Appendix 1: Lesson Plan Format A - Example



Lesson Plan #1Topic area: 3 – Data HandlingStage of Learner: 4 – Year 8Syllabus Pages: 20Date: August 14Location Booked: Comp LabLesson Number: 1/3Time: 60 minutesTotal Number of students 30Printing/preparationStart of Topic Sheet x 15(cut in half)Ensure all links are still valid OutcomesAssessmentStudents learn aboutStudents learn toSyllabus outcomes4.2.1 identifies and uses problem solvingprocesses whencreating solutionsLesson assessmentStart of Topic SheetIn-class discussion? importance of information to society, particularly in electronic form ? define and compare data with information ? explain the process of deriving information from data and apply the process to a given scenario Cross Curriculum themes & General capabilities Key Competencies – use mathematical ideas and techniques, using technology, working with teams, and communicate ideas and informationICTLiteracyExplicit subject specific concepts and skillsStudents are able to independently recall the relationship between data and informationStudents are able to independently list three examples of how information impacts on societyQuality Teaching Elements (lesson focus) Highlight the appropriate areasIntellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge 1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communicationQuality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations2.4 Social Support2.5 Students’ self regulation2.6 Student directionSignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration3.4 Inclusivity3.5 Connectedness3.6 NarrativeHow are the quality teaching elements you have identified achieved within the lesson?Teaching elementIndicators of presence in the lesson1.2 Deep understandingThe entire lesson is built on the idea that students are cooperatively constructing definitions of the terms “data” and “information”, and using these definitions to define the relationship between those terms.2.3 High expectationsThe focus on collaborative discussion during this lesson will enable students to develop their confidence in risk-taking. The content presented during this lesson is largely influenced by input of the students.3.5 ConnectednessF The lesson content focuses on the impacts of technology on society. This can be seen especially when the video from AITSL is played – relates school itself to the “real world”.TimeTeaching and learning actionsOrganisationCentredT/S5Teacher writes “Information and Data” on board, and engages with students by holding up Start of Topic Sheet [diagnostic assessment], and asks students questions such as “What do we write on the Start of Topic Sheet?” and “Where does it go at the end of the lesson?”.Students should be able to answer that the Start of Topic Sheet is used to document their own thoughts and knowledge about content during the first lesson of a topic, and; it will be handed to their teacher at the end of the lesson. Students have previously encountered this sheet at the beginning of previous topics.Teacher: Asks students to enter room.Explains Start of Topic Sheet.Student: Enter room, and settle into their seats.Pass around Start of Topic Sheet.Answer questions about sheet, and ask any questions they may have (especially new students).Resources: Start of Topic Sheet [Teacher Developed Resource]T10With the person next to them, students discuss their prior knowledge about data and information, and data handling. In these pairs, students fill out the first two columns in Start of Topic Sheet.The third and final column is to be filled out as the lesson progressesWhile students complete this activity, teacher marks roll.Teacher: Marks roll.Student: Get in pairs.Work on Start of Topic Sheet.Resources: RollS15Teacher instructs one student from each pair to approach the board with their worksheet, and to write something from the “What I Know” column on the board.During this time, students make a copy of the mind map in their own books.Teacher: Instructs studentsStudent: Decide who will write on board.One from each pair writes on board.Resources: Whiteboard markersT20Once each pair has written their contribution on the board, teacher asks students if there is anything else they would like to add, or ask questions about.Students have the opportunity to answer their peers’ questions before the teacher answers.Teacher: Invite students to ask questions or ask comments.Student: Ask questions and add comments.Resources:S2530Teacher introduces the video by saying “We’re going to watch a video about education, and the impacts of information and data on society. This will show us some real-life examples which are happening around us right now.” Teacher plays video 21st Century Education, stopping once every minute to discuss its information with students. Afterward, teacher asks if there is anything else students would like to add to the mind map on the board, and writes these contributions on the board.During this time, teacher engages whole class in discussion about each idea, using student input to make connections between different