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Assignment 1: Professional Task
Tenealle Turnbull
17818908
Part A: Individual Voicethread Presentation
Part B: Lesson Plan & Justification
Part A: Individual Voicethread
Presentation
Link: https://voicethread.com/myvoice/thread/8910662
Part B: Lesson Plan & Justification
Lesson Plan
Topic Area: Health Priorities in Australia
Stage of Learner: Stage 6 – Year 12 Syllabus Pages: 17, 39, 40, 41, 42
Date: 23/03/17 Location Booked: Classroom Lesson Number: 1
Time: 60 minutes Total Number of Students: 28 Printing: Roll 28 x Lotus Diagrams 7 x Topics on Paper
Assessment:Formative
Observation Participation (Lotus Diagram & Bingo) Research Task (Class Weebly Site)
Syllabus Outcomes Students Learn About Students Learn ToH1 Describes the nature and justifies the choice of Australia’s health priorities H2 Analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 Analyses the determinants of health and health inequitiesH4 Argues the case for health promotion based on the Ottawa Charter H5 Explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities H14 Argues the benefits of health-promoting actions and choices that promote social justice H15 Critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all H16 Devises methods of gathering, interpreting and communicating information about health and physical activity concepts.
High levels of preventable chronic disease, injury and mental health problems
Cardiovascular disease (CVD)
Cancer (Skin, breast, lung)
Diabetes Respiratory disease Injury Mental health
problems and illnesses
Research and analyse CVD, Cancer, and ONE other condition listed by investigating:
The nature of the problem
Extent of the problem (Trends)
Risk factors and protective factors
The sociocultural, socioeconomic and environmental determinants
Groups at risk
Cross Curriculum Themes & General Capabilities/Explicit Subject Specific Concepts and Skills Collecting, analysing and organising information Communicating ideas and information Planning and organising activities Working with others and in teams Using mathematical ideas and techniques Using technology Solving problems What are the priority issues for improving Australia’s health?
Quality Teaching Elements (Lesson Focus) Highlight the Appropriate AreasIntellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self regulation2.6 Student Direction
SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How the quality teaching elements you have identified are achieved within the lessonTeaching Element
Indicators of Presence in the Lesson
1.6Substantive
Communication
Throughout the duration of the lesson students are regularly engaged in conversations about the key concepts and ideas they are studying. These conversations are manifested in oral, written and artistic forms.Students manifest oral communications throughout activities such as bingo and the research task. Written and artistic forms of communication are expressed through activities such as the research task and lotus diagram development.
2.1Explicit Quality
Criteria
Throughout the duration of the lesson students are provided with explicit criteria for the quality of work they are required to produce. An explicit criterion is provided to students as a reference point for the development and assessment of student work.Examples of explicit criterion being provided during the course of the lesson include; Within the lotus diagram activity students were provided with an example diagram that showed explicit detail on how to complete the task, while students were also provided and example research task assessment that explored exactly what and how students needed to go about completing the task.
3.4Inclusivity
Activities within the lesson include and publicly value the participation of all students. Activities such as lotus diagram development, bingo, and the research task allows each student to participate in the activity and have an input. Students were encouraged throughout the lesson to participate in classroom discussions, while students where asked at the end of the lesson to provide one thing they learnt and/or took away from the lesson.
Time(Minutes)
Teaching and learning actions Organisation CentredT/S
0-5 Introduction: Welcome students into the classroom Ask students to prepare themselves for
todays lesson Mark the roll to identify who is present Explain to students that they will be
exploring a new unit today “Health Priorities in Australia’”
Give students a brief overview of the activities they will complete in todays
Teacher: Ensure tables and chairs
are set out so that students can see the board and the teacher
Student: Enter the classroom in a
quiet and orderly fashion Sit down at desk quietly
and listen for name to be
T
lesson (Lotus diagram, bingo, weebly site)
called on the roll Listen attentively to
teacher instructionsResources:
Roll
5-15 Overview of Unit (Lotus Diagram):Ask students to stand up from their desks. Explain to students that on your call they need to walk around the room in complete silence. Explain that you will call a number out and students need to form groups based on this number. For example if the teacher calls number 3, students need to get into groups of 3. Students need to remain silent throughout the whole process; students whom talk or are to slow to get into a group have to do 5 star jumps.
