c3109550 6771 at2 using the quality teaching model for quality classroom practice (part 3) analysis...

7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT

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Sonia Carpenter c3109550 Michael Linich

QUALITY TEACHING ANALYSIS OFYOUR PEER TEACHING LESSON

ElementYOUR

Score

YourPeer/s

Score

Substantiation for YOUR score, including some

comment re the feedback from your peers

INTELLECTUALQUALITY

Deep Knowledge 5 5

I made a conscious effort to integrate this element. I

explicitly asked the students to present and then

evaluate knowledge, and the coder recognised this.

Deep Understanding 5 4

Following this evaluation, students were asked to justify

their evaluation, this was recognised as deep

understanding

Problematic Knowledge 4 3

I believe in the evaluation of the knowledge I

demonstrated that it was problematic. Comment was

that it was evident, no suggestion of why a 3 was given.

Higher-order Thinking 4 4

I made it obvious to students that this lesson was to

include HOT, especially in group work task, and this

was recognised as the higher-order thinking component

Metalanguage 3 3

I used and explained terms such as image and tone,

but I did not discuss or elaborate in length, so some

students may have not understood

Substantive My lesson was mostly teacher directed and I probably


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Substantive My lesson was mostly teacher directed and I probably


Student Direction 1 2

I did not aim to include this element in my introductory

lesson, and I deliberately regulated activities and the

lesson progression, student direction still recognised.

SIGNIFICANCE

Background Knowledge 5 4/4

Accessing the students background knowledge was

central to my lesson objectives; only my first activity

was explicitly recognised as demonstrating this element

Cultural Knowledge 5 2/5

Cultural knowledge was also a central aim. One coder

only saw it in class discussion but the other recognised

it as more sustained throughout the lesson.

Knowledge Integration 2 2/3Links to geography and history were recognised but the

lesson was fairly centralised.

Inclusivity 4 3/3

I encouraged those who did not actively participate to

contribute in discussions, but was still observed that

some students were the dominant participants

Connectedness 4 2/5

I believe that the lesson showed high connectedness

but one coder believed that student discussion of

themes would have raised lesson connectedness.

Narrative 5 4/4

Centred on stories, this lesson had narrative central

and throughout, both in texts and in personal

anecdotes by me and the students


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QUALITY TEACHING ANALYSIS OF

ONE OFYOUR PROFESSIONAL EXPERIENCE LESSONS

ElementYOUR

Score

Substantiation for YOUR score, including somecomment re the feedback from your Cooperating

Teacher about the quality of your lesson

INTELLECTUALQU

ALITY

Deep Knowledge 4

Lesson was an introduction to Haiku and Cinquain. The

meanings, forms and features were central to entire

lesson and all activities

Deep Understanding 3

Some students showed evidence of a deep

understanding in their samples while others repeatedly

asked for clarification and assistance

Problematic Knowledge 3

Poetic forms were introduced as social constructions,

with variations presented and history of theirconstruction and formation over time told

Higher-order Thinking 4

The students were an advanced year 7, and they

sustained HOT throughout most of the activities

presented

Metalanguage 3

As terms and metalanguage of poetry was revised, it


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Student Self-Regulation 3

Students were variably focused and distracted. The

main behavioural problems occurred during group work

activities

Student Direction 2Student control was minimal. Teacher commented this

was preferable due to upcoming assessment task

SIGN

IFICANCE

Background Knowledge 3

Background knowledge was not central, but teacher did

comment that she saw my effort to connect lesson to

previous learning of poetry in and out of school

contexts songs, movies, stories, primary school

Cultural Knowledge 3

Haiku and Cinquain cultural histories were discussed,

and students were encouraged to write about cultural

experiences, but many did not

Knowledge Integration 1Knowledge was restricted to the subject matter of

poetic forms and features

Inclusivity 4All students and groups were questioned and all

contributions valued and effort expected

Connectedness 2Some connection evident in introduction and revision,

but not central to lesson content or objectives

Narrative 3

Narrative of poetry and poetic forms was used

throughout the lesson teacher commented on effective


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POINTS OF COMPARISON BETWEEN PEER TEACHING EXPERIENCE AND THE

LESSON DURING YOUR PROFESSIONAL EXPERIENCE PLACEMENT

I certainly felt more in control of my peer teaching lesson, especially over content and

activities, and this reflected as a more positive experience and a greater ability to design

a lesson that I felt the students could engage with. As I had completely designed the

lesson myself it was not subject to any school scope & sequence. This gave me more

control, and I used this to incorporate as many elements of the Quality Teaching model

(Ladwig & Gore, 2009) as possible. The lessons I taught in my professional experience

were on two poetic forms and they were required knowledge for a half-yearly

examination on poetry. I accessed resources and made a lesson plan that I coded using

the Quality Teaching model, but I certainly found it harder to incorporate, especially

elements such as knowledge integration and connectedness.


