DTL Assessment 2

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The original lesson plan is analyzed against the NSW Quality Teaching model and is found to be lacking in several areas such as higher-order thinking, deep knowledge, and cultural knowledge.

The original lesson plan is deficient in higher-order thinking, deep knowledge, and lacks acknowledgment of cultural knowledge.

The author proposes adding a 'human knot' activity to promote problem-solving and effective communication skills to address the deficiency in higher-order thinking.

Ryan Hutchen: 17733957

Lesson plan analysis and Revision

KLA: PDHPE

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: Brief explanation of the scope and sequence for the year as it pertains to
5 assessments and topics. Lesson tailored primarily around ice-breaker games, minimal
knowledge taught in relation to key concepts and topics.

1.2 Deep understanding


1 – 2 – 3 – 4 – Comments: Opportunities provided for students to have a basic understanding of scope
5 and sequence for the year to come. Lesson contained a superficial understanding of what
they’re learning throughout the year.

1.3 Problematic knowledge


1 – 2 – 3 – 4 – Comments: Students are able to apply elementary problematic knowledge skills in certain
5 activities such as “Do you know bingo”. Lesson could be modified to incorporate
additional problematic knowledge.

1.4 Higher-order thinking


1 – 2 – 3 – 4 – Comments: Students are required to apply and analyse information in games such as
5 Introduce a Partner and Remember my name. Yet these games don’t incorporate
substantial levels of higher-order thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Minimal use of specific terminology as it pertains to the topics. Lesson could
5 be improved by integrating specialist language. The minimal presence of metalanguage
may be due to it being the first lesson of the year.

1.6 Substantive communication


1 – 2 – 3 – 4 – Comments: The lesson is interactive and engaging in nature with students constantly
5 liaising throughout almost all activities.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 –4 – Comments: There is a brief explanation of scope and sequence, however there isn’t
5 explicit instruction and criteria provided as it pertains to assessments and topics.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: A dynamic and highly interactive and engaging lesson, that involves almost
5 every aspect of the lesson incorporating working in pairs and groups. Ice-breaker games
performed throughout the duration of the lesson is evidence of engagement.

2.3 High expectations


1 – 2 – 3 – 4 – Comments: Expectations around equal opportunities, inclusiveness and creating a safe
5 learning environment are all made apparent. Class rules and standards are explained with
students afforded the opportunity to suggest rules.

2.4 Social support


1 – 2 – 3 – 4 – Comments: The tone has been set as it pertains to expectations and standards. As
5 mentioned previously, a safe learning environment will be fostered. Students have been
provided with several chances to work and become familiar with class mates.

2.5 Students’ self-regulation


1 – 2 – 3 – 4 – Comments: Tasks are set by the teachers, however there is minimal input and additional
5 instructions provided by the teacher, once activities are initiated.

2.6 Student direction


1 – 2 - 3 – 4– 5 Comments: Whilst students have minimal autonomy over their activities, once they
initiate the activities, they are largely undisturbed by the teacher. A key element of
student direction was implemented through the use of students setting rules and
expectations with the teacher

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: There is minimal opportunities to assess the background knowledge of
5 students. The only informal pieces of information obtained would be monitoring the
manner in which they interact and engage with various students.

3.2 Cultural knowledge


1 – 2 – 3 – 4 – Comments: There is no mention or acknowledgement of cultural knowledge in the
5 lesson. There is scope for major improvements in this area.

3.3 Knowledge integration


1 – 2 –3– 4 – 5 Comments: There is minimal cross-curriculum focus. The facets that have cross-
curriculum are the standards set by the teachers in terms of behaviour and respect to be
shown to students and teachers.
3.4 Inclusivity
1 – 2 – 3- 4 – 5 Comments: There isn’t any specific mention of student involvement across all cultures,
however all students were equally included and involved in classroom activities.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is a strong focus on team-work, problem solving and students are all
5 encouraged to share with the class.

3.6 Narrative
1–2–3–4– Comments: Some use of narrative and personal stories through the implementation of
5 two truths and a lie, and Do you know bingo.

Identifying Areas for Improvement

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

QT model
1)Background knowledge 2)Higher- order thinking
3)Deep knowledge 4)Cultural knowledge

Lesson Plan

Topic area: “Connecting with Stage of Learner: 4, Year 7 Syllabus Pages:


others” – (Getting to Know
You)
Date: 13/5/19 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:


Kahoot quiz preparation.
30x smart device/tablets.
30x Diverse bingo cards.

