Table of Contents

Lesson Plan Analysis.........................................................................................................................2

Modified Lesson Plan........................................................................................................................4
Syllabus outcomes..............................................................................................................................4
Intellectual Quality.........................................................................................................................5
Quality Learning Environment......................................................................................................5
Significance....................................................................................................................................5
WHS...................................................................................................................................................7
Academic Justification.......................................................................................................................8
References........................................................................................................................................10
URL to learning portfolio................................................................................................................10
Lesson Plan Analysis
102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

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

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: The lesson starts with a story about the world of business but did not introduce the
5 significant concepts, the types of business structures and the nature of business.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students presents ideas through clippings of magazines and other articles in relations to
5 the five functions identified, but students were not given the opportunity to present their work.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Students were given the task to examine a figure which was used to construct
5 knowledge. Students asked to collect factual information to get a better understanding of the role of
business in Australia.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: The lesson outline the concept of value added and then asked students to discuss the
5 concept and did a calculation. There were no probing questions by the teacher to stimulate the
students’ thinking.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Business terminologies were used in the lesson but the teacher did not stop to explain
5 or clarify the meaning. Also, students did not contribute to explain the terminologies.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Students gave short answer when they were asked to brainstorm some ideas to
5 construct a mind-map. There was substantive communication between students during class
discussion.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson did not give an explicit criterion of the quality of work required. There was
5 no clear expected learning outcome outlined for students to achieve.

2.2 Engagement
1–2–3–4– Comments: Students were engaged almost all the time as they were given various activities. They
5 were asked to brainstorm ideas, then make clippings file of magazines and newspapers, and then
did a calculation.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: There was no challenging work given to the students or high expectation from the
5 teacher for students to attempt challenging questions. Activities conducted in class were done
according to teacher instruction and examples.

2.4 Social support

1 – 2 – 3 – 4 – Comments: The lesson involved group discussion where students were asked to brainstorm
5 information while the teacher consolidated the student discussion. Each student’s contribution was
valued by the teacher and the students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: Most students most of the time demonstrated autonomy to self-managed their
5 behaviour during class discussions and the activities to create clippings of the magazines and
newspapers.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: There were no student direction in the activities. All areas of the lesson were explicitly
5 designated by the teacher for the students. Students were not given a choice of activity to do or
neither allowed to decide and negotiate how much time they need to do the various activities.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The lesson started with an introductory story about the world of business but there was
5 no mention of student prior knowledge. There were no questions asked to the students to elicit
knowledge about the students’ understanding of the subject. Also, the lesson did not start with a
revision of previous class lesson or activities.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: The lesson lack cultural knowledge. There was no recognition or valuing of other
5 culture, beliefs, languages, practices, social groups or traditions. The material and traditions used in
the activities were that of the dominant culture.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: There was no connection of knowledge between topics or business studies and other
5 subjects. Knowledge was strictly confined to the topic and the subject.

3.4 Inclusivity
1–2–3–4– Comments: All students were asked to participate in the class activity to create clippings of
5 magazine and newspapers. Also, all students were placed in a group to brainstorm information and
discuss ideas against the listed information.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The teacher and students tried to connect what they learned in class to the world by
5 investigating the role of individuals and businesses and how they both are important to the
Australian economy. But this is superficial and hypothetical because students were not given
opportunities to participate as consumers in consumer feedbacks to businesses.

3.6 Narrative
1–2–3–4– Comments: The lesson started with reading an introductory story about the world of business in the
5 first five minutes but there was no follow-on connection of the story to topic throughout the lesson.

Identifying Areas for Improvement

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

QT model
1) 1.1 Deep knowledge 2) 2.1 Explicit quality criteria
3) 3.1 Background knowledge 4) 3.2 Cultural knowledge
 Modified Lesson Plan
Topic area: The focus of this Stage of Learner: 6 Syllabus Pages: 14 and 16
topic is to examine the role P1.1, P5.3, P5.5
and nature of business in the
economy and to identify how
the environment can impact
on business.
Date: 12/05/2020 Location Booked: L.G20 Lesson Number: 1 /3