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TWO TARGETS FOR IMPROVEMENT, INFORMED BY FEEDBACK ON YOUR

TEACHING AND RELATED TO QUALITY TEACHING

My peer and teacher feedback observed that knowledge integration and explicit quality

criteria were lacking in both my peer teaching and practical experience lesson. In

recognition, I need to work on explicitly stating to students the quality I expect of their

work (Ladwig & Gore, 2009) and the links their work has to wider knowledge and

contexts. (Burke, 2003)(Zeichner & Liston, 1996) emphasise order, and this was a

weakness in the group work activities I attempted in both lessons; I have a passion for

the strengths of peer and collaborative learning, but I need to improve my strategies for

implementing group work activities. As a practical decision (Valli, 1992) , I would shorten

periods allowed for the completion of group work activities(Killen, 2009), making certain

that this was communicated to students along with explicit quality criteria of the work

expected within the given time.


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EDUC6771 AT2 Word Count: 4415 7

KLA : English Class : Year 7 Date : Time :

Syllabus outcome/s and indicator/s:

Outcome 6: A student draws on experience, information and ideas to

imaginatively and interpretively respond to texts

Specifically:

6.5 Identify the ways characters, situations and concerns in texts connect to

students own experiences, thoughts and feelings

Additionally:

Outcome 2: A student uses a range of processes for responding to and

composing texts

Specifically:

2.1 Uses a range of listening, reading and viewing strategies, including

skimming, scanning, predicting and speculating, reading and viewing in depth

and rereading and re-viewing, according to the purpose and complexity of the

texts

In this lesson the learners will:

Recognise how The Riveras a story is created and why, through a close study

facilitated through a range of processes:

- comparison to other texts

- The picture book test and review of the test

Understand how stories move between times and places through specific

textual techniques

Think about how their background knowledge can be material for a story of

their ownin the same way as The River; using their own familial and cultural

backgrounds thus connecting the characters and plot ofThe Riverto their own

experience, information and ideas

TEACHING AND LEARNING ACTIONS

Orientation: 8minutes

Focus: today we are continuing to learn about picture books! Today is especially

important because we are going to think about why we like picture books, and how to

understand the way that picture books work.

Engage: Teacher Last lesson I explained what a picture book is. Remember? Well my

favourite picture book is the arrival by Shaun Tan: it has no words at all! Everyone

here probably has a favourite picture book, and now we are going to think about what

they are - Opening Activity group picture book shortlists 5 min max!

Access: Share the shortlists with the class as a group, talk about why they were

chosen, whose favourites they were and why (show and tell) 3 min max!

Reflection:minutesConsolidate: ask ID students something new t hey learnt about their favourite picture

book or The Riverand how it works as a picture books, and why they like certain picture

books.

Reflect: has what we have learnt today changed how you look at picture books?

Challenge/Extend: homework of the lesson is to find out about their family history

through asking their parents in preparation for next lesson, where we will use this

information to write a story of their own that moves between t heir present and a story

of the past. Also, challenge the students to bring in a picture book they have at home if

they wantand let the class do the picture book test on it.

Content Time Discovery& Exploration Class

Structure

Teachers

Role

What - AssessmentHow Resources

Group

activity fav

picturebooks

5 min

Students will be split into groups nominated by the

teacher. They will discuss their ID favourite picture

book/s with their groups and group will choose 2

Group

work

Group

work

organising

Students

analytical range

of processes for

Picture book

favourite

activities:

Paper for group

shortlists

Internet to

Beyond the River Lesson PlanPeer Teach Lesson


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for a group shortlist

Encourage students to discuss their reasons for

choices and their process of e limination with each

other

responding to

texts & their

experiences and

ideas on

responding to

texts

Group shortlists

> class shortlist

Justification of

choices

Discussion of

texts as

representations

of the real world

and real cultures

and people

search for books

they cant

remember

details of?

Share group

shortlists &make class

shortlist

2 min

Groups will present their shortlists simply list

them in turn to the teacher who will write or typethem into a class shortlist on the board groups

will be questioned on their choices for their

shortlist out of all member favs.