Outcomes Assessment Students learn Students learn to


about
Syllabus outcomes Lesson assessment 4.1 – a sense of self 4.1 – explore the influence
(Board of studies, 2003a) – being the same as of who I am, who I relate to
Outcome 4.1 – A student Prior and different from and what I can do on a
describes and analyses the knowledge/skills others sense of self
influences on a sense of self. Diagnostic
assessment: Kahoot 4.2– Interpersonal 4.2-develop a realistic sense
Outcome 4.2 – A student
quiz. Provides communication of their ability to respond
identifies and selects
strategies that enhance their background and cope with challenges.
knowledge - the qualities of
ability to cope and feel
effective -explore and develop
supported.
Informal communication interpersonal
Outcome 4.11 – selects and assessment – -qualities of communication skills as
uses communication skills Human knot game, effective they:
and strategies clearly and Diversity bingo. communication.
coherently in a range of new Observations made -overcoming -identify barriers to
and challenging situations are made regarding barriers to communication.
student interactions communication -propose strategies to
Life Skills
LS.1 – A student recognises and engagement overcome barriers to
with each other. LS.1
the personal characteristics communication
- how people are
and needs that make them
similar to others yet unique. Summative similar to each other
Assessment- - the needs people
LS.5 – A student uses Assessment task have in common
appropriate behaviours in “My Influences” due - how people are
social situations. at the end of the different from each
term. other
LS.7 – A student uses
appropriate strategies to - what makes people LS.1 – recognise similar
initiate and manage unique characteristics of students
relationships. within the class group, e.g.
LS.5 – behaviour
feelings, interests and
that is appropriate in
abilities
a range of situations
LS.5 – demonstrate
LS.7 – initiating
behaviours that are socially
relationships
appropriate in a range of
situations
- use good manners, eg when
eating, asking for assistance

LS.7 – demonstrate the skills


to initiate relationships
Time Teaching and learning actions

10 Introduction
As this is the first HPE lesson for the students the teacher is entering the class with three
initial objectives:

1. To introduce them-self to the students and address what we hope to achieve over the
coming year. This will involve a demonstration of the scope and sequence for year 7
which includes the layout of each unit and assessment task students will complete for
each term.
2. To identify the background knowledge and understandings which students have
previously attained. This second objective is specific to each unit of work as new skill
are introduced and developed; hence in this unit background knowledge circulates aro
student relationships and helping build connections between new peers.
3. Every class/classroom activity needs to ensure all students are given equal opportunity
be included, for students to feel safe, and to have an element of fun within the lesson.
can be achieved through various pedagogical approaches which address a variety of
students learning needs. Examples are group work, audio-visual learning, comprehens
and integration of ICT learning mediums (as seen in appendix B).

4. Explain to the class that some topics may be uncomfortable. Emphasis the class is
safe and supportive environment in which all students and their opinions, background
and beliefs must be respected.

5.Explain to the class what lessons on what days will be theory based and those that w
be practical based. Remind students of what must be brought to both theory and prac
classes.

6.Introduce question box for any questions you wish to ask privately, place a question
the question box at any time. Remind students that questions must be appropriate,
respectful and relevant. The box will be at the back of the class, away from the vision
students to ensure anonymity.

After explaining (in summary) these six points to students, the teacher will then state that

“While this unit will be enjoyable, there will be some topics that we cover that may make
uncomfortable, embarrassed, or may spark a question that you don’t wish to share with th
class.”

“Because this can happen, we have created a “Question Box” which can be used by plac
an anonymous (or named) question, suggestion or any other kind of feedback on a piece
paper. This is to help ensure that you feel like this is a safe environment where all of you
question’s – no matter how long or short, simple or difficult they are - can be heard as lon
they are appropriate to the conversation. Alternatively, you may stick your hand up if you
have a question at any point during the class. The question box will be located at the back
the classroom and will not be in direct sight of the class to ensure anonymity of the stude
and is available every lesson in our classroom or between class times too at the HPE staff
room. It is also worth noting that the door is our primary fire exit in the event of an
emergency so cannot be blocked at any time. Remember, chances are if you are thinking
asking the question, then someone else is too.”

Ask if there are “Any questions?” at this stage.

12 Introduction activities 1

- : Kahoot quiz: Kahoot is a resource whereby teachers can administer quizzes on an on


form. Multiple choice questions are constructed by the teacher and projected on the
screen. Students will take out their tablets and answer questions once they emerge on
screen. Students receive points for correctly answering questions, and the speed of
response. Feedback from the questions is near instant where students will know if th
have correctly answered the question asked. Questions will include content that will
taught throughout the term. This activity is ideal to evaluate students background
knowledge, enabling the teacher to understand students base knowledge including are
of improvement and areas that are currently known.
- Teacher: Teacher will instruct students to take out or retrieve a tablet or smart devic
Students will go to the Kahoot webpage and enter the game pin provided on the board
Remind students this is a fun and engaging quiz to gauge their background knowledg
- Students: Students will take out their tablet, they will log onto the website and enter
game pin and wait for further instructions.
- Resources: 30x tablets/smart devices

27 - Ice breaker 1: Human knot game.