Complete a few rounds of this before then calling out the number 4. When the number 4 is called students should end up in 7 separate groups. Now that students are in 7 groups of 4, ask students to re arrange their desk so that they are sitting with the people in their group of 4.(Appendix 1: Example of desk arrangement)
Now that students are sitting in their groups of 4, provide each student with a laptop.
Explain to students that they need to access the ‘Stage 6 PDHPE Syllabus’ on their laptops. Provide students with the following link; http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/pdhpe-st6-syl-from2010.pdf
Once students have accessed the syllabus via the link provide each student with a Lotus Diagram (Appendix 2)
Ask students to explore the syllabus on their computers and find the HSC Core 1 Unit: Health Priorities in Australia.
Once students have found the unit explain to students that they are going to place the content within the unit on their Lotus Diagrams.
As a class go over the unit “Health Priorities in Australia” highlighting the key outcomes and content within the unit. Explain to students that they are required to transfer information from the unit within the syllabus across to their Lotus Diagrams.
Teacher: Ensure walkways are clear
during the first activity to prevent students from tripping
Ensure students remain silent while participating in the activity
Ensure students are only walking
Ensure students are careful when moving tables and chairs around to sit with groups members
Provide students with assistance when accessing the syllabus
Give explicit and detailed explanations
Ensure all students can see the projector clearly
Ensure students stay on task
Walk around the room and provide assistance where needed
Student: Walk and remain silent
during the first activity Remain on task Use the laptop for lesson
activities only Listen carefully to teacher
instructions Respect peers Participate in class and
group discussions Complete task to the best of
your ability
Resources: 28 x Laptops Internet Access 28 x Lotus Diagrams Computer Projector
T & S
Using a computer and projector, provide students with an example of how to put a unit of work from the syllabus into a Lotus Diagram (Appendix 3)
Now that the example is on the projector at the front of the class for all students to see, instruct students to do the same for their unit “Health Priorities in Australia”.
Explain to students that they can work individually or with their peers within their groups to complete this task.
15-25 Bingo:Explain to students that they are know going to play a short game of bingo using the key words from the unit “Health Priorities in Australia”
Ask students to pick one word within the unit, therefore pages 39-42 of the syllabus. Explain that the word needs a minimum of 6 letters within it.For Example:
Priorities Outcomes Ottawa
Once students have chosen a word from the unit “Health Priorities in Australia” in the syllabus ask them to write it down on a piece of paper.
Explain to students that you are going to call letters out and write them on the board, if the letter is in your word you need to cross it out. In order to win the game you need to yell bingo when you have all the letters within your word crossed out.Play a few rounds changing the rules as you go by asking students to choose words with more letters or by choosing two words or a sentence within the syllabus etc.
If you have time you can get a student to play the role of the teacher and call out the letters and write them on the board.
Teacher: Explain the rules clearly Call the letters out clearly
and write them on the board
Ensure students are playing correctly (check their word/s when they say bingo etc.)
Encourage students to pick a variety of words from the syllabus
Student: Listen carefully to rules Ensure you follow the rules Don't call bingo unless you
have actually one Stay seated and remain
quiet during the game so that peers can hear the letters being called
Resources: 28 x Laptops Internet Access Whiteboard Whiteboard Marker
T & S
25-55 Weebly Site:Explain to students that the focus for the rest of the lesson is on the following area from the stage 6 PDHPE syllabus:
High levels of preventable chronic disease, injury and mental health problems
Cardiovascular disease (CVD)
Teacher: Have topics and questions
ready to distribute to class Explain to students why
they are doing the task, where it comes from within the syllabus
Explain the activity
T & S
Cancer (Skin, breast, lung) Diabetes Respiratory disease Injury Mental health problems and illnesses
Explain to students that they are going to cover this dot point within the syllabus through doing a research task within class.Explain to students that they are going to work in their groups of 4 to complete the task.
Write the following topics on separate pieces of paper:
Cardiovascular disease (CVD) Skin cancer Breast cancer Lung cancer Respiratory disease Injury Mental health problems and illnesses
Place these in a container and go around to each group within the class and get one member from the group to choose a topic from the container.