key words and concepts. Students are likely to respond with real-life examples pertaining to the impacts of information on education, employment, and the economy (particularly in regards to technology). More advanced students may be able to make connections to the social implications of information on society, and between the skills and knowledge developed in this subject, and the skills and knowledge which are required by emerging employment and economic demands and opportunities, as mentioned in the stimulus video.Teacher guides students to make a list of different aspects of society information has an impact on. This list should include social, ethical, economic, security/privacy, educational, employment. This list should also be accompanied by a brief discussion of examples for each, and how they personally affect students’ lives.Teacher: Introduces video.Plays video.Student: Watch video.Take notes on thoughts and questions using video as stimulus.Resources: 21st Century Education (3:40) (Can be ended at 1:00, 2:00 or 3:00 depending on attention span of students).T3540Teacher instructs students to split into small groups, and then explains the following activity, writing a list on the board for students to refer to.Students split into small groups (three or four) based on students’ own preference. In groups, students research data or information, as allocated by teacher for ten minutes. Students make notes of key words and concepts in a shared Google Docs document. (One document per group.)Teacher: Explains activity.Ensures students are safely and appropriately using internet facilities.Student: Split themselves into small groups.Take research notes.Resources: Computers with Wi-Fi capabilitiesS4550Teacher instructs students to pair up with a student who researched what they did not. Pairs should consist of one student whose group researched data, and one whose group researched information.In pairs, students access Venn Diagram Creator website and create a Venn diagram using the key words and concepts from the previous activity.Teacher: Explains task to studentsStudent: Create Venn diagram with peerResources: Venn Diagram Creator websiteThis resource enables students to digitally create their own Venn Diagram engages whole class in discussion about their findings. Students may find it difficult to vocalise a concluding statement. Teacher will thus guide students to conclude that data and information are different but closely related concepts. Teacher: Student:Resources:T60Using student input, and findings from previous activities, teacher guides students to construct definitions of both data and information, and to define the relationship between the two.The definition of data should resemble “raw facts without context” or “computer information” and; the definition of information should resemble “data with context” or “data which has been processed like a person does”. Students write these definitions in their books, and ask any questions they had about the lesson to their peers, and their teacher.Teacher: Enables students to vocalise the definitions and relationship of data and information.Reminds students to hand in their Start of Topic sheetsStudent: Construct definitions as a class. Copy down definitions.Hand in Start of Topic sheets.Resources: TReflectionWhat have I learned about the teaching and learning process when preparing this lesson?For this lesson (and indeed, this whole topic), I am attempting to move to activities which require students to work independently, and in small groups (as opposed to larger groups which centre on the teacher).How am I measuring the outcomes of this lesson? Learning OutcomeMethod of measurement and recordingDiagnostic assessment – what do my students think about data, information and information technologyStart of Topic worksheetStudents are able to independently recall the relationship between data and informationDiscussion – comments and questionsStudents are able to independently list three examples of how information impacts on societyDiscussion – comments and questionsOther considerationsComplete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.Graduate StandardsEvidence within this lesson3.3 Use teachingstrategiesIn this lesson, a range of activities are used – group work, worksheets, collaborative research, cooperative research, videos, and discussion in various group sizes. 5.1Assess student learning The Start of Topic is a form of diagnostic assessment. Students are also constantly being informally assessed through discussion and the work they produce.WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?Students need to be aware of tripping hazards – wires and bags.Students also need to be monitored while accessing the Internet. Even if students correctly engage with safe and appropriate behaviours, they may still come across inappropriate content during their research. References (In APA) You must list all references that you have used for the content and resources of this lesson in this space.AITSL. (2012, May 7). 