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Milan Cupic17727176
Part A
Graduate Teacher Standards
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning
Focus Areas
2.2.1:
This lesson plan is organised quite well in terms of its structure and content. The content
provided in this lesson plan is directly linked to the Mabo decision. This lesson plan meets
Australian curriculum learning objective ACDSEH106, as it discusses the importance of the
Mabo decision in Australian history. This lesson plan requires students to complete a
worksheet prior to watching three short videos on this topic. Students are then asked to
participate in a class discussion regarding the content of the clips and then they are required
to complete the worksheets. The content provided in this lesson plan aims to address the
diverse learning needs of students. The worksheets allow for a broad range of answers and
the videos are designed for all student learning needs.
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3.4.1:
This lesson plan uses a range of resources in order to engage students in their learning.
Students are provided with worksheets and then asked to complete the research required for
the first task with their laptops. The student teacher then plays a series of short clips which
discuss the importance of Mabo in Australian history. The use of ICT in this lesson will assist
students in completing the worksheets provided to them. Following this activity, the teacher
engages students in a class discussion based on the activities throughout the lesson. This
teacher has used a range of resources throughout this lesson plan. Worksheets and the use of
ICT in the lesson plan are just some of the resources which have been used to engage
students in their learning.
4.1.1:
In this lesson plan the student teacher supports student participation by using strategies which
promote student engagement in the classroom. At the start of the lesson the student teacher
asks students to participate in a brainstorm activity. At the end of the lesson the student
teacher conducts a brief class discussion with the students in their class. Through these two
activities the student teacher is encouraging student participation by asking students
throughout the class to contribute. This is an example of inclusive student participation as
every student regardless of gender, culture or disability will have the opportunity to voice
their opinion. The teacher engages with the students and also supports student participation
through these type of activities.
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Standard 5.1.1:
In this lesson plan the teacher assesses student learning through an informal approach. Near
the end of the lesson the teacher conducts a brief class discussion regarding the content that
has been delivered and at the same time assesses what students have gained in this lesson.
The teacher uses formative assessment as a means of assessing student learning throughout
this lesson plan. This lesson plan demonstrates an understanding of an assessment strategy
that is used to assess student learning. The student teacher can assess how the students in the
class are progressing with this topic and can also address any learning needs or difficulties
with this kind of formative assessment.
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Part B
Table of Contents
Section 1: Pages 5-7
Section 2: Page 8
References: Page 9
Appendix 1: Pages 10-13
Appendix 2: Page 14
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Section 1
Teachers in Australian classrooms have to cater for numerous student learning needs in
Australian classrooms. Teachers have to adapt to these needs that are present in the 21st
Century. Teachers have to take into consideration the literacy needs of students and also the
individualised learning needs of indigenous, cultural and linguistic students. Teachers will
often refer to the curriculum and will use focus areas from the teacher standards in order to
meet these diverse requirements. Classrooms in the 21st century consist of students with an
increasingly wide range of abilities and learning needs (Forlin, 2004). This report aims to
address diverse student learning needs through the selected focus areas that can be directly
seen in the lesson plan provided.
Focus area 2.2.1:
The content provided in this lesson plan aims to meet the needs of students in the 21st century.
This selected focus area caters for student learning needs through the content provided to
students and the way it has been organised. Teachers may organise content in such a way that
meets the learning needs of students from a variety of backgrounds. In this lesson plan the
teacher uses a worksheet that requires students to identify key terms in this unit of work. By
doing this they are catering to individualised learning needs and creating an inclusive class
environment where every student has the means of engaging with the content provided to
them. Indigenous and non-Indigenous students often respond and are more engaged with
content that is interesting and relevant to the classroom (Purdie et al. 2000). This lesson plan
requires students to watch numerous short clips which are relevant to the unit of Mabo and as
a result this will engage all students in the classroom regardless of their learning ability.
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Focus Area 3.4.1:
This focus area addresses a wide range of learning needs primarily through the resources used
in this lesson plan and through ICT. For many students’ which have individualised learning
needs the use of ICT was primarily seen as a form of educational support for these students
(Forlin and Lock, 2006). Students are required to conduct research on the Mabo topic with
their computers and this is a form of engagement with the topic. The bright colours and
graphics from the computers were highly motivating and engaging for a wide range of
students in the classroom (Forlin and Lock, 2006). In this lesson plan students are required to
watch three short video clips which are aimed at engaging students with a range of learning
abilities. The clips in this lesson plan contain closed captions and this would be highly
beneficial to students which have cultural and linguistic needs. Many Indigenous students
preferred to learn through observations rather than verbal instructions and these activities
would directly cater to their learning needs (Simpson and Clancy 2005).