- The human knot game is a commonly utilised ice-breaker game with a focus on highe
order thinking, teamwork and communication. Students will be placed in groups of
approximately 8 to 10 (dependent on number of students). Students will be instructed
move to a certain area in the room and will be asked to hold the hands of two group
members, neither of whom are next to them. The aim of the game is to disentangle an
eventually form a circle. This game will be completed twice, the first attempt will be
completed in silence, the second time, students will be instructed and encouraged to u
multiple communication techniques within their group. The aim of this is team build
and problem solving with the primary focus centered around the importance of
communication.
- Teacher: Teacher will explain the game, select the teams, explain rules and allocate
each team space in the room. Students will be required to engage in higher-order
thinking, problem solving and communication within their groups.
- Discussion: Interactive discussion between the teacher and students. Ask students to
identify why the game was easier the second time (emphasis on communication)? W
went well? What could your group have done differently? Why was communication
important in the game?

42 - Ice breaker 2: Diversity Bingo


- Diversity Bingo is an ice-breaker game which enables students the opportunity to get
know their peers. Each student will be given a bingo playing card where there will b
boxes that must be filled in to be answered. Students are not permitted to have anoth
student in any more than 2 boxes. These questions will enlighten students as it pertai
to cultural diversity in the class, which will build upon the students cultural knowledg
Some students may feel slightly uncomfortable and hesitant to ask questions to their
peers, so the creation of a safe and supportive environment is critical. This game will
familiarise students with various topics that will be learnt throughout the year. This g
will end with an interactive class discussion. With questions such as what blocks we
easy to fill? , what have you learnt about fellow students?.
- Teacher: Teacher will instruct students to get a pen, students will each be asked to
collect a bingo card. Teacher will constantly monitor the interactions between studen
Students: Students are encouraged to meet and get to know fellow students and
familiarise themselves with diversity in the classroom.
- Resources: 30 x bingo cards.

52 Set the tone/debrief

After having met their classmates and completing introductions, the teacher is to direct
student’s attention towards the board.

The teacher is to write up on the board “Classroom Rules and standards” and direct
students towards this statement.

Teacher states:

“Okay, so I hope you’ve all enjoyed todays class. We will now be going through a set of
rules and standards that can be used for our class for the year. If you have a point, then pl
share it and I’ll scribe it up on the board. Alternatively, there is also the “Question Box”
available if you would like to drop an anonymous piece of feedback or suggestion also.”

Accordingly, students are given a chance to set the rules for the class. Students are
encouraged to take notes related to this. Teacher to facilitate discussion and ensure fair an
equal input occurs.
An important part of this process is allowing the students the freedom to assist with settin
the rules as it encourages positive social interactions to occur (Board of Studies, 2003b).
As this is the case, the teacher will have a prepared list of rules for reference (see resourc
below), though will avoid referring to them to allow this task to be student directed.

After this process, the teacher states:

“Thank you very much for your input. I will ensure these rules are checked over and
available for the next lesson, along with any additional rules or standards we may have
missed. Before the next lesson I would like you to think through what we discussed and a
notes you’ve taken about the rules and standards for next weeks’ discussion. Don’t forge
bring a workbook (exercise book) if you haven’t already.”

- Recap of activities covered today and their relevance to the unit of work.
- Reminder that some topics are difficult to discuss, and respect is essential in this subj
- Reminder next lesson bring your sports clothes and meet on the front oval.
- Finish off lesson by commending the effort and behaviour throughout today and you
looking forward to a great year with them.

60 .

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


Identifying Within each activity of this lesson the teacher is able to observe student
characteristics of self interactions between students. In particular the teacher is to closely observe
and others students throughout the diversity bingo game. All form of assessment will be
informal.

Relating to others The group activities throughout this lesson are able to reveal: a. how students
interact one-to-one with their peers and b. how students respond to the teacher
during class discussion. Observations about attitudes, values and ability of
students to relate to each other will be evident throughout the games of diversity
bingo and the human knot game. All forms of assessment will be informal.

Communication skills As this will be the first time the teacher and students meet in a classroom setting,
communication is vital to this lesson. The majority of activities in this lesson are
student centred which grants more room for teacher observation. Observations
will be easier to monitor, particularly through the use of the human knot game,
whereby communication is the most critical aspect of the success of each group.
All form of assessment will be informal.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.2 The human- knot game. Informal assessment, teacher


observation.

4.11 The human-knot game. Informal assessment, teacher


observation

L5.7 The human- knot game and diversity bingo. Informal


assessment, teacher observation

4.1 Diversity bingo. Informal assessment, teacher observation.

Academic Justification

Although the original lesson plan was the first PDHPE lesson of the year, there is scope for
improvement as it pertains to meeting all areas of the NSW Quality Teaching model.
Modifications I have made will focus on areas that were originally lacking. They are
background knowledge, cultural knowledge, higher-order thinking and deep knowledge.

