Running head: LESSON PLAN ANALYSIS 1

Assignment Two: Lesson Plan Analysis, Revision & Justification

of Mathematics Lesson

Jayden B. Lach

Western Sydney University

102086 Designing Teaching and Learning

LESSON PLAN ANALYSIS 2

Contents

Part B – Analysing and Modifying the Lesson Plan .................................................................. 3

Lesson Plan Analysis ............................................................................................................. 3

Identifying areas for improvement. ................................................................................... 4

Modified Lesson Plan ............................................................................................................ 5

*Worksheet activity. .......................................................................................................... 7

Part C – Academic Justification................................................................................................. 9

References ................................................................................................................................ 12
LESSON PLAN ANALYSIS 3

Assignment Two: Lesson Plan Analysis, Revision & Justification

of Mathematics Lesson

Part B – Analysing and Modifying the Lesson Plan

Lesson Plan Analysis

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Concepts (timetables) briefly mentioned during class discussion,
then students were left to work without much more input. “Review” (students
learn to) implies prior knowledge but no explicit mention of continuation of
work.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Range of opportunities for students to demonstrate their
understanding (discussion, class activity to an extent, and worksheet).
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Opportunity to construct their own knowledge through the
problem-solving activities in worksheet. Allows for discussion on how
timetabling public transport benefits society.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Some higher order thinking in discussion through open ended
questions, but mostly low order thinking through basic worksheet activities.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: No discussion of terminology since most language used exists as
everyday language. It is plausible to assume that terminology can be discussed
during discussion on features of timetable.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Questions have depth (“What would happen…”) and go beyond
I-R-E format. Open ended questions allow for substantive communication that
involve approximately half the lesson.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Statements on quality are not evident in plan but may be explicitly
stated and re-enforced in person.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: High possibility for advanced students in particular to disengage
due to ease of work, and the amount of time left for discussion and group
work. Without viewing the lesson, it is hard to estimate engagement.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: Some students may find word problems challenging, but most
students should easily accomplish tasks with little challenge.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Pair and group work for half the lesson, where it is assumed that
respect and support is present and has been re-enforced from previous lessons.
Active listening and positive feedback is assumed during the discussion also.
LESSON PLAN ANALYSIS 4

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: No explicit instruction for students to self-regulate, with a lot of
time for the students to be off task, especially during group work. If students
are naturally disciplined self-regulation should be undertaken, however it is
hard to estimate without viewing lesson.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Very minimal scope for student direction, apart from discussion.
A worksheet is left with no possibility for students to design their own work.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Discussion assesses students’ basic understanding of timetables.
Out of school knowledge integrates well, as students may already use
timetables for daily travel.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Very little scope to integrate cultural knowledge into this lesson.
Possible to integrate cultural knowledge by finding timetables for a service
that travels through a historical city perhaps and discussing certain customs
from the area travelled.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: Cross-curriculum is possible and attempted with discussion of
carbon emissions and sustainability. This can be furthered with cross-KLA
teams, particularly science (How trains work, and furthering the
emissions/sustainability discussion).
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Observations are not planned for. However, assuming all students
are present, the only exclusion should be during the class discussion if students
are not comfortable discussing or are unsure of the concepts
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Very high connectedness since most students will encounter
timetables daily, or at least regular enough out of school, so understanding of
the concept is extensive.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Narrative in smartboard activity and worksheet through using real
life situations. Also, incorporating pop-culture into worksheet (Harry Potter
references) to engage students is a nice touch.

Identifying areas for improvement.

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

QT model
1) 2.3 - High expectations 2) 2.1 - Explicit quality criteria
3) 2.6 - Student direction 4) 1.4 - Higher order thinking
LESSON PLAN ANALYSIS 5

Modified Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 38

Standard
Date: 23.03.17 Location Booked: ClassroomLesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation:
30 Links to various transport
websites ready. Print
worksheets and have
corresponding timetables
ready to display on screen.
Need access to a Smart
Board/projector.
Students reminded in the
class prior to bring
laptop/tablet if available to,
that can be used to create
timetable (possibly Excel or
similar)

Outcomes Assessment Students learn Students learn to

about
Formative The interpretation of Students review how
MS11-3, MS11-4, assessment takes different timetables to interpret timetables
MS11-9, MS11-10. place throughout and how this can be and use this to solve
the lesson. used as a part of life. problems using a range
Teacher walks of different timetables,
around and asks How public including ferries, buses
questions, and transportation can be and trains. Incorporate
ensures that used as a means of 12-hour and 24-hour
students are promoting time into
staying on task. sustainability. understanding
timetables.
Students learn about
time zones involving Solve practical
Coordinated problems
Universal Time incorporating time
(UTC). zones and timetabling
transport.