Once each group has chosen a topic explain to students that they are going to work as a group to answer the following questions based on their topic:
The nature of the problem Extent of the problem (Trends) Risk factors and protective factors The sociocultural, socioeconomic and
environmental determinants Groups at risk
Explain to students that they will be using the laptops they are provided with to research the answers. Instruct students that they can first write the questions and answers within a word document.
Mention to students that they will then need to transfer their answers from their word document across to a class Weebly site.
Students can access the class Weebly site via the following link:https://www.weebly.com/editor/main.php
Ask the class to use the link above to open up the class Weebly site, as a whole class go through the site explaining the main elements of the site and how to use it.
carefully and slowly ensuring students understand what is required of them
Show students the foundations of the Weebly site and how to use if effectively and efficiently
Ensure students remain on task
Assist students where possible
Student: Listen carefully to teacher
instructions Stay on task Work as a group Complete activities on time
Resources: 7 x Topics on Paper Container 28 x Laptops Internet Access Class Weebly site Computer Projector
Go through the example (Diabetes) on the class website showing students what is expected of them.Explain to students that they need to complete the 5 questions on their topic along with a list of references.Explain to students that they need to reference every resource they use.
Referencing: Author and/or name of website Year of publication Name of article Retrieval date URL
Example:American Diabetes Association. (2014). Age, race, gender and family history. Retrieved March 17, 2017, from http://www.diabetes.org/are-you-at-risk/lower-your-risk/nonmodifiables.html
Explain to students that they have 4 people within their group, the can all work together and complete one question at a time or they can do a question each it is up to them how they complete the task but they need to work as a group in order to get it done on time.
Explain to students that they need to complete the 5 questions and references before the end of class and have their information uploaded onto the class Weebly site.Explain to students that they can then access this site from any device at any time in the future to assist them with their learning and study.Provide students with the following resources to assist them in completing the research task.
Student Resources: Cardiovascular Disease (CVD):
http://www.health.gov.au/internet/main/publishing.nsf/content/chronic-cardio
Skin Cancer:https://www.cancercouncil.com.au/skin-cancer/
Breast Cancer:http://www.cancer.org.au/about-cancer/types-of-cancer/breast-cancer/
Lung Cancer:https://www.cancercouncil.com.au/lung-cancer/
Respiratory Disease:http://www.aihw.gov.au/chronic-respiratory-conditions/
Injury:http://www.aihw.gov.au/injury/
Mental health problems and illnesses:https://www.mindhealthconnect.org.au/mental-illness
55-60 Conclusion:Have a whole class discussion highlighting the key points from todays lesson. Write key points on the board for students to copy into their books.Ask each student to share with the class one thing they learnt or can take away from todays lesson (Students can either say it out loud or write it on the whiteboard).
Teacher: Summarise todays lesson
content and activities Encourage students to
participate in class discussion
Ensure each student provides one thing they learnt or can take away form the lesson
Student: Engage in class discussion Provide teacher/class with
one thing you have learnt and/or can take away from todays lesson
Resources: Whiteboard Whiteboard Marker
T
ReflectionWhat have I learned about the teaching and learning process when preparing this lesson?
Through the development of this lesson I have learnt that designing lesson plans is the key to an effective lesson. An in depth lesson plan provides teachers with a step by step guide within the classroom, therefore minimising wasted time and instead capitalising on student learning opportunities.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of Measurement and RecordingHigh levels of preventable chronic disease, injury and mental health problems
Cardiovascular disease (CVD)
Cancer (Skin, breast, lung)
Diabetes Respiratory disease Injury Mental health
problems and illnesses
Observation Participation (Lotus Diagram & Bingo) Research Task (Class Weebly Site)
Student’s learning is measured in various ways, however the key method of measurement during this lesson is the research task activity. The research task activity provides the teacher with an understanding of how well they know the content within the learning outcome.
Other Considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence Within this Lesson
2.6.1 Information and Communication
Technology (ICT)
In order to further expand curriculum-learning opportunities for students, ICT strategies were implemented throughout the duration of the lesson. An example of this was the research task whereby students where asked to use a device to access the internet and find appropriate information for their topic before then implementing this information into a class Weebly site.
3.3.1Use Teaching
Strategies
In order to develop student’s knowledge and skills the lesson incorporated and included a range of teaching strategies. Key strategies included; ICT, cooperative learning and problem based learning. The research task within the lesson incorporated each of the above strategies, as students were required to solve problems using ICT in groups of 4.
