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.