21st Century Education [Video file]. Retrieved August 9, 2017, from . (n.d.) Retrieved August 7, 2017, from Attached:You must list all the resources that you have created or found in this space.Start of Topic SheetStudent Name:Topic Name:What I Know:What I Want to Know:What I Learned:x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________Start of Topic SheetStudent Name:Topic Name:What I Know:What I Want to Know:What I Learned:x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________x__________________Lesson Plan #2Topic area: 3 – Data HandlingStage of Learner: 4 – Year 8Syllabus Pages: 20Date: August 15Location Booked: Comp LabLesson Number: 2/3Time: 60 minutesTotal Number of students 30Printing/preparationEnsure all links are still validBring Start of Topic sheet from last lesson OutcomesAssessmentStudents learn aboutStudents learn toSyllabus outcomes4.2.2 designs, produces and evaluates appropriate solutions to a range of problemsLesson assessmentPosterClass discussionData and information ? importance of information to society, particularly in electronic form Data forms ? analogue ? digital ? explain the process of deriving information from data and apply the process to a given scenario ? convert data between analogue and digital forms Cross Curriculum themes & General capabilities Key Competencies – use mathematical ideas and techniques, using technology, working with teams, and communicate ideas and informationICTLiteracyExplicit subject specific concepts and skillsStudents are able to explain the process of the conversion between analogue and digital forms with peer supportQuality Teaching Elements (lesson focus) Highlight the appropriate areasIntellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge 1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communicationQuality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations2.4 Social Support2.5 Students’ self regulation2.6 Student directionSignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration3.4 Inclusivity3.5 Connectedness3.6 NarrativeHow are the quality teaching elements you have identified achieved within the lesson?Teaching elementIndicators of presence in the lesson1.4During this lesson, students will be introduced to fairly complex concepts. These include how sound works in both analogue and digital formats.2.3During this lesson, there are quite a few instances where students will be introduced to fairly complex concepts which are built on simple ideas. It is important that students take the risk to state the obvious.3.5The revival of vinyl albums in recent years enables students to connect the content in this lesson to knowledge in their lives. The vinyl album is a connection to current technology.TimeTeaching and learning actionsOrganisationCentredT/S5Teacher marks roll as students collect their Start of Topic sheet from last lesson.Teacher: Asks students to enter room.Marks roll.Student: Enter room, collect sheets from last lesson, and settle into their seats.Resources: Roll, Start of Topic sheet from last lessonT10In pairs, students discuss one shared or interesting item on their Start of Topic sheet for three minutes.Teacher engages whole class in discussion about data, information, their relationship, and the different kinds of impacts information technology has on society. Student pairs share the topic of their discussion. During this discussion, teacher writes list on board, and each student takes notes in their books.Teacher: Instructs students to engage in discussion with the person next to them about a shared or interesting item on their lists.Engages in discussion about concepts covered last lesson.Writes notes on the board.Student: Engages in discussion with person next to them.Engages in discussion about concepts covered last lesson.Writes notes in their books.Resources:S1520Teacher passes around vinyl album while projecting Gramophone image onto the board. Students are encouraged to feel the grooves in the vinyl album as teacher gives explanation as to how it works.Sound is ‘measured’ by the needle in the form. The needle takes the vibrations of the vinyl album and transfers it to the box to a box in order to “make” sound.Teacher draws a sound wave on the board, and guides students to the conclusion that analogue sound waves are continuous. Teacher writes this statement on the board, and students copy it into their books. Teacher asks if students know what analogue and continuous mean. If not, teacher provides definitions, and students write this into their books.Teacher: Uses student input to explain how gramophones work, and how that relates to the analogue format of sound.Writes notes on the board.Student: Listen actively, partake in discussion, and ask questions for their own clarification.Write notes in their books.Resources: Vinyl album, CD/USB, and Gramophone image ()T2530Teacher plays a song on mute in Windows Media Player. Teacher right-clicks the Now Playing window and chooses the visualisation “Bars and Waves” > “Scope”.Teacher engages students in brief class discussion about what the waves