4.1.1Support Students
Participation
Strategies to support student participation and engagement throughout the lesson were identified and included. These strategies included things such as cooperative learning and a variety of activities. Activities such as bingo provided students with the opportunity to participate in classroom activities and engage in syllabus content.
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?
Teachers are required to follow work health and safety procedures Teachers and students need to feel safe within the classroom environment Teachers and students need to respect the belongings and contributions of
others Students are asked to stay seated within the classroom unless instructed
otherwise to avoid arguments, fights, altercations, tripping etc. Classroom needs to be set out so that there are minimal obstructions to students Incidents need to be reported so that action can be taken to manage and prevent
further incidents Bullying within the classroom needs to be addressed appropriately
References
NSW Education Standards Authority. (2017). Australian professional standards
for teachers. Retrieved March 17, 2017, from
http://educationstandards.nsw.edu.au/wps/wcm/connect/5c45a39f-46ad-4d74-bf5c-
7a7ae18a2d4e/australian-professional-standards-for-teachers-feb-15.pdf?
MOD=AJPERES&CVID
NSW Education Standards Authority. (2017). Personal development, health and
physical education. Retrieved March 17, 2017, from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdhpe.html
Department of Education and Training. (2008). Quality teaching framework.
Retrieved March 17, 2017, from http://www.theelements.education.nsw.gov.au/the-
elements-manual/policy-reforms-and-focus-areas/quality-teaching-framework
Department of Education and Training. (2013) Work health and safety (WHS)
policy. Retrieved March 17, 2017, from
https://education.nsw.gov.au/policy-library/policies/work-health-and-safety-whs-
policy
Weebly. (2017). Health priorities in Australia. Retrieved March 17, 2017, from
https://www.weebly.com/editor/main.php
Resources
Appendix 1:
Appendix 2:
Appendix 3:
Justification
Understanding by design (UBD) enhances your capacity to create more engaging and effective
learning. An essential element to our profession is the development of curriculum and learning
experiences that meet specified purposes. Teachers design assessments to guide their teaching and
to enable them, our students, and others to determine whether we have achieved goals. Like other
design professions, designers in education need to be mindful of their audience. The effectiveness
of the design corresponds to whether they have accomplished the explicit goals for specific
individuals. Lessons should be designed around the results sought, not derived from the methods,
books and activities we are most comfortable with (Wiggins & McTighe, 2005).
UBD highlights the importance of backwards design when designing lessons. For this reason the
UBD framework was considered when developing the ‘Health Priorities in Australia’ lesson plan. As
stated by Wiggins and McTighe (2005) teachers need to develop lessons around the results we wish
to achieve, not the methods we are most comfortable with. Hence when developing the lesson for
this unit, the syllabus outcomes were the number one priority. Once the syllabus outcomes were
identified activities that would achieve these outcomes were developed. The main outcome of the
lesson was for students to learn about high levels of preventable chronic disease, injury and mental
health problems such as cardiovascular disease (CVD), cancer, diabetes and respiratory disease
(NSW Education Standards Authority, 2017). Activities were designed around these outcomes,
hence the development of the research task as this activity relates directly back to the desired
outcome with students having to address the health problems listed above.
The extent to which a student learns is dependent on the pedagogical approaches teachers choose
to use in the classroom. There are a variety of pedagogical approaches, with some more common
and effective than others. The effectiveness of the approach depends on the subject matter being
taught, the ability to understand the diverse needs of the students, and adapt to the conditions of
the classroom and surroundings. Pedagogy approaches are often placed on a spectrum from
teacher-centred to student-centred, although these two approaches may seem contradictory, they
often compliment one another.
Teacher-centred pedagogy is when the teacher is at the centre of the learning process, whereas
student centred pedagogy is when the learner plays an active role in the learning process. Effective
pedagogy can lead to social and emotional development and higher levels of academic achievement
(United Nations Educational, Scientific and Cultural Organisation, 2017).
As stated earlier the extent to which a student learns is dependent on the pedagogical approaches
used, hence throughout the duration of the lesson plan several pedagogical approaches were
implemented in order to meet the needs of the students. Three key pedagogical approaches were
implemented throughout the lesson. These included; ICT, cooperative learning and problem based
learning as research provides strong evidence that these are effective teaching strategies within the
classroom (Marsh, Clarke, & Pittaway, 2014).
