safety
precautions will be included in the introductory statements regarding the equipment
and playing area. Consistent concurrent statements throughout the duration of the
lesson to further reiterate these instructions will presumably minimise potential injury.
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Academic Justification

The Australian Professional Standards for Teachers (APST) address the appropriate

guidelines of teaching outcomes for educators. The characteristics further facilitate the

standards applicable across a range of different contexts in connotation to: knowing students

and how they learn, knowing the content and how to teach it, planning and implementation of

effectual teaching and learning, creating and maintaining supportive and safe learning

environments (APST, 2014). In addressing these outcomes when analyzing the chosen lesson

plan, two areas were identified for modification: manage classroom activities (4.2) and

Strategies for teaching Aboriginal and Torres Strait Islander students (1.4).

Management of classroom activities (4.2) emphasises the provision of lesson structure

that amplify student learning objectives. In the original lesson plan, there was no example

that related the activities chosen, to the Sport, Lifestyle and Recreation (SLR) syllabus. As a

modification, alterations were made to implement an explanation of the topic and directly

justify the relevance, in order to provide immediate student purpose. Justifying the learning,

pre-asserts the lesson plan effectively, whereby, clarifying the teaching intentions and

objectives. As noted in research by Williams and Wilson (2012), initially stating the

objectives in the lesson contextualises new learning links to previously learned material. This

extends into the concept developed by Biggs (1999) and further reiterated by Biggs and Tang

(2011), called constructive alignment. Constructive alignment denotes activities and

assessments directly correlate to the intended learning outcomes (ILO).

A second modification in the lesson plan was implemented to include strategies for

teaching Aboriginal and Torres Strait Islander students (APST, 1.4). Embedding Indigenous

knowledge and perspectives in the curriculum incurs contestation among education

professionals (Hart, Whatman, McLaughlin & Sharma-Brymer, 2012). The implementation

of ‘Gorri’ within the lesson plan is applicable in relation to one of the cross-curriculum
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themes. As Hart, Whatman, McLaughlin and Sharma-Brymer (2012) discussed, questioning

western notions of normativity, is a factor of in the subsequent embedding of Indigenous

knowledge. The inclusion of a Traditional Indigenous Game (TIG) limits social isolation for

Indigenous students (Buckskin, 2012). TIGs encompass both, life skills and leisure pursuits

(Thompson, Meldrum & Sellwood, 2014). By extension, the community social practice

inevitably increased the level of cultural knowledge and significance. Additionally,

quantitative research findings by Louth (2014), found that implementing TIGs at school

pervasively improved participation and motivation in physical activity; whilst simultaneously

facilitating the promotion of teamwork and cooperation amongst the student population

sample.

The Quality Teaching Model (QTM; NSW Department of Education and Training.

2008) validates justifications to assist educators’ construction of teaching pedagogies. There

are three elements developed to ascertain these standards: intellectual quality, quality learning

environments and significance.

In reference to the QTM, a modification presented in the altered lesson plan reiterated

the concept of Deep Knowledge (1.1). To facilitate this, an adjustment to the concluding

activity was presented. By using questioning and guided discovery, an educator has the

ability to discuss the significant aspects of the lesson sequence, and further reiterate the

intended concepts. Morgan, Kingston and Sproule (2005) as cited in Hein, Ries, Pires, Caune,

Ekler, Emeljanovas and Valantiniene (2012) noted the impacts of guided discovery, reflected

from student-centred motives, resulted in increased student performance in comparison to

traditionalist teaching styles. Further evidence by Davids, Araújo, Hristovski, Passos and

Chow (2012) supports guided discovery as a technique used in skill acquisition. Comparative

to non-instructed learners, methods of guided discovery not only enhances learning, but

enables greater resilience under pressure.