Group

present toclass

Teacher

response togroup work

Smartboard or

whiteboard forsharing of class

shortlist

Class

discussion of

class list

2 min

Students think about class choices and are

introduced to the concept of books as a mirror of

the real world - they are introduced to analysis of

textual representations

Whole

class

Teacher

response to

group work

6.5 Reflecting

on choices,

student will

learn how

texts connect

to their own

exp.

Introductionof the Picture

book test and

testing ofThe

River

6 min

Last week we read The River, and now we are goingto talk about it in the same way that we just

discussed your picture book favourites. We know it

is about Chinese culture everyone remember

where China is on the map? Now we are going to

look at a picture book test that measures how much

a picture book looks at different cultures and how

well they are shown in the book

Whole

class

Reflection

and

Consolidation

of learning

3 min Reflection activities see reflection box Whole

class

Direct

instruction

and

studentresponse


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KLA : English Class : Year 7 English Date : __/__/12 Time : 75 mins


Students learn to:

4.1 Identify and describe the purpose, audience and context of texts

4.3 adapt texts for different purposes, audiences and contexts and

articulate the effects on meaning

4.5 selectively use dictionaries, thesauruses, spellchecks and other

reference texts

Students learn about:

4.7 The effectiveness of specific language forms and features and structures

of texts for different purposes, audiences and contexts and for specific

modes and mediums.

4.8 The ways in which specific language forms and features and structures

of text are used to shape meaning including, in written texts: medium,

organisation, sentence structures, grammar, punctuation, [] the use of

formal or colloquial language and figurative language


Learn about Haiku as a form of poetry. They will learn about Haikus:

- History

- Influences

- Features

- Rules

They will learn how to compose Haiku the whole process. From brainstorming

ideas to using these to write drafts according to rules, then evaluate and edit

these drafts before they share them with the class.



Focus: today we are continuing to learn about poetry, but today we get to write

some! One of the easiest forms of poetry to write is Haiku because it doesnt need

to rhyme and it has very strict rules. We are going to learn these rules and write

our own.

Engage: Teacher Over the last few lessons you have been looking at particular

poetic techniques. Haiku and Cinquain are types of poetry. They sometimes use the

techniques you have been learning about. Opening Activity Haiku or Cinquain?

Quiz 5 min max!

Access: Quiz, on board brainstorm. What we already know about Haiku and

Cinquain. Can you guess which samples and features are which poetic form?

Reflection:minutesConsolidate: ask ID students something new they learnt about how they can use poetry to

express the way they feel and see the world.

Reflect: has what we have learnt today changed what you think of poetry?

Challenge/Extend: make your poems into a poster with one or more illustrations

describing or depicting what the poems are about. Students can make a single posters for

Haiku or they can also write a Cinquain next lesson on the same topic and combine them.

(Explain next lesson is Cinquains etc.. BEFORE STARTING ON FINAL POEM POSTER)


Structure

Teachers

Role


Class Activity,

board 10 min

As a class students will respond to a big word haiku

and written on the board. Ideas about what they know

Whole

Class

Class control

and

Identify and

describe the

Student learn

through class

Board

whiteboard or

Haiku Lesson PlanProfessional Experience Lesson

(Arranged as separate to following Cinquain lesson, through

circumstance were integrated)


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brainstorm

and quiz

or think they know about Haiku and what the word

means.

Samples displayed or written on board, class allowed

to respond with opinions. Features and form rules

quizzed (alternative to direct instruction)

response,

participation

on board

purpose,

audience and

context of texts

AND

The ways in

which specific

language formsand features

and structures

of text are used

to shape

meaning

quiz- Haiku or

Cinquain?

samples, rules

Learn how the

history of Haiku

and its contextinfluences the

rules about how

it is written

smartboard for

sharing the class

ideas and

learning

Smartboard or

whiteboard fordisplaying/writing

summary of

Haiku for

students to copy

Haiku

history,

context,

influence

5 min

Brief historical account of Haiku - Haiku is 17-syllable

verse usually concentrated on natural imagery. It

originated in Japan in the 19th

Century. In Japanese, it

is the singular (explain vs plurals) ofhaikai, in haikai

no renga "jesting linked-verse;" (originally a succession

of haiku linked together in one poem.)

