4 July 2023

EDN550/5501 This Photo by Unknown Author is licensed

under CC BY

Topic 4 Planning for Learning and

Teaching

Dr Helen Dempsey
[email protected]
This Photo by Unknown Author is licensed under CC BY-SA-NC

Starting the journey

Initially carrying out a lesson is similar

to learning how to drive …
• Each thought and action is
conscious
• Getting started is harder than it
looks
• With reflection comes
improvement

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Wajduk boodjar

Where are you from? I was born in Kaurna country.

GPS Directions to an effective lesson

• When do we use a GPS?

• When we need to arrive at our final
destination in a timely manner
• When we’ve never been there before
• When we get lost
• When there’s a road block or detour
• There can be different ways to get to
the destination

New drivers always benefit from clear

instructions on how to get from A to B.

So today we commence our learning about:

Planning?

Components of a lesson plan?

Functions of a lesson plan?

How do we write an effective lesson plan?

Cross curricular priority of catering for the learning needs of

Indigenous students

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Relevant APSTs
Standards Graduate Descriptors
1.1 Physical, social and intellectual Demonstrate knowledge and understanding of physical, social and
development and characteristics of intellectual development and characteristics of students and how these
students may affect learning
1.4 Strategies for teaching Aboriginal Demonstrate broad knowledge and understanding of he impact of
and Torres Strait Islander students culture, cultural identity and linguistic background on the education of
students form Aboriginal and Torres Strait Islander backgrounds
2.4 Understand and respect Aboriginal Demonstrate broad knowledge of, understanding of and respect for
and Torres Strait Islander people to Aboriginal and Torres Strait Islander histories, cultures and languages
promote reconciliation between
Indigenous and non-Indigenous
Australians
3.2 Plan, structure and sequence Plan lesson sequences using knowledge of student learning, content
learning programs and effective teaching strategies
3.3 Use teaching strategies Include a range of teaching strategies
3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that
engage students in their learning

Broad Overview

• Before we go into the detail of lesson planning we need to

understand the broad picture
• There is an Australian Curriculum which guides the curriculum in all states and
territories in Australia (ACARA)
• The division of Federal and State responsibilities means that the individual states
are responsible for Education
• Western Australia has ‘adopted and adapted’ the Australian Curriculum and this is
guides what is taught in WA schools. (SCSA)

Three Dimensions of the Australian

Curriculum

Literacy
Numeracy
ICT Capabilities
Critical and Creative Thinking
Personal and Social Capabilities
Intercultural Understanding
Ethical Understanding

English
Mathematics
Science
HaSS (History, Geography, Economics & Business, Civics and Citizenship)
The Arts
Languages
Physical Education
Technologies

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Australian Curriculum
http://www.australiancurriculum.edu.
au/

Australian Curriculum
http://www.australiancurriculum.edu.au/

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Cross curricular priorities

This addressed APST 1.4 & 2.4

• https://www.acara.edu.au/curriculum/foundation-year-10/cross-curriculum-
priorities
As you can see Aboriginal and Torres Strait Islands histories and cultures are a
priority.
• https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
How to access Indigenous Science Elaborations
• https://youtu.be/ibuP4TLDHrs

In our workshop we will look at how we can embed this content knowledge within
each lesson but I will highlight some overarching thoughts.

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School Curriculum and Standards Authority

Website: www.scsa.wa.edu.au

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Why do we write plans?

• Teaching tool
• To prepare us mentally – purpose, instructions, flow, focus
questions
• Administrative
• To assist Heads of Departments (HOD) and Senior teachers in
planning and reporting
• Professional accountability
• Record of what we have taught – accountability
• Moderation
• To demonstrate whether teachers are teaching similar content
and concepts
• Relief teaching
• To assist teachers, who may know nothing about your subject
or students, to conduct a smooth lesson

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Why do pre-service teachers need to

write such detailed plans?
• Difference between learning to teach and practising craft
• Detailed lesson plans are designed to build competence
• Detailed plans helps
• To make student learning purposeful, effective and efficient
• You to clarify what you want students to learn and provides
detail of multiple ways students achieve those goals
• To clarify how each lesson fits into the big picture
• To take into account individual student differences
• Manage time effectively
• To anticipate questions students might ask
• Develop lessons that are motivating, interesting and relevant
• Make intension explicit to others
• (from Killen, (2012), pg 87-88)

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Planning Cycle
Pedagogy
What learning
Content activities will I
What do my use?
students
need to Professional How will I know if
learn next? Judgement they have learnt it?

Students
What do my
students know
and understand ?

