EDUC 5268 - A1 Planning and Justification Portfolio
Lesson 1 - Tuesday 10/10/23
When planning for this lesson, it is important to think about Quality Teaching Materials (QTM). I found that engagement was a crucial element when planning the first lesson because it establishes a positive quality learning environment. Engagement promotes on task behaviors' as well enabling students to take initiative to contribute in class (Ladwig, 2006, p. 28). As shown in figure 1, our combine lesson plan immediately introduces a hook which is a grouping jigsaw activity where it follows up to an outdoor activity where collaborative learning is implemented. This benefits our class because it introduces positive class engagement within this hook activity. This is developed through our social and interactive activity where students need to keep a close look on what symbolises the location such as objects and sounds. These are also culturally constructive tolls that students should learn such as languages and symbols which is seen as essential to fostering higher-level thinking (Wang, 2011, p. 298). Figure 2 is a slideshow presentation that is going to be used for our first lesson. Figure 2 informs our planning by prioritizing student engagement through classroom instructions. This encourages students to actively assemble puzzle pieces together in groups, promoting collaboration and accountability. This also raises inquiry based learning because the students may need to raise their hand to ask a question which also promotes communication and engagement (Smith, 2005, p. 87).
2.2 Engagement
2.2 Evidence
Figure 1
Figure 1 shows a positive example on engagement, and it is highlighted through interactive, real-world activities and collaborative learning. The hook activity involving a jigsaw puzzle sparks students' curiosity and sets an engaging tone right from the start of the lesson.
Figure 1 also promotes positive engagement through learning by a scaffolded and interactive approach. This example shows clear expectations to help guide students to help ensure that they understand the activity.
Figure 2
This slide from our planned presentation highlights the basic instructions throughout the jigsaw activity. Although this is similar to figure 1, this slide highlights what it can look like when presenting to our class. This slide is scaffolded to basic and efficient detail where the student can follow those instructions in case, they did not hear our instructions earlier.
3.1 Background Knowledge
When planning the first lesson, it is crucial to understand the students background and prior knowledge in order to better plan our lesson for the remainder of the unit. The QTM text introduces the importance of background knowledge which supported my planning for the first lesson. The QTM text has informed my planning by learning on testing the students first. This can enhance the learning experience for these students by facilitating improved understanding when we introduce the content (Ladwig, 2006, p. 40). As recorded in figure 1.1; we have noted that our students have some knowledge on the content that we are teaching already. This is why our first activity is testing their knowledge on recognising and establishing different locations through sites and sounds. The reason why this is important is because it emphasizes that effective instructions during teaching should consider the learners prior knowledge (Bannert, 2002, p. 142). The reason behind this is that it influences the learners on how they process and retain new information (Bannert, 2002, p. 142). Another example on what can be used in planning is the worksheet that myself and my partner created which is located on figure 3. This example highlights efficient planning when testing the prior knowledge of our students because it involves group collaboration for students to share ideas as well as scaffolding to support the students learning.
3.1 Evidence
Figure 1.1
This section is where we describe the prior knowledge of our students. This is good in use of our planning because we will have an overall idea on what the class already knows. This will support our planning by having relating activities from what they have done previously which also supports the engagement with these students as well.
Figure 3
​This worksheet that I made shows prompts and a simple task on locating sites and sounds. This supports background knowledge because students will begin to assume the sounds before they get to the location but may find that there is different sounds that they did not think about previously. This challenges their thinking therefore supports their learning by focusing on simpler tasks by locating sights and sounds.
References
Bannert, M. (2002). Managing cognitive load—recent trends in cognitive load theory. Learning and Instruction, 12(1), 139–146. https://doi.org/10.1016/S0959-4752(01)00021-4
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Ladwig, J & Gore, J (2006). ‘ A classroom practice guide” in Quality teaching in NSW public schools. 2nd edn. State of NSW, Department of Education and Training, Professional Learning and Leadership Development Directorate, New South Wales, pp. 05 – 59.
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Pendergast, D. (Donna L., Main, K., & Bahr, N. (Eds.). (2017). Teaching middle years : rethinking curriculum, pedagogy and assessment (Third edition.). Routledge, Taylor & Francis Group.
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Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education (Washington, D.C.), 94(1), 87–101. https://doi.org/10.1002/j.2168-9830.2005.tb00831.x
Wang, L., Bruce, C., & Hughes, H. (2011). Sociocultural Theories and Their Application in Information Literacy Research and Education. Australian Academic and Research Libraries, 42(4), 295–308.