Time Teaching and learning actions

Intro Teacher greets students and asks them to sit down in their seats. Students
5 mins take out their work book and stationery required for the lesson. Teacher
outlines what the lesson will entail.
Whilst students are settling down, set up smartboard/projector, or
preferably set up prior to students arriving.
LESSON PLAN ANALYSIS 6

Revision Revision
5 mins
Teacher hands back results from the in-class assessment from lesson 7.
Teacher outlines what was done well overall and what the class will work
on together, to improve students’ understanding of content, as a path to
achieve syllabus outcomes.
Display analysis of de-identified results on projector (mean scores,
quartiles etc.) so students can grasp how well they did/whether they need
extra work compared to the rest of the class.
Body Class discussion
20 mins
Teacher facilitates discussion between students and asks questions about
when and where you may need to use a transportation timetable. Teacher
shows a transport timetable on the Smartboard and asks:
1. What is the purpose of this timetable?
2. What features does this timetable have?
3. What would happen if this timetable did not exist?
No timetable provided so can use something such as
http://www.sydneytrains.info/timetables/ and pick a train line and day.
Within this section, the teacher briefly discusses with students about how
using public transport can help with sustainability, by reducing carbon
emissions and what the impact human activity has on ecosystems. Teacher
asks students what sustainability means to them.
The teacher then facilitates further discussion about time zones and asks
students their understanding of them from previous lessons, such as:
1. Does anyone remember what UTC means in relation to time zones?
2. What time zone are we currently in?
3. If we are in Sydney (UTC +10:00) and it is currently 11am, what
would the time be in Perth if they are (UTC +8:00)
During the discussions, the origins of UTC and its relation to International
Atomic Time (TAI) could be discussed if time permits. The major part of
the discussion should be based around the other time zones positive and
negative around UTC from -12 to +12 and how UTC is the general time
standard for the internet and in aviation.
Can use resources such as the map from
https://www.timeanddate.com/time/map/ for visualisation of UTC
0 mins Activity not needed so taken out of plan

18 mins *Worksheet/Computer activity

Teacher hands out and explains timetable worksheet activity. Students have
the option of working on this alone, or with another person. If not finished
within the time, could be set for homework since bonus question will
involve trial and error. Explicitly state expectations for students completing
the activities (Majority, if not all students should attempt bonus question).
Teacher to walk around monitoring/assisting students in need
Conclusion Teacher summarises the key points of the lesson. Discusses what the next
2 mins lesson will entail. Asks students if they have any further questions.
LESSON PLAN ANALYSIS 7

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other perform
calculations based on time.
MS11-9 Students using Excel or similar, to make a rudimentary
timetable from the extra question on the worksheet
MS11-10 Timetable worksheet.

*Worksheet activity.

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London Central on
the same morning. The Hufflepuff Express leaves Hogwarts station 6 minutes after the
Gryffindor Goods Train, but arrives 14 minutes before the Slytherin All-Stations Train. The
Gryffindor Goods Train takes 46 minutes to reach London Central and arrives at 8:53am. The
Ravenclaw Express leaves 10 minutes after the Hufflepuff Express and arrives 14 minutes
before the Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this
particular morning, and arrives in London Central at 8:37, after leaving Hogwarts 4 minutes
before the Hufflepuff Express. The Slytherin All-Stations Train takes 33 minutes to travel
from Hogwarts to Central London, and arrives 46 minutes after the Hufflepuff Express leaves
Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at London
Central before 8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7 minutes
late.
LESSON PLAN ANALYSIS 8

3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be in London
Central by 8:45am. What may be a possible solution for her? Justify reasons for your
answer.

Bonus Question
The Minister for Infrastructure and Transport, the Hon. Michael McCormack has reached out

to a short-list of 50 students to design a new timetable for selected routes for Sydney’s

domestic airport for a brand new airline PARRY-air, and you have been selected as one of

the candidates. The timetable should consist of flights in and out of Sydney to Melbourne,

Adelaide, and Perth. The flight time from Sydney to Melbourne is 1h 35mins, from Sydney to

Adelaide is 2h 10mins, and Sydney to Perth is 5hr 5mins. The airport is open for 12 hours

from 8am to 8pm, with access only to one (1) runway, and one plane per route. Each flight

requires a minimum of 30mins in between flights to refuel. Three return flights to Melbourne

are required, two return flights to Adelaide, and one return flight to Perth is required.

When designing your new timetable, you may find it easier to include a departure and arrival

time from each airport, remembering the time needed in between flights and the difference in

time due to time zones. You might also find it easy to work with a program such as Excel to

be able to manipulate tables easily, as well as colour-coding flights if this helps.

Note: The time zones for Sydney and Melbourne is (UTC +10:00), Adelaide is (UTC +9:30),

and Perth is (UTC +8:00).

Extra bonus:

If completed easily (and using program such as Excel) try automating the timetable. i.e.

changing the take off time of one flight and all change.
LESSON PLAN ANALYSIS 9

Part C – Academic Justification

The provided lesson plan could be considered as being adequately sufficient to be

employed as an effective lesson, however some improvements could be made to better satisfy

the requirements of the curriculum (NSW Education Standards Authority [NESA], 2018),

and Goal 2 of the Melbourne Declaration on Educational Goals for Young Australians

(Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA],

2008). Some of the main areas identified as requiring improvement include: setting high

expectation and eliciting explicit criteria for quality work; engaging students in higher-order

thinking; and increasing student direction regarding content (Ladwig & Gore, 2003).

