EDUC 5268 - A1 Planning and Justification Portfolio
Lesson 2 - 24/10/23
This lesson has informed our planning through the High Expectations which relates to the Quality Teaching material textbook (Ladwig, 2006, p. 30). This lesson structure shown in figure 1.2 highlights a strong scaffolded plan that promotes high expectations in education. This lesson begins with a call to attention which sets the tone for an engaging and focused learning environment. This call to attention does not just signifies the teacher’s commitment but also expects students to be ready to participate which sets equitable expectations amongst the class (Rubie-Davies, 2006, p. 86). Located in figure 4, shows a worksheet that we have planned for this lesson; and it relates to the high expectations we have as teachers towards our class. Students will interact with this worksheet, so they have a brief understanding of the expectations on what they need to learn for this class. This is highlighted by scaffolding down each sound terminology with how much knowledge they know and what is expected for the students to know. High expectations is important especially when planning this lesson because our goal was too explicit teach this class into understanding different forms of sounds and how it is created (Sarra, 2020, p. 34).
2.3 High Expectations
2.3 Evidence
Figure 1.2
This part of the lesson plan focuses on explicit teaching and high expectations. This is because as you can see that the teacher immediately welcomes the students by a call to attention. This is effective because to apply high expectations in the classroom you will need to start by getting the class full attention before applying class expectations. After gaining the class attention, the teacher will then give an overview on what we will be focusing on today’s lesson. This is important for our planning because we need to understand that the students knowing what is expected from them from start to finish will support them by maintaining completing tasks throughout this scaffolded lesson.
Figure 4
This worksheet that we made supported our planning by setting high expectations through active participation and critical thinking. This sheet employs a rating system for self-assessment which supports our future planning on class differentiation. This allows clear learning objectives that ensures the students to understand what is expected. This worksheet promotes a safe and inclusive learning environment by allowing class collaboration where students are safe to discuss the terms and learn from each other during the process. Overall the details on this worksheet demonstrate high expectations in the classroom due to having easy access for all students to answer each question which supports inclusivity.
Having Media Arts and Music collaborating to create these lessons, it is important to understand Knowledge integration. Knowledge integration is where different topics or subjects connect to support the learning of others (Ladwig, 2006, p. 44). As shown in figure 1.3 you can see effective knowledge integration by bridging theoretical concepts with practical scenarios. This is applied by the teacher introducing different types of sounds including dialogue, foley, field recording and soundtrack. This provides the students with the appropriate foundation of theoretical understanding. The students are presented with real world challenges in the style of sound like scenarios. This requires the students to apply their knowledge to specific situations (Mehta, 2018, p. 452). Figure 5 is a worksheet that also supports knowledge integration between music which focuses on the sound of this lesson and Media Arts that focuses on digital storytelling. This worksheet demonstrates the theoretical content through the description of each worksheet scenario where students will need to think practically to solve this problem. This example of knowledge integration heavily relies on collaboration and problem solving learning as well (Nguyen, 2023, p, 2). It is important to apply this knowledge into our planning because we want to challenge these students in order for them to get the best education from this topic.
3.3 Knowledge Integration
3.3 Evidence
Figure 1.3
This part of the lesson plan informed our planning and supported our claim on using Knowledge Integrated as a pedagogy method. This is from our plan on bringing it together by using different sound types, real-world scenarios, group collaboration, and teacher guidance. We added in scenarios in this lesson plan that require integrated theory knowledge with hands-on problem solving skills as you can see in the middle section. Overall the group work applied in this plan encourages a combination of diverse perspectives and skills to further enhance knowledge integration.
Figure 5
This figure is a worksheet designed to relate knowledge integration towards the students learning. In this given scenario for group 2, the students are tasked with combining their knowledge of sound production to capture the sound of crabs fighting in a nature documentary. This is a real world scenario that the students have been given where they need to draw upon their understanding of sound recording techniques, such as foley and sound effects, to solve a real-world problem.
References
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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Mehta, A., & Mehta, N. (2018). Knowledge Integration and Team Effectiveness: A Team Goal Orientation Approach. Decision Sciences, 49(3), 445–486. https://doi.org/10.1111/deci.12280
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Nguyen, V. T., Tran, T. H., & Nguyen, N. T. (2023). Knowledge integration methods for probabilistic knowledge-based systems. CRC Press. https://doi.org/10.1201/9781003277019
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Rubie-Davies, C. (2015). Becoming a High Expectation Teacher: Raising the bar (1st ed.). Routledge. https://doi.org/10.4324/9781315761251
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Sarra, C., Spillman, D., Jackson, C., Davis, J., & Bray, J. (2020). High-Expectations Relationships: A Foundation for Enacting High Expectations in all Australian Schools. The Australian Journal of Indigenous Education, 49(1), 32–45. https://doi.org/10.1017/jie.2018.10