Direct

instruction

from

teacher

Direct

instruction of

essential

content


Structure

Teachers

Role


Rules of

Haiku and

how to write

Haiku

5 min

Explain: A haiku is always written in 3 lines. Each

line has a set number of syllables.

The first line - 5 syllables.

The second 7 syllables

The third line - 5 syllables.

A Haiku is inspired by observation of the world!

Simply think about something you like, write a

free description of it and then make that

description fit the rules!

Haiku are commonly accompanied by an

illustration

Whole

class

Direct

instruction,

explain idea

of fewerwords for

potent image

The ways in

which specific

language forms

and featuresand structures

of text are used

to shape

meaning

Instruction in

how the

structure of

the Haiku,

through

syllable count,

shapes

meaning

Board to write or

display

information on,

samples of Haiku

with illustrations

Explanation

of group

activity

Expectations

5 min

Briefly explain parts of speech: nouns, verbs,

adjectives to consolidate (use MadLibs

explanations)

Explain verb evaluation as important HSC - Make

a judgement based on criteria; determine the

value of explain that they need to evaluate

group word choices

Whole

class

Direct

instruction

Grammar

nouns, verbs,

adjectives.

Evaluation

skills

Assessed in

next activity

Board to write on

explanation of

parts of speech

Class writes a Students are split into groups. They are going to Monitor Knowledge of Large A3 or


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Haiku

through

group

activities

20 min

brainstorm words about the season of winter.

Group 1 is nouns. Group 2 is adjectives (words

that describe the season.) Group 3 writes verbs

(action words of the season.)

Group

work

group

activities,

correct

mistakes

parts of

speech and

their

differences

required.

butchers paper

for group word

lists

Independent

work 15 min

Students will work independently to write theirown haiku, using words from the charts to help

them generate ideas. Make sure that students

understand that the word lists are for reference

and ideas; encourage them to use their own

words if they think of something that is not on

the charts.

Individualstudent

work

Monitoringand helping

students

who require

it

adapt texts fordifferent

purposes,

audiences and

contexts and

articulate the

effects on

meaning

Adapt originalHaiku

purposes to

describe their

own

experiences of

the season of

winter

Haiku Starterworksheet (with

the spots for the

syllable counts

Haiku starter

worksheet

Reflection

and

Consolidation

of learning

10 min

Students have opportunity to share their Haiku if

it is finished, peers offer feedback. Fast students

can start, or homework is to write their Haiku on

a new piece of paper supplied? And accompanyit with an illustration

Class

response

to peers

Encouraging

students to

share Haiku

and work athome

Public

speaking skills,

audience

etiquette

Sharing of

poetry with

class, class

listens

Blank sheets of

paper for fast

students,

homework task


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KLA : English Class : Year 7 English Date : __/__/12 Time : 75 mins


Students learn to:

4.1 Identify and describe the purpose, audience and context of texts

4.3 adapt texts for different purposes, audiences and contexts and

articulate the effects on meaning

4.5 selectively use dictionaries, thesauruses, spellchecks and other

reference texts

Students learn about:

4.7 The effectiveness of specific language forms and features and

structures of texts for different purposes, audiences and contexts and for

specific modes and mediums.

4.8 The ways in which specific language forms and features and structures

of text are used to shape meaning including, in written texts: medium,

organisation, sentence structures, grammar, punctuation, [] the use of

formal or colloquial language and figurative language


Learn about Cinquain as a form of poetry. They will learn about Cinquains:

- History

- Influences

- Features

- Rules

They will learn how to compose Cinquain the whole process. From brainstorming

ideas to using these to write drafts according to rules, then evaluate and edit these

drafts before they share them with the class.



Focus: today we are continuing to learn about writing poetry! Two of the easiest

forms of poetry to write are Haiku and Cinquain. We learnt about Haiku last time.

Like Haiku, Cinquain poem dont need to rhyme and have very strict rules. We are

going to learn these rules and write our own.

Engage: Teacher Opening Activity Do you like this Cinquain? - display samples

for opinions and quiz kids on rules of Cinquain

Access: Quiz, on board brainstorm. What we already know about Cinquain.

(Explain it is ok to get them wrong, we are going to learn more about the form

later)

Reflection: minutesConsolidate: ask ID students something new they learnt about how they can use poetry to

express the way they feel and see the world.

Reflect: has what we have learnt today changed what you think of poetry?

Challenge/Extend: make your poems into a poster with one or more illustrations describing

or depicting what the poems are about. Same as the posters for your Haiku, make one for

your Cinquain or, if it is about the same subject matter you can combine them.