represent. Students should be able to answer that the waves are meant to represent sound waves.Teacher asks students what they notice about the way the visualisation waves differ from those on the board.Students discuss this with the person next to them for five minutes. During this time, teacher allows the song to continue playing while muted. Teacher also walks around room once, speaking to pairs to facilitate their thought process. During this time, any discussion which takes place can be used as formative assessment.Teacher: Plays song in Windows Media Player.Student: Watches visualisation and discusses observations and inferences with person next to them.Resources: Windows Media Player, speakersS3540Student pairs share their thoughts as teacher writes their ideas on the board. These observations may include “not continuous”. Teacher guides students to consider what they learned last lesson about data and how it is usually represented as discreet points. Teacher guides students to the conclusion that what they are seeing in the Windows Media Player window is a series of data points which is made to look more like sound waves for human understanding.Teacher projects Analogue and Digital Sound Waves image on the board, and students copy it into their books.Teacher: Encourages students to share their ideas, guides students to conclude that data is discreet and thus digital sound is discreet.Student: Listen actively, partake in discussion, and ask questions for their own clarification.Resources: Analogue and Digital Sound Waves image, ()T45Teacher explains the following activity, and explains that the poster will need to be submitted at the end of the lesson.In small groups (three to four), students create a poster on butcher’s paper about the differences between analogue and digital images.During this time, teacher walks around room and monitors progress of students. Teacher: Instructs students how to go about the activity, and is very specific with details. Writes a simple list so that students have something to refer to if they become confused.Student: Creates a poster about the differences between analogue and digital images in a group.Resources: Butcher’s paper, coloured pencils/pens/textsS505560Teacher engages whole class in discussion, and students share the contents of their posters.Teacher uses student input to make notes on board, and students copy notes into their books.Teacher concludes class by asking students to consider how computers view information, and that the next lesson will address that.Teacher collects posters for formative assessment.Teacher: Instructs students to write their name on posters.Student: Write their names on posters.Prepare for their next class.Resources:TReflectionWhat have I learned about the teaching and learning process when preparing this lesson?Resources can be every day objects and concepts. The vinyl album, and the WMP visualisation are likely to be items students are somewhat familiar with, and will enable students to connect the concepts learned in this lesson to the real world.How am I measuring the outcomes of this lesson? Learning OutcomeMethod of measurement and recordingStudents are able to explain the process of the conversion between analogue and digital forms with peer supportPosters – information and relevant imagesClass discussion, including any questions askedOther considerationsComplete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.Graduate StandardsEvidence within this lesson4.3 Managing challenging behaviourActivities are designed so that students’ success depends on their ability to collaborate with their peers, and behave in a cooperative manner. They are pressured by peers so that their peers may succeed.5.1Assess student learning Students are constantly being informally assessed through discussion and the work they produce.WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?Students need to be aware of tripping hazards – wires and bags.Students also need to be monitored while accessing the Internet. Even if students correctly engage with safe and appropriate behaviours, they may still come across inappropriate content during their research. References (In APA) You must list all references that you have used for the content and resources of this lesson in this space.Gramophone image [Image] (n.d) Retrieved August 8, 2017, from ratio [Image]. Retrieved August 9, 2017, from Attached:You must list all the resources that you have created or found in this space.