Research highlights that incorporating ICT activities into the classroom creates a rich learning
environment that encourages students to thrive. Students information searching and evaluative
skills are promoted through activities that require the use of the Internet (Marsh, Clarke, &
Pittaway, 2014). Student achievement has the potential to be increased if ICT is incorporated
correctly (Bransford, Brown, & Cocking, 2000). Due to this research ICT was incorporated into the
lesson from start to finish, with students having access to the use of ICT throughout the duration of
the whole lesson. Activities were designed around the use of ICT in order to further develop
students learning.
Cooperative learning is popular among teachers and students; it is a form of small group instruction
(Joliffe, 2007). Cooperative learning requires students to work side by side one another interacting
and supporting each other to complete a set task. Research evidence suggests that students gain
considerably from this pedagogical approach (Cruickshank, Jenkins, & Metcalf, 2012). Cooperative
learning activities such as the lotus diagram development and research task were implemented into
the lesson due to this research.
Problem based learning (PBL) is another pedagogical approach that focuses on maximising student
understanding. PBL is an approach that focuses on the learner and their ability to process and make
sense of the information put in front of them (Woolfolk, 2012). Research highlights that
implementing PBL into the classroom provides students with a more enjoyable and satisfying
experience; hence this pedagogical approach was implemented during the lesson. An example of
PBL in the lesson was the research task, whereby students where provided with a problem that they
then had to work as a group to solve.
Assessment is a term typically used to describe the activities undertaken by a teacher to obtain
information about a student’s knowledge, skills and attitudes (Marsh, Clarke, & Pittaway, 2014).
Teachers can obtain data through a formal assessment such as an objective test or an informal
assessment such as an observation checklist. Teachers will then assign a grade for the work
undertaken by the students.
Teachers use formative assessments to recognise and respond to student learning (Bell & Cowie,
2011). Teachers obtain information through formative assessments to identify the extent to which
students understand, therefore allowing the teacher to adjust and or modify the lesson in order to
suit the needs of the students. Formative assessment strategies such as the lotus diagram and
research task were implemented into the lesson plan in order to develop an understanding of what
students already know and how they learn best. Formative assessment was the focus for this lesson
as it was the start of the unit, through understanding what students already know and how they
learn best the teacher can then alter or modify future teaching strategies and activities to cater to
the needs of the students.
Throughout the development of the lesson plan, the quality teaching framework, teaching
standards and syllabus outcomes were considered as these frameworks and standards are put in
place to assist and guide teachers when developing lessons. They provide a platform for teachers,
assisting them in selecting and incorporating appropriate learning activities that will improve
student-learning outcomes (NSW Department of Education and Communities, 2011).
References
Bell, B., & Cowie, B. (2011). The characteristics of formative assessment in
science education. Science Education, 85, 536-553.
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain,
mind, experience, and school. Washington, D.C.: National Academy Press.
Cruickshank, D., Jenkins, D., & Metcalf, K. (2012). The act of teaching. Boston:
McGraw Hill.
Joliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice.
London: Paul Chapman.
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher. Frenchs
Forest, Australia: Pearson Australia.
NSW Department of Education and Communities. (2011). Using the NSW model of
pedagogy as a framework to reflect on PDHPE programs and practice. Retrieved March 18,
2017, from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/
prolearn/reading/pr_005.htm
NSW Education Standards Authority. (2017). Personal development, health and
physical education. Retrieved March 17, 2017, from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdhpe.html
United Nations Educational, Scientific and Cultural Organisation. (2017).
Improve learning: Effective and appropriate pedagogy. Retrieved March 17, 2017, from
http://learningportal.iiep.unesco.org/en/improve-learning/teachers-pedagogy/pedagogy-
appropriate-and-effective
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Retrieved from
https://books.google.com.au/books?
hl=en&lr=&id=N2EfKlyUN4QC&oi=fnd&pg=PR6&dq=understanding+by+design&ots=gocHr4
PQ8v&sig=fnGLAg2D78YyjvTUvZQsXEu8-98#v=onepage&q=understanding%20by
%20design&f=false
Woolfolk, A. (2012). Educational psychology (12th ed.). Boston, MA: Pearson,
Allyn & Bacon.