Time: 50 minutes Total Number of students Printing/preparation: Prepared

25 students magazines, newspapers, sheet of papers

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment: 1. Introduction: use existing business case
A diagnostic The importance studies to investigate and
P1.1 describes the nature assessment through of business to the communicate ideas and
of business and its role in five quiz questions at individual and the issues related to the nature
society the start and closure of economy of business. The focus of
lesson. This is followed 2. The function of these case studies will be
P5.3 communicates by informal formative
business information, business in to: • identify a range of
assessment throughout creating internal and external
ideas and issues, using the entire lesson.
relevant business value/benefits and stakeholders
Question and answer
terminology and concepts adding value to • determine the value, and
conducted
in appropriate forms all the business benefit, added
spontaneously to elicit
P5.5 works independently processes (value • identify types of business
information about the
and in groups to achieve chain) entity, including small-
level of understanding
appropriate goals in set the students have
3. Social and medium enterprises
timeframes. about the topic.
economic roles - (SMEs)
Observation of class wealth creation • identify position in the
activities will be business life cycle
ongoing as well as • identify the main
observing students’ elements of the business
non-verbal feedback environment of a business
during lectures. Collect • analyse the ethical and
student feedback from social responsibilities of
periodical answers to specific businesses.
specific questions.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Aboriginal and Torres Strait Islander histories and cultures  Students take notes while teacher explains the
will be recognised through examination of past, present and content.
continuous trade relationships and exchanges between  What is the nature of business; producing goods and
communities and tribes. services, profit, employment, choice, innovation.
Use of YouTube videos, PowerPoint presentation and  Classification of business; small to large business, local
documentary interviews. and global, industry – primary or secondary, legal
Pair work – discuss and write down ideas to formulate critical structure – sole trader, partnership, private or public
thinking by relating the cross curriculum to the subject. companies.
 Investigate management process by applying classical,
behavioural and contingency theories.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student -direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Teaching element Indicators of presence in the lesson

Intellectual 1.6 Substantive communication: Students participated in class discussion and brainstorm
Quality ideas
Quality Learning 2.2 Engagement, 2.5 Student self-regulation: Students engaged in class activities and
Environment behaved appropriately.
2.4 Social support: Student contribution was respected and valued.
Significance 3.4 Inclusivity: All students were asked to participate in creating clippings file of magazines.
All students were allocated in a group for group discussion.

How the quality teaching elements you have identified are achieved within the lesson.
Time Teaching and learning actions Organisation Centred
T/S
5min Read introductory story ‘Welcome to the world of Teacher: Leads discussion and S
mind-map
business!’ p3.
Examine cartoon figure 1.1 p4. Student: contributes to class discussion

Outline the topic and the business concepts and ask Resources:
Business Studies in Action Preliminary
questions on why students want to study business. Course 2nd Edition 2006: Chapman,
Devenish & Dhall, John Wiley & Sons
Explore trade relationships and exchanges between Australia Ltd
Aboriginal and Torres Trait Islander communities,
past, present and continuous. Get students to copy the mind map

Discuss the common features shared by all small

business owners as well as big businesses

Construct a mind map summarising the four key

aspects of how Business Studies helps an individual
perform the roles of consumer, employee, business
owner and investor p5. –
Students copy mind map
20mi Examine and discuss figure 1.3 p6. Teacher: Guides figures discussion S
n Ask prompting questions on the
Individual students to select five functions and briefly functions during discussion.
outline why each one is regarded as important to the Student: select five key elements and
Australian economy. – collate clippings and data.

Resources: articles and media

Prepare a clippings file of magazine and newspaper Sheet of papers
articles dealing with various aspects of business and
Invite students to the front to present
its importance to the Australian economy. their work to the class.

Select five articles and paste them onto a sheet of Ask students why they select the five
functions
paper. Underneath each article, prepare a twelve to
fifteen-line summary.

Students present their work and answer questions

from the teacher and other students.
15mi Using the example of a loaf of bread outline the Teacher: Leads the outline of the T
n concept of value added. Teacher move
concept of value adding pp7-8. around the classroom and ask
questions. Check if everyone
Examine figure 1.7 p8 and discuss how value added understands how to calculate the value
from production can be calculated. of production. All time for students to
ask question about the concepts.

Calculate the value of production (value added) from Student: Discuss value of production
specific examples p8.
Resources: Smartboard
10 Brainstorm how businesses create wealth within the Teacher: consolidates student T
discussion.
economy.
Student: contributes to the discussion.
Compare the brainstorm list with figure 1.8 p10 as a Resources: Smartboard
small group
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Short quiz Diagnostic assessment (background knowledge)
P1.1 Informal formative assessment conducted by observation
and asking hinge point questions during first activity (Using
worksheet to record feedbacks)
P5.3 Formative assessment – knowledge integration and
narrative.
P5.5 Formative assessment- High order thinking and student
direction.

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 Evidence within this lesson

Standards
2.1 Start with narrative to engage students and then outline the topic and
concepts to explicitly set the criteria
2.2 Outline concepts and use mind maps to connect the concepts to cartoon
figures. Later perform calculation.
2.3 Use the business studies syllabus to create content of the lesson plan. Use
informal formative and assessment to design lesson plans
3.3 Use mind map and questions to elicit background knowledge and then use
various activities.
4.1 Ask students to create clippings file of magazine and newspapers and write
a summary.
5.1 Conduct quiz, ask questions and observe student non-feedbacks. Walk
around the classroom and provide support by giving positive feedbacks.