-141605273051021715163830Lesson Plan #3Topic area: 3 – Data HandlingStage of Learner: 4 – Year 8Syllabus Pages: 20Date: August 16Location Booked: Comp LabLesson Number: 3/3Time: 60 minutesTotal Number of students 30Printing/preparationEnsure all links are still validPrint 30 of each- Binary Flashcards- Binary to Decimal sheet- Binary to Hexadecimal sheet- Bin, Hex and Dec sheet- Bin, Hex and Dec glossary OutcomesAssessmentStudents learn aboutStudents learn toSyllabus outcomes4.5.1 identifies the benefits of collaborative work practices when completing a taskLesson assessmentWorksheetsClass discussionData coding such as? decimal and binary? perform simple calculations on data codingCross Curriculum themes & General capabilities Key Competencies – use mathematical ideas and techniques, using technology, working with teams, and communicate ideas and informationICTLiteracyExplicit subject specific concepts and skillsStudents are able to code switch between hexadecimal, binary, and decimal with peer supportQuality Teaching Elements (lesson focus) Highlight the appropriate areasIntellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge 1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communicationQuality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations2.4 Social Support2.5 Students’ self regulation2.6 Student directionSignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration3.4 Inclusivity3.5 Connectedness3.6 NarrativeHow are the quality teaching elements you have identified achieved within the lesson?Teaching elementIndicators of presence in the lesson1.1This lesson focuses on the relationship between different data codes – binary, decimal, and hexadecimal2.4Tasks are constructed to support social support in all students.3.5The code-switching between hexadecimal, decimal and binary are related to the real-life contexts in which real computer scientists worked. Even though there is a temporal difference, the connection is still authentic. TimeTeaching and learning actionsOrganisationCentredT/S5Teacher marks roll as students settle into their seats.Teacher: Asks students to enter room.Student: Enter room, and settle into their seats.Resources: Roll.T10Teacher instructs students to discuss their findings about how computers perceive data from last lesson. If students are hesitant, teacher encourages them to discuss this briefly in pairs.Students may mention “1s and 0s”, “the Matrix” or even the words “hexadecimal” or “binary”. During this time, teacher makes a note of which students contribute key words to be noted as part of formative assessment.Using student input, teacher creates a mind map on the board. Students copy this down into their books.Teacher also engages students in discussion about key words and concepts as this occurs. This includes asking questions such as “But what do we do with the 1s and 0s?” and “If humans made computers, then what does that tell us about binary?” (This answer to this question is that humans made binary, and can process it.Teacher: Instructs students to discuss their findings.Uses student input to create mindmap.Student: Engage in discussion, ask questions and add comments.Copies down mindmap.Resources:T15Teacher uses student input from previous activity to progress the discussion to the concept of binary, and how humans can understand it.Teacher explains to students that the more familiar “1s and 0s” which constitute binary represent data and instructions for computers to store and process.Teacher asks students what kind of number system humans use. Students may be able to give the answer “decimal”.Teacher introduces the conversion of decimal-binary using Binary Flashcards. Teacher hands out a copy of Binary Flashcards to each students.Using these flashcards, teacher works through the first question on sheet with the whole class. Teacher: Discusses binary with students.Student: Discusses binary with other students, and shares with teacher.Uses flashcards to facilitate their learning.Resources: Binary Flashcards [Teacher Developed Resource]T20In pairs, students complete Binary to Decimal worksheet with the help of Binary Flashcards.Teacher encourages students to ask the person next to them for help if they struggle before requesting the help of a teacher.During this time, teacher allows students to work without teacher interference unless specifically engaged by students.After ten minutes, teacher walks around the room once to monitor student progress (formative assessment).Teacher: Instructs students about activity. Surveys student progressStudent: Completes worksheet.Resources: Binary to Decimal worksheetS253035Teacher shows students Image of binary instruction and asks “What’s the problem with this?” and “How readable is this to humans?”Student answers may include “It isn’t readable” or “The numbers don’t mean anything”Teacher uses student input to discuss the concept that hexadecimal is a means to make it easier for humans to read and process the information as binary. Teacher relates this to the complex nature of software, and that early code was written using hexadecimal. Teacher asks students to raise their hand if they have heard of hexadecimal previously. (Formative assessment).Teacher writes a list on the board of decimal to hexadecimal. Teacher: Engages students in discussion using visual stimulus.Student: Engages in discussion, and listens to the contributions of peers.Resources: Image of binary instruction ()T40Students complete Binary to Hexadecimal worksheet with peer support as required.Teacher encourages students to ask the person next to them for help if they struggle before requesting the help of a