In order to facilitate student learning, it is of paramount importance to evaluate students


background knowledge. Testing of background knowledge should occur in the early stages
of a learning unit. (Ambrose et al 2010), (p.g. 4) states that “Evaluating prior knowledge
enables a teacher to understand any misconceptions students have prior to building new
knowledge”. My modification to address this deficiency is achieved through the Kahoot quiz
which is a form of diagnostic assessing. (Ambrose et al 2010) , (p.g. 5) states that “low state
quizzes are a great tool to gauge students foundation knowledge”. The implementation of the
Kahoot quiz enables the teacher to analyse students original understandings of specific topic
areas and make modifications to pedagogies and instructional design where necessary to
target areas of deficiencies. (Hailikari et al 2008), (p.g. 6) states that “background knowledge
is the most important factor as it pertains to student learning and achievement”. The
implementation of the Kahoot quiz alleviates the deficiency as it relates to background
knowledge. (Hailikari et al 2008), (p.g. 7) states that “when there is a mismatch between
teachers expectations of students background knowledge and students actual knowledge,
learning is hampered from the first lesson”. The implementation of Kahoot will create a clear
view of students background knowledge allowing for the teacher to address any key
deficiencies of their students.

The original lesson plan is deficient in the area of cultural knowledge. In PDHPE there are
often topics which can be uncomfortable to discuss. My modified lesson plan involves the
implementation of the ice-breaker game diversity bingo. This game will create cultural
awareness, sensitivity and knowledge. (Baker 2012), (p.g. 64) states that “creating an
inclusive and supportive environment will validate students of all cultures and will enlighten
students how to approach areas of cultural difference in a sensitive manner”. This game
promotes culturally responsive pedagogy. (Young & Sternod 2011), (p.g. 7) states that
“acknowledging and celebrating differences fosters a supportive learning environment”.
Diversity bingo celebrates and acknowledges difference and diversity whilst allowing
students to be comfortable with each other and topics learnt. (Young & Sternod 2011), (p.g.
8) states that “cultural knowledge in physical education allows for understanding in areas of
dress, personal space and physical contact”, all of which are vital in PDHPE. This
modification promotes culturally responsive pedagogy and cultural knowledge for both the
teacher and students.

The original lesson plan is deficient in the area of higher- order thinking. The
implementation of the human knot game promotes two key facets of higher-order thinking.
Those areas are problem-solving and effective communication. (Collins 2014) , (p.g. 3),
states that “when teachers promote higher-order thinking as problem solving they inform
students how to solve potential problems at school and life in general”. The human knot
game is complex requiring high-order thinking to disentangle your group. This will develop
the cognitive skills of the students. The human knot game links directly back to syllabus
outcomes 4.2 and 4.11. (Collins 2014), (p.g. 6) states that “when teachers encourage and
promote higher-order thinking they enlighten students as it pertains to areas of effective
communication”. My incorporation of the human knot game allows for the development of
higher-order thinking which was originally absent in the initial lesson plan.

The original lesson plan was deficient in the area of deep knowledge. Whilst it is difficult to
integrate deep knowledge into the first ever PDHPE lesson for year 7 students, there is scope
for it to be implemented. (Ward et al 2014), (p.g. 39) states that “tasks rich in deep
knowledge are essential for students to acquire an enhanced and deep understanding of the
content being delivered”. My implementation of the interactive quiz game Kahoot provides
the initial framework for students to acquire deep knowledge in the learning areas. (Ward et
al 2014), (p.g. 41) states that “feedback is essential for acquiring deep understanding and
knowledge’. The Kahoot quiz provides near instant feedback which will enable students and
the teacher to identify areas of strength and weakness. By modifying my teaching approach
to include the Kahoot quiz I will create and foster an ideal learning environment for students.
(Guerriero 2014), (p.g. 2) states that “pedagogical knowledge creates effective learning
environments”. Through the implementation, the seed is planted for students to have a deep
and enriched knowledge of content areas.

References:

Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT
journal, 66(1), 62-70.

Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum
& Leadership Journal, 12(14).

Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession.


Teaching and Teacher Education, 2(1), 7.
Hailikari, T., Katajavuori, N., & Lindblom-Yianne, S. (2008). The relevance of prior
knowledge in learning and instructional design. American journal of pharmaceutical
education, 72(5), 113.

Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research,
64(1), 37-54.

Ward, P., Ayvazo, S., & Lehwald, H. (2014). Using knowledge packets in teacher education
to develop pedagogical content knowledge. Journal of Physical Education, Recreation and
Dance, 85(6), 38-43.

Young, S., & Sternod, B.M. (2011). Practicing culturally responsive pedagogy in physical
education. Journal of modern education review, 1(1), 1-9.

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