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Meta language is a method of linguistic device used to form a description of different

terminology. In terms of the modified lesson plan, metalanguage directly correlates with the

use of terms relative to the sport of Lacrosse. By initiating the lesson using terminology

related to the sport, students grasp the concept of Lacrosse at a greater depth. Research of the

effectiveness of metalanguage undertaken by O’Neill (2012), depicted findings of knowledge

and understanding will be heightened when contextual basis is applied. The design of the

lesson sequence, allows the educator to precede the lesson with a small dialogue related to

terminology that will account for any previous knowledge students may have. An issue

persists if students have variant understandings of terms; therefore, reinstating the correct

metalanguage used for the session will pervade the student understanding (Magill &

Anderson, 2012). Armour (2010) identified the effectiveness of diagnosing learning needs in

physical activity. By extension, this diagnosis formulates personalisation of needs, as students

differ in learning styles. The research indicated HPE teachers necessitating a theoretical

framework of implementing accurate language contexts when teaching in a practical setting.

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References

APST (Australian Professional Standards for Teachers). (2014). Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Armour, K. M. (2010). The learning coach . . . the learning approach: Professional

development for sports coach professionals. In Sports Coaching: Professionalisation

and Practice. Lyle, J. and Cushion, C. (eds.) (Edinburgh)

Board of Studies NSW. (2012). Sport, Lifestyle and Recreation syllabus. Retrieved from:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/sport-lifestyle-recreation.html

Buckskin, P. (2012). Engaging Indigenous students: the important relationship between

Aboriginal and Torres Strait Islander students and their teachers Aboriginal and

Torres Strait Islander education: an introduction for the teaching profession. New

York: Cambridge University Press.

Davids, K., Araújo, D., Hristovski, R., Passos, P., & Chow, J. Y. (2012). Ecological

dynamics and motor learning design in sport. Skill acquisition in sport: Research,

theory & practice, 112-130.

Hart, V., Whatman, S., McLaughlin, J., & Sharma-Brymer, V. (2012). Pre-service teachers’

pedagogical relationships and experiences of embedding Indigenous Australian

knowledge in teaching practicum. Compare: A Journal of Comparative and

International Education, 42(5), 703-723.

Hein, V., Ries, F., Pires, F., Caune, A., Ekler, J. H., Emeljanovas, A., & Valantiniene, I.

(2012). The relationship between teaching styles and motivation to teach among

physical education teachers. Journal of sports science & medicine, 11(1), 123.

Louth, S. (2014). An investigation into the impact of traditional Indigenous games (TIG) on

primary school students and their teachers (Doctoral dissertation, University of

Southern Queensland).
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Magill, R. A., & Anderson, D. I. (2012). The roles and uses of augmented feedback in motor

skill acquisition (pp. 3-21). London: Routledge.

Morgan K., Kingston K., Sproule J. (2005). Effects of different teaching styles on the teacher

behaviors that influence motivational climate and pupils' motivation in physical

education.European Physical Education Review 111, 257-285

New South Wales, Department of Education and Training. (2008). Quality teaching in NSW

public schools: Annotated bibliography. Sydney, NSW: Professional Support and

Curriculum Directorate. Retrieved May 10, 2017, from

http://www.curriculumsupport.education.nsw.gov.au

O’Neill, S. (2012). Teaching and assessment of persuasive writing: Juggling the language

features and grasping the metalanguage. International Journal of Pedagogies and

Learning, 7(1), 84-98.

Thompson, M., Meldrum, K., & Sellwood, J. (2014). “… it is not just a game”: Connecting

with Culture through Traditional Indigenous Games. American Journal of

Educational Research, 2(11), 1015-1022.

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’

constructive alignment in course design and its impact on students’ learning

approaches. Assessment & Evaluation in Higher Education, 38(4), 477-491.

Williams, C., & Wilson, S. (2012). Achieving both intellectual quality and relevance in

classroom learning experiences: some conceptual challenges. Discourse: Studies in

the Cultural Politics of Education, 33(4), 471-484.

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Learning Portfolio:

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