teacher.During this time, teacher allows students to work without teacher interference unless specifically engaged by students. Even then, teacher should avoid helping students too much. It is important that students have time to develop the skills they are learning.After five minutes, teacher walks around the room once to monitor student progress (formative assessment). Again, teacher should not interfere unless specifically engaged by students.If it is evident that students are struggling, teacher stops this activity to go through more answers on the board with the whole class, and works through questions from Binary to Decimal worksheet.On the other hand, if it is evident that students are excelling, teacher hands out Bin, Hex and Dec worksheetTeacher: Instructs students about activity. Surveys student progressStudent: Completes worksheet.Resources: Binary to Hexadecimal worksheet Bin, Hex and Dec worksheet (based on , with some modifications to formatting such as making space for students to write on the sheet, removal of the answers, and increasing font size and changing font type to Comic Sans MS for enhanced readability)S455055Teacher hands out hexadecimal glossary, and instructs students to peer-mark one another.Students swap their worksheets with the person next to them, and mark their peer’s work. Teacher asks students to raise their hand to indicate how well they did on the past two worksheets in the following outcomes: more than 50% correct, more than 75% correct, and 100% correct.This enables the teacher to gauge how well students understood how to convert between binary, decimal and hexadecimal.Teacher: Instructs students about activity. Student: Uses glossary to mark the worksheet of their peers.Responds to prompts by teacher.Resources: Binary, Decimal, and Hexadecimal glossary sheet [Teacher developed resource]T60ReflectionWhat have I learned about the teaching and learning process when preparing this lesson?I worry that this lesson will leave students confused. I am assuming that the teacher has laid groundwork for students to work without significant teacher input. However if this is not the case, the concepts covered in this lesson would require a revision lesson in which the teacher heavily guides the students through the concepts.How am I measuring the outcomes of this lesson? Learning OutcomeMethod of measurement and recordingStudents are able to code switch between hexadecimal, binary, and decimal with peer supportSolutions to worksheetsClass discussion – notes next to name on rollOther considerationsComplete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard.Graduate StandardsEvidence within this lesson2.5 Literacy and numeracy strategiesThe activities in which students convert between binary, decimal and hexadecimal codes require the development of both literacy and numeracy skills. This activity is conducted in pairs so that students receive social support to further differentiate the activity.5.1Assess student learning Students are constantly being informally assessed through discussion and the work they produce. WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?Students need to be aware of tripping hazards – wires and bags.Students also need to be monitored while accessing the Internet. Even if students correctly engage with safe and appropriate behaviours, they may still come across inappropriate content during their research. References (In APA) You must list all references that you have used for the content and resources of this lesson in this space.Bell, T., Witten, H., W., Fellow, M., Adams, R., McKenzie, J., Powell, M., & Jarman., S. CS Unplugged: An enrichment and extension programme for primary-aged students (2nd ed.) New Zealand. Retrieved from code wall animation thumbnail [Image]. (n.d.). Retrieve August 10, 2017, from Science & Engineering for K-12. (2015). Binary to decimal conversion. Retrieved August 9, 2017, from Science & Engineering for K-12. (2015). Hexadecimal to binary conversion. Retrieved August 9, 2017, from ’s Virtual Networking. (2009). Binary, Decimal, Hexadecimal Conversion Exercises. Retrieved August 9, 2017, from Attached:-95250714375You must list all the resources that you have created or found in this space.Binary Flashcards:center635center635Binary, Decimal, Hexadecimal Conversion Exercises1. Binary to decimala. 11001011________________________________b. 00110101 ________________________________c. 10000011 ________________________________d. 10001111 ________________________________e. 11100011 ________________________________f. 00000100 ________________________________g. 00010010________________________________h. 00111111 ________________________________i. 10101010 ________________________________j. 01010101 ________________________________2. Decimal to binarya. 213________________________________b. 9 ________________________________c. 67________________________________d. 99________________________________e. 23________________________________f. 143________________________________g. 6________________________________h. 1________________________________i. 197________________________________j.252________________________________3. Binary to hexadecimala. 