Whilst setting quality criteria for work can easily be achieved through stating them to

students, the other three criteria require extra work through effective planning. Expectations

of students can be set more subtly and can also be incorporated alongside employing higher-

order thinking, particularly through solving problems, and applying knowledge previously

developed, rather than just dictating notes to the students (Ayres, Sawyer, & Dinham, 2013).

This concept is an example of effective teaching strategy, and is recommended by NESA

(2017), addressing these problems with relevant technology if applicable.

Displaying the results from a previous assessment can help provide feedback to

students in a way that provides a visual response, whilst still creating a positive environment

since results are de-identified. This also shows a practical use of data collected which can

enhance student motivation to achieve better results, since data visualisation is one focus of

the curriculum (NESA, 2018). Also, using a smartboard or projector to provide a visual

stimulus of a timetable, and further into the lesson, how time-zones using UTC work, help to

raise students’ interest in the topic, and can help to understand the practicality of the

worksheet task (Cunska & Savicka, 2012; NESA, 2017).

LESSON PLAN ANALYSIS 10

Incorporating ICT into mathematics lessons can be somewhat of a challenge, however

as noted in the Melbourne declaration (MCEETYA, 2008) skills using these technologies

must increase significantly to keep up with the digital age. Having students complete the

bonus question using a computer allows for these skills to be enhanced and tested, including

promoting creativeness in their timetable design (Cunska & Savicka, 2012) whilst

encouraging critical thinking, whilst at the same time having the ease of manipulation of the

timetable (Osborne & Hennessy, 2003). This also allows students a little bit of flexibility and

direction of their own work since the bonus question since they have the freedom to create

the timetable however they wish to, since there is no one answer, whilst providing a setting

that encourages thinking beyond a strictly right or wrong answer.

Although not mentioned as an area of improvement, creating continuity between

lessons makes clear how students are progressing, and through student reflection the

emphasis on learning is seen as a journey rather than being able to ‘do’ maths or not (Loynd,

2014). Part of this reflection could be looking back on notes, however provoking note-

making is a skill in which effective teaches excel, putting the onus on students to take their

own notes as necessary, with such ownership maximising retention of the content (Ayres et

al., 2013), and goals can be set by both the students and the teacher on how the students will

progress, with the teacher setting a minimum standard that should be achieved.

Accompanying the idea of note-making, students tend to find oral explanation from

the teacher, combined with a discussion as an effective way of learning (Cooper & McIntyre,

1996), with teachers playing an active role in learning, through facilitating class activities,

and assisting in independent study. The extension of the discussion portion of this particular

lesson aims to allow for greater note-making as multiple topics are discussed, as well as

progression of the curriculum through recounting the use of time-zones, and incorporating

that into furthering the scope of the activity, and allowing for applying knowledge and the
LESSON PLAN ANALYSIS 11

development of critical thinking skills, which is shown as two distinct phases of an effective

lesson (Ayres et al., 2013).

The modifications made to the lesson plan aim to help students engage further in the

content through solving a real-world problem (Loynd, 2014) promoting higher-order

thinking, as well as providing students with greater ownership of their work through note-

making (Ayres et al., 2013), and providing a platform for an effective learning environment

through the use of ICT to visualise and to enhance student engagement in the classroom.
LESSON PLAN ANALYSIS 12

References

Ayres, P., Sawyer, W., & Dinham, S. (2013). Effective teaching in the context of a grade 12

high‐stakes external examination in New South Wales, Australia. British Educational

Research Journal, 30(1), 141-165. doi:10.1080/01411920310001630008

Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers' and students'

Perspectives. Maidenhead, England: Open University Press.

Cunska, A., & Savicka, I. (2012). Use of ICT Teaching-Learning Methods make School

Math Blossom. Procedia - Social and Behavioral Sciences, 69, 1481-1488.

doi:10.1016/j.sbspro.2012.12.089

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools: A classroom practice

guide. (SCIS Publication No. 1149494). Retrieved from http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide

.pdf

Loynd, I. (2014). The Perfect Maths Lesson. Berkeley, England: Crown House.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne declaration on educational goals for young Australians. Retrieved from

http://docs.acara.edu.au/resources/national_declaration_on_the_educational_goals_for

_young_australians.pdf

NSW Education Standards Authority. (2017). Year 11 Mathematics Standard Topic

Guidance: Measurement. Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/global/files/stage-6-support-material-

mathematics-standard-y11-topic-guidance-measurement.docx

NSW Education Standards Authority. (2018). NSW Syllabus for the Australian Curriculum:

Mathematics Standard Stage 6. Retrieved from

LESSON PLAN ANALYSIS 13

http://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-standard-

stage-6-syllabus-2017.pdf

Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of

ICT: Promise, problems and future directions. (Report 6). Retrieved from

https://telearn.archives-ouvertes.fr/hal-00190441/document

Sydney Trains. (n.d.). Timetables. Retrieved from http://www.sydneytrains.info/timetables/

Time Zone Map. (n.d.). Retrieved from https://www.timeanddate.com/time/map/