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Pedagogical approaches

• Pedagogical content knowledge

• Collaborative pedagogies
• Explicit instruction
• Critical Pedagogy
• Place-based pedagogy
• Caring pedagogy
• (Allen & White, 2019, pp.87 – 96)

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Some statements for students

Learning Intention/Goal
(the purpose of the lesson)
By the end of the lesson we will
(assessment verb) …….
This is a statement so
that students know the Success Criteria (can be the
PURPOSE of the lesson same for multiple lessons) – comes from the learning
intention

TIB This Is Because

All
•This is what you would expect all students to have achieved
This explains the reason by the next lesson – some students in the class might need to
be given assistance to reach these goals
behind this particular
lesson. Most
•This is where you expect the students to be at the end of the
lesson and should provide some challenge - which then
becomes what the students know for the next planning stage.

Some
This shows students •Students who are able to do this work are achieving at above
grade level and require extension.
what you expect –
assessment.

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What information needs to be in a lesson

plan?

• General Information
• Curriculum Content Description
• Prior Knowledge and Experience
• Learning Objectives
• Evaluation
• Preparation and Resources
• Catering for Diversity

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Date: Time: Year Level:

Lesson number of (if the lesson is one in a sequence of lessons)

Learning Area: WA Curriculum Content Descriptor/elaboration: (SCaSA)

Topic:
Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Critical and Personal and

General capabilities: Literacy Numeracy ICT Ethical behaviour Intercultural understanding
creative thinking social capability

Students’ prior knowledge and experience: (Briefly outline what the students already know about this topic from previous less ons/experiences. Note any particular skills needed.)

Teaching purpose/focus: (What is the broad purpose of the lesson? What are you teaching – and why?)

Specific Learning Objective (WALT/Learning Intention)

Assessment (WILF/Success Criteria)

Learning Area Nuances:

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Higher Order Thinking Skills

Based on Blooms Taxonomy

EVALUTATION
Argue
Assess
SYNTHESIS Conclude
Comply Evaluate
Construct Interpret
ANALYSIS Create
Analyse Design
Categorise Formulate
APPLICATION
Contrast Plan
Apply
Distinguish
Complete
Question
COMPREHENSION Demonstrate
Compare Dramatise
KNOWLEDGE Describe Use
List Discuss
Name Explain
Recall Identify
Record

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Learning Objectives Learning experiences Assessment (For each

Focus Questions learning objective, state
Timing
(What will students know how you will assess the
and be able to do at the degree to which the
Resources
completion of the lesson objective has been
– specific, concise and (Describe, attach, insert achieved. What will be
attainable objectives. images of or include links the evidence of the
Use relevant to: teacher resources, learning? Consider
taxonomies.) student resources, ICT formative and, if
sources, assessment appropriate, summative
recording formats) assessment strategies)
Introduction: (How will you engage the learners and set the scene for the lesson?)

Transition

Sequence of learning experiences: (What learning experiences will help the students achieve the
learning objectives? What instructional strategies will be used?)

Transition
Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

Differentiation:
(How are you going to cater for various groups of students including engagement, learning levels and special needs?)

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you actually taught the lesson)
(Review your assessment information and reflections, and describe the main points or adjustments you will need to consider when planning for the next lesson?)

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Catering for Diversity

• Detail any adjustments considerations for

educational/resource adjustments
• How will you support struggling students?
• How will you extend capable students?
• How will you modify your lesson to respond to individual student requirements,
eg students with special needs, limited English skills, lack of self-efficacy,
previously absent students and so on?
• How will you cater to the needs of Indigenous students?

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Strategies for working with students with

learning disabilities

• There are resources available

• https://k10outline.scsa.wa.edu.au/home/resources/ablewa

• There are a list of websites to explore in the Unit Guide

• You will learn more about this when you study EDN612

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Strategies for working with Indigenous students

APST 1.4

• There are a range of websites to explore in the Unit Guide

• https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
• https://aiatsis.gov.au/publications/products/subject-guide-indigenous-australian-
curriculum-materials
• https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-
students
• https://www.noongarculture.org.au/education/
• https://www.8ways.online/

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Classroom Management

• How do you create a safe learning environment?

• How will you continually build a positive relationship between you and your
students and between students?

• Plan how you will manage off-task behaviour.

• Do you know classroom rules? Have you made your expectations clear?

• Keep in mind low key strategies.

• Do you have strategies if unwanted behaviour persists?

• Do you need to move any students?

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What are the qualities of a

good lesson plan?
• Allows you to know what you are doing
• Detailed (but compact)

• Easy to read and follow

• Suits different users

• Fits into the Big Picture

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Remember that planning is a skill that

takes practice and this is just the start
of the journey.

Good luck, have a go and have fun

Lesson planning.

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Thank you

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