11001100________________________________b. 11110001________________________________c. 00110001________________________________d. 11000010________________________________e. 10100100________________________________f. 10100111________________________________g. 11101100________________________________h. 11111100________________________________i. 00111111________________________________j .00000011________________________________4. Hexadecimal to binarya. 0x45________________________________b. 0xFA________________________________c. 0x5D________________________________d. 0x99________________________________e. 0x03________________________________f. 0x6B________________________________g. 0xDD________________________________h. 0xFE________________________________i. 0x22________________________________j. 0x18________________________________5.Decimal to hexadecimala. 233________________________________b. 21________________________________c. 9________________________________d. 75________________________________e. 188________________________________f. 56________________________________g. 4________________________________h. 121________________________________i. 94________________________________j. 201________________________________6. Hex to decimala. 0x5A________________________________b. 0xCC________________________________c 0x97________________________________d. 0x40________________________________e. 0x07________________________________f. 0x3D________________________________g. 0xF1________________________________h. 0xFB________________________________i. 0x82________________________________j. 0xE4________________________________Decimal – Hexadecimal – Binary GlossaryDecimalHexadecimalBinary00x00000010x01000120x02001030x03001140x04001050x05010160x06011070x07011180x08100090x091001100x0A1010110x0B1011120x0C1100130x0D1101140x0E1110150x0F1111JustificationIn this assignment, each of the lessons have been planned according to the characteristics of both problem-based learning and project-based learning pedagogies. The shared aspects of these pedagogies entail an emphasis on student-centred work, work in small groups, connections of the work to the real world, and the importance of an open and ongoing dialogue of assessment and feedback (Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell, Drake & Moran, 2014; Segedy, Kinnebrew & Biswas, 2012; Tarmizi & Bayat, 2012).An assumption made in the design of these lesson plans is that students possess developing interpersonal and research skills. That is, students are encouraged to utilise their personal devices and peers in order to research any unfamiliar concepts before they engage with their teacher. This is assumed to be true even when not explicitly stated in lesson plans, as these choices embody the main aspects of both project-based and problem-based learning (Briggs, 2015; Khan & Abid, 2017; Lee, Blackwell, Drake & Moran, 2014; Segedy, Kinnebrew & Biswas, 2012; Tarmizi & Bayat, 2012).Each lesson plan is designed to contain multiple activities in which students engage in group work. Above all, there is a focus throughout all three lessons on small group work. Reynolds (2016) found that small group work enables students to develop their skills and knowledge better than independently or in whole class situations. In addition, the focus on small group work throughout the lessons enables students to develop their interpersonal and social skills (ACARA, 2015). As aforementioned, this focus on small group work is also supported by both project-based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat, 2012).There is also an assumption that throughout the three lessons the teacher is constantly engaging with students about their understanding, their skills, and the quality of their work. That is, students are constantly being assessed, and are receiving feedback in order to better facilitate their learning (Segedy, Kinnebrew & Biswas, 2012).In addition, each lesson plan ends with a conclusive review of the lesson’s content, and the second and third lesson plans begin with a brief revision of the previous lesson’s content. This is cohesive with the findings of Konrad, Keesey, Ressa, Alexeeff, Chan, and Peters (2014) who state that teachers must explicitly tell students what key points they are expected to have learnt during a particular lesson.In the first lesson, students watch a video about the current challenges impacting on their own education, on the employment market they will be entering at the end of their school career, and the role of information on both. The video was chosen as it enables students to connect with the content as their lives are now, and how their lives will be affected in the future by the same content. This is one of the main characteristics shared by both project-based and problem-based learning (Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat, 2012).In addition, the video provides information using visual and audio