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?
There are no key risk issues present in this lesson however there will be a regular
check on classroom furniture. Also, continuous check will be done on the resources
used in the activities. After the activity, students will be asked to return the leftover
magazines and newspapers.
Academic Justification

The lesson plan was modified to use a problem-based learning approach (PBL). PBL is an
approach that guides teachers to implement learner centred approach in their pedagogy. PBL
enables students to actively engage with meaningful problems [ CITATION Yew16 \l 3081 ]. It is
a learning approach that is based on experiences of solving problems where students learn both
content and thinking strategies [ CITATION Hme04 \l 3081 ]. Students are given a task to
problem-solved a case or project in a collaborative setting, create mental simulation, and engage in
self-directive learning habits and then they apply the knowledge to the problem and reflect on the
practice [ CITATION Yew16 \l 3081 ]. PBL therefore focuses on constructive, self-directed,
collaborative and contextual learning [ CITATION Yew16 \l 3081 ]. According to constructivism
principles, students actively seek knowledge and create new experiences into mental schemata
with the help of background knowledge [ CITATION Yew16 \l 3081 ].
The quality teaching model highlights the need for students to have deep and substantial
knowledge that identifies problems and then collect relevant information and provide solutions.
Thus, PBL helps to promote learner’s reflective, critical and collaborative skills [ CITATION
Yew16 \l 3081 ]. This lesson integrated the key elements of PBL. This is evidenced through the
examination and discussion of key business concepts. Key features of PBL are individual and
collaborative learning opportunities. In this lesson, students are required to select five functions of
businesses and outline why they are important to the Australian economy. They are also required
to form groups to discuss the importance of these functions. This gives the students opportunity to
work in a collaborative setting. The activities in the lesson are designed for students to create
clippings of magazines and newspaper articles that deals with business aspects that are important
to the Australian economy. The PBL approach is justified in this lesson through the use of
resource-based activities to increase students’ knowledge by integrating news articles with
constructive ideas to make sense of the business environment and the workplace.
The use of PBL in the lesson is justified because businesses have expressed a need for change to
the traditional pedagogy [ CITATION Sch06 \l 3081 ]. Business leaders have express concern that
while graduates are proficient in theory within their discipline, they are not able to effectively
share and apply this knowledge in the interdisciplinary of business environment [ CITATION
Sch06 \l 3081 ]. To better serve the demand, educators in business have responded to the external
pressure by redesigning the curriculum to integrate problem-based learning strategies
[ CITATION Sch06 \l 3081 ]. According to Scherpereel & Bowers (2006), problems are what
business graduate students will encounter in their future work life, thus problem-based learning
presents a significant platform to build the knowledge required.

The lesson plan is guided by standards 2.1 and 2.2 of the Australian Professonal Standards for
Teachers [ CITATION ait20 \l 3081 ] to enable the teacher to implement background knowledege
of the concepts, substance and structure of the content and teaching strategies, and to organise the
content into an effective learning and effective sequence [ CITATION ait20 \l 3081 ]. The
inclusion of standard 2.3 will enable the teacher to assess student learnings through questions and
observation and to design learning sequences and alter lesson plan to meet students’needs
[ CITATION ait20 \l 3081 ].

The incluson of the Aboriginal and Torress Trait Islander traditional trade relationships and
exchanges between communites and tribes will provide opportunities to students to understand the
indigenous histories and cultures. By integrating this information in the lesson content, the lesson
will achieve standard 2.4 of the Australian Professonal Standards for Teachers [ CITATION
ait20 \l 3081 ]. The activities are designed to enable students to have a broader understanding of
and respect for Aboriginal and Torres Trait Isnader cultures and hostories [ CITATION ait20 \l
3081 ].

The lesson also applied standard 3.3 through use of different strategies to teach the content. It
started of with narration of business stories, followed by introduction of concepts and then use of
various tasks to challenge the students to apply their experiences to the problem and finally,
mathematics calculation is conducted at the end. Standard 4.1 is employed in the lesson to support
all students by requesting everyone to participate the activities and group discussions. The lesson
is also design to meet standard 5.1 to ensure students are being assessed using the best method of
assessment. The assessment will provide feedback on student learning and the sequence of
learning.

Modifying this lesson based on the quality teaching framework requires attention to deep
knowledge, explicit criteria, background knowledge and cultural knowledge. The inclusion of this
dimensions into the lesson will improve learning and increase student knowledge.
References

aitsl. (2020, May 13). Australian Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au: https://www.aitsl.edu.au/teach/standards
Board of Studies New South Wales. (2010). Business Studies Satge 6 Syllabus. Sydney: Board of
Studies NSW.
Chapman , S., Devenish, N., & Dhall, M. (2011). Business Studies in Action 3rd ed. QLD: John
Wiley & Sons Australia, Ltd.
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn?
Educational Psychology Review, Vol. 16, No. 3, 235-266.
Scherpereel, C. M., & Bowers, M. Y. (2006). Usin Critical Problem Based Learning Factors in an
Integrated Undergraduate Business Curriculum: A Business success course. Developments
in Business Simulation and Experiential Learning, Volume 33, 13-21.
State of NSW, Department of Education and Training. (2006). A Classroom Practice Guide 2nd
ed. Ryde NSW: State of NSW, Department of Education and Training.
Yew, E. H., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact
on Learning. Health Professions Education Vol.2 Iss.2, 75-79.

Resources Attached:
You must list all the resources that you have created or found in this space.

Magazines
Newspaper articles
PowerPoint slides
YouTube Videos

URL to learning portfolio

https://maelauas.weebly.com/