Focus Area 4.1.1:
This focus area aims to support inclusive student participation and engagement in the
classroom. In the lesson plan provided the teacher uses a number of strategies to support
student learning needs through activities and classroom discussions. At the start of the lesson
all students are required to participate in a brainstorm activity that engages the whole class on
this topic and allows students to participate regardless of their learning ability. Brainstorming
is a good way to help students with dyslexia, as it happens to be an outlet for their creative
thinking (Reid, 2013). Near the end of the lesson plan students are asked to participate in a
classroom discussion and this is a strategy that supports inclusive student participation as
described in this focus area. Students with cultural and linguistic needs have a wealth of
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experience to contribute to classroom discussions (Ryan and Cooper, 2008). Teachers can
differentiate the content for students with learning needs in order to support their learning and
engagement in the classroom. Through these activities the focus area demonstrates a range of
activities that support diverse learning needs in this lesson plan.
Focus Area 5.1.1
This focus area aims to cater to diverse learning needs by assessing students on the content
they have received and what they have learnt throughout the unit. This focus area allows
teachers to assess students learning and then create programs for students which are seen to
be in need of assistance. In this lesson plan students are required to participate in a brief class
discussion where the teacher uses a formative approach to assess what they have learnt.
Culturally diverse groups can contribute greatly to these type of activities as they allow all
students to come together and work on this task. As the teacher hears student’s responses they
can adapt any future lessons to the needs of students from cultural, linguistic and Indigenous
backgrounds. Teachers can use scaffolded literacy tasks for students with linguistic and
cultural needs and quizzes and other resources to analyse student abilities (Ferfolja and
Vickers, 2010).
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Section 2:
Peer feedback greatly contributed to my analyses in both part A and B. My peers were
somewhat pleased with the chosen standards and explanations that were presented to them
but there were some minor revisions. Two focus areas have been changed that appear more
appropriate to this lesson plan as a result of peer feedback. My peers mentioned that focus
area 3.4.1 was better seen than 3.5.1 and as a result I have incorporated this into both
sections. Focus area 4.5.1 was changed to 4.1.1 as there was no mention of using ICT
ethically in my chosen lesson plan. Zaffar made it clear that these two standards needed to be
revised and amended, as they were not quite appropriate for this lesson plan. Junnan and the
rest of my peers agreed that my other focus areas were appropriate and were addressed
thoroughly in my explanations.
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References
Ferfolja, T. Vickers, M.H. (2010). Supporting refugee students in school
education in Greater Western Sydney. Critical studies in Education.
51(2), 149-162.
Forlin, C. (2004). Promoting inclusivity in Western Australian schools. International
Journal of inclusive education, 8, 183-200.
Forlin, C., Lock, G. (2006). Employing technologies to engage students
with diverse needs in rural school communities. Australian Journal
of Teacher Education, 31(1), 1-14.
Purdie N, Tripcony P, Boulton-Lewis G, Fanshawe J & Gunstone A. (2000).
Positive self-identity for Indigenous students and its relationship to
school outcomes. Report to the Commonwealth Department of
Education, Training and Youth Affairs. Brisbane: Queensland
University of Technology. Retrieved from http://www.
aboriginalstudies.com.au/content/uploads/2012/07/2000-Purdie-
etalDETYA-Self-Identity-and-Outcomes.pdf>.
Reid, G., & Ebooks Corporation. (2013). Dyslexia and inclusion
classroom approaches for assessment, teaching and learning
(2nd ed.). Milton Park, Abingdon, Oxon ; New York: Routledge.
Ryan, K., Cooper, J. M. (2008). Those who can teach (9th ed.). Boston: Houghton
Mifflin.
Simpson, L., Clancy, S. (2005). Enhancing opportunities for Aboriginal literacy
learners in early childhood settings. Childhood Education, 15, 327-32.
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Appendix 1:
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Appendix 2 Revised Lesson Plan Standards
Original lesson plan standards Revised Lesson plan standardsStandard 2.2 N/AStandard 3.5 Standard 3.4Standard 4.5 Standard 4.1Standard 5.1 N/A
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