forms, and is thus a tool for differentiation, as well as a tool to develop students’ literacy as the teacher guides students to comprehend this multimedia text (Fitzgerald, 2016). This activity is planned to further develop students’ knowledge and skills as the teacher pauses the video periodically in order to engage students in discussion about its content, and students engage in small group discussion to further explore the content (Reynolds, 2016). Also during the first lesson, students collaboratively construct a Venn diagram. This activity enables students to develop their social capabilities, ICT skills, and numeracy skills. That is, the construction of a Venn diagram enables students to learn about what a Venn diagram is, and how it is used, and; using an interactive module to construct the diagram enables students to both create and communicate with ICT (ACARA, 2015).The second lesson begins with small group discussion about the Start of Topic sheet from the previous lesson. This then progresses into whole class discussion about interesting or shared content contained on the sheet. The activity is structured this way so that students will support one another to contribute to the class discussion, and; so that students will receive informal feedback about their knowledge from their peers (Reynolds, 2016). Each of these notions overlaps with the main aspects of problem-based and project-based learning (Briggs, 2015; Lee, Blackwell, Drake & Moran, 2014; Khan & Abid, 2017; Tarmizi & Bayat, 2012). In addition, the second lesson includes an activity in which students create posters based on their collaborative research. This miniature research project enables students to develop their literacy skills through their knowledge of how to construct a poster, the summarising skills required to construct an effective poster, the comprehension of online texts, and composition of the poster itself, and; their ICT skills through safe use of ICT while researching the content (ACARA, 2015).In the third lesson, there are multiple scaffolded opportunities for students to develop their numeracy skills. At the beginning of this lesson, students are given flashcards to use as a tool to help develop their numeracy stills, and to support their learning as a scaffolding tool. The first worksheet also contains an integrated visual scaffolding tool, which will help to lower cognitive load of students (Jang, Schunn, & Nokes, 2011).Toward the end of the lesson, one activity is planned with flexibility so that the teacher can simultaneously differentiate for both high achieving students who require extended challenges, and for students with lower skills who require more support. Overall, these lessons were planned based on the diverse needs of students, a mixture of problem-based and project-based learning, and the development of students’ literacy, numeracy, and ICT capabilities. The decisions made are supported by state curriculum documents, and by current education literature.ReferencesACARA. (2015). General Capabilities. Retrieved August 9, 2017, from Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Ministerial Council for Education, Early Childhood Development and Youth Affairs. Retrieved August 3 2017, from of Studies, Teaching and Educational Standards NSW. (2003). Information and Software Technology. Retrieved August 3, 2017, from , S. (2015). 10 Tips For Effective Problem-Based Learning: The Ultimate Instructional Solution. Retrieved August 4, 2017, from Department of Education and Training NSW. (2003). Quality teaching in NSW public schools. State of NSW. Retrieved August 3, 2017, from , P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy Learning: The Middle Years, 24(2), 17.Fruchter, R., & Lewis, S. (2000, December). Mentoring and reverse mentoring in P5BL. In 2nd Asia Pacific Conference on PBL, Singapore.Jang, J., Schunn, C. D., & Nokes, T. J. (2011). Spatially distributed instructions improve learning outcomes and efficiency. Journal of educational psychology, 103(1), 60. doi: 10.1037/a0021994Khan, Z. H., & Abid, M. I. (2017). Role of laboratory setup in project-based learning of freshmen electrical engineering in Pakistan. International Journal of Electrical Engineering Education, 54(2), 150-163. doi: 10.1177/0020720916689103Konrad, M., Keesey, S., Ressa, V. A., Alexeeff, M., Chan, P. E., & Peters, M. T. (2014). Setting clear learning targets to guide instruction for all students. Intervention in School and Clinic, 50(2), 76-85. doi: 10.1177/1053451214536042Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 2. doi: 10.7771/1541-5015.1426Reynolds, T. (2016). Striving for Discussion: An Analysis of a Teacher Educator’s Comments inWhole-Class Conversation. Studying Teacher Education, 12(2), 205 – 221. doi:10.1080/17425964.2016.1192035Tarmizi, R. A., & Bayat, S. (2012). Collaborative problem-based learning in mathematics: A cognitive load perspective. Procedia-Social and Behavioral Sciences, 32, 344-350. doi: 10.1016/j.sbspro.2012.01.051 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download