Structure

Teachers

Role


Class Activity,

board 10 min

As a class students will respond to a big word haiku

and cinquain written on the board. Ideas about what

they know or think they know they are and mean.

Whole

Class

Class control

and

Identify and

describe the

purpose,

Student learn

through class

quiz- Haiku or

Board

whiteboard or

Cinquain is pronouncedSING-KEYN

Cinq is pronounced SANK

Cinquain Lesson PlanProfessional Experience Lesson

(Arranged as separate to Haiku lesson, through circumstance

were integrated)


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brainstorm

and quiz

Samples displayed or written on board, class guesses

whether they are Haiku or Cinquain. Features and

form rules also quizzed (alternative to direct

instruction)

response,

participation

on board

audience and

context of texts

AND

The ways in

which specific

language forms

and featuresand structures

of text are used

to shape

meaning

Cinquain?

samples, rules

Learn how the

history of Haiku

and its context

influences therules about how it

is written

smartboard for

sharing the class

ideas and

learning

Smartboard or

whiteboard fordisplaying/writing

summary of

Haiku for

students to copy

Cinquain

history,

context,

influence

5 min

Explain historical and phonetic origins of the word

cinquain French word for 5, because the form has

five lines (adaption of French word by an American =

different pronunciation) cinquain "collection of five,"

1711, from Fr. cinq "five" five. 5-lined stanzas of

verse from Adelaide Crapsey (1878-1914.)

Direct

instruction

from

teacher

Direct

instruction of

essentialcontent


Structure

Teachers

Role


Rules of

Cinquain and

how to write

Cinquain

5 min

Explain: There are two types of Cinquain - the

type that Adelaide invented, inspired by Haiku.

Like Haiku, the rules are based on the number of

syllables in each line.

A modern adaptation of this is wordcinquain,

where the number of words allowed in each line

is controlled. Cinquain is, like Haiku, inspired by

observation! Normal descriptions can easily be

made into cinquain

Whole

class

Direct

instruction,

explain idea

of fewer

words forpotent image

The ways in

which specific

language forms

and features

and structuresof text are used

to shape

meaning

Instruction in

how the

structure of the

Haiku, through

syllable count,

shapes

meaning

Board to write or

display

information on,

samples of Haiku

with illustrations

Class writes a

traditional

Cinquain as a

group activity

10 min

Students use the word sheets from the previous

lesson to think about how they can use these

same words in a trad Cinquain. Rules:

line 1 - 2 syllables,




line 5 - 2 syllables

Whole

class Class activity Composition

skills +

outcome 4.8

The ways in

which specific

language

forms and

features and

structures of

Participation

and

comprehension

Board to write on

rules, suggestions,

and final class

Cinquain

Class writes a

word

Cinquain as a

10 min

line 1 - one word (noun) a title or name of the

subject

line 2 - two words (adjectives) describing the

Whole

classClass activity

Participation

and

Board to write on

rules, suggestions,

and final class


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group activity title

line 3 - three words (verbs) describing an action

related to the title

line 4 - four words describing a feeling about the

title, a complete sentence

line 5 - one word referring back to the title of thepoem

text are used

to shape

meaning

comprehension Cinquain

Independent

work 20 min

Students will work independently to write their

own cinquain, using words from the charts to

help them generate ideas. Make sure that

students understand that the word lists are for

reference and ideas; encourage them to use

their own words if they think of something that

is not on the charts.

Individual

student

work

Monitoring

and helping

students

who require

it

adapt texts for

different

purposes,

audiences and

contexts and

articulate the

effects on

meaning

Adapt original

cinquain

purposes to

describe their

own

experiences of

the season of

winter

Graphic Cinquain

Organiser, Apple

Cinquain

Organiser

worksheets

Reflection

andConsolidation

of learning

10 min

Students have opportunity to share their

cinquain if it is finished and peers can offerfeedback. Fast students can start or homework is

to write their Cinquain on a piece of paper

supplied? And accompany it with an illustration,

this may be displayed.

Classresponse

to peers

Encouraging

students toshare

cinquain

and work at

home

Public

speaking skills,audience

etiquette,

evaluation and

reflection skills

Sharing of

poetry withclass, class

listens.

Reflection

worksheet

Cinquain reflection

worksheet, boardto share class

cinquains

c3109550 6771 at2 using the quality teaching model for quality classroom practice (part 3) analysis...

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