102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly
addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not
mean the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 There is minor changes and differentiation techniques throughout the lesson plans to accommodate
for the learning of students with diverse needs. Scaffolded activities are prepared for EAL/D students
with a more visual approach rather than worded

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
N/A In this lesson plan, there is no links to Aboriginal and/or Torres Strait Islander cultures or different
learning needs.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 There is some indication of differentiation strategies for EALD and Low SES students. This shows
insight into knowing the students and how the learn through the participation and scaffolding means
and resources used in the lesson.

1.6 Strategies to support full participation of students with disability

12345 Apart from the differentiation used, there is no other use of strategies for students with disabilities.
This may be caused by not needing these measures as no one in the class requires them, but may need
to be indicated in the future if needed.

2 Know the content and how to teach it

2.2 Content selection and organisation
12345 The content that was organised for the introductory lesson quite well as it introduces the topic students
will be covering. However, the content is provided though a very basic means that may struggle to
keep student attention
2.3 Curriculum, assessment and reporting
12345 The use of assessment in this lesson was quite basic and doesnt provide a great insight into student
prior knowledge and understanding of the topic. This factor can be changed through addressing
different areas of assessment such as assessment for learning in order to determine what skills these
students currently have.

2.6 Information and Communication Technology (ICT)

12345 There was a minimal use of ICT in the lesson and was limited to research and a presentation. Better
use of ICT can be provided to students through using tools such as wordpress or other such websites
in order to generate and work on their portfolios electronically
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Learning goals were established in this lesson through the explanation of the assessment and how
students will address the goals.

3.2 Plan, structure and sequence learning programs

12345 The objectives were sequenced in a relatively easy model between the start point of the assessment
and the desired end goal.

3.3 Use teaching strategies

12345 The teaching strategies are limited to using a presentation and limited use of ICT by the student
through means of filling out a table. This process can struggle to keep the attention of students and
needs to be revised to better suit the learning needs of students

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 3.4 Select and use resources
12345 There was limited use of ICT resources to engage student learning, this could be addressed through
better use of ICT and have a more interactive. There was other resources prepared for the lesson in
the form of past papers and contingency plans however these were not used to their full potential

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
12345 Teacher reassurance throughout the activities in the lesson is used to further promote student
participation and help students not feel left out or behind. This provides an environment where
students have the

4.2 Manage classroom activities

12345 The lesson plan seemed to have time checks, but activities could be better spread and time could be
better tracked. There is also the issue of not having a contingency plan in place in case students require
more time on an activity or further explanation.

4.3 Manage challenging behaviour

12345 There was no indication of positive behaviour for learning techniques throughout the lessons and most
contingency plans relied on the faults of technology and considerations into student behaviour or steer
the direction of students to move them back on task

4.4 Maintain student safety

12345 Student safety was addressed before the start of the lesson plan in the safety check in the workshop
and classroom. Points were addressed in WHS considerations but no indication of maintaining the
safety was present in the body of the lesson.

4.5 Use ICT safely, responsibly and ethically

12345 Measures were taken in organising the WHS in considering the safe use and potential dangers. This
included the internet use for the activity.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
12345 There wasnt very much evidential assessment of this lessons work which could easily be prepared
for parents/carers. However, feedback on student performance was there to further their learning.

5.2 Provide feedback to students on their learning

12345 Feedback was provided to student at various intervals through the lessons and to reassure and motivate
student progress. The feedback also helps students understand their current level of ability in the topic
they are covering in the lesson.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 5 There is a basic development of the key ideas of design briefs and what they entice. The lesson is
solely focused on design briefs and aimed towards senior students who should already have prior
knowledge of the key ideas of the lessons topic.

1.2 Deep understanding

1 2 3 4 5 Students can show their understanding through the design table activity and the assessment. However
deep understanding of the topic at hand

1.3 Problematic knowledge

1 2 3 4 5 Aspects if addressing perspectives and solutions can be seen in the activities of the assessment students
are to work on. However, it is unclear how specific the work needs to be and further work needs to be
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 done to provide students to the construction so they can provide well established responses to open
questions.

1.4 Higher-order thinking

1 2 3 4 5 The is evidence of some points mentioned in higher order thinking, but there needs to be a better
scaffold or framework to address the rest of the points more clearly and in depth.

1.5 Metalanguage
1 2 3 4 5 Meta language can be seen in the activities relating to design briefs but is limited. This would need to
be further included especially in the execution of the lesson

1.6 Substantive communication

1 2 3 4 5 The was a lot on substantive content in the lesson through the presentation and assessment activity.
The downfall to this was how engaged the students were with this method of communication.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Students are given a clear concept of what is required for them to complete for the assignment. This
can be clearly seen in the explanation of the assessment task.

2.2 Engagement
12345 The method used to pass information to the students through the presentation and notes can cause a
lack of attentiveness or engagement on the part of the students. however, the activities provide students
the ability to engage with the content.

2.3 High expectations

1 2 3 4 5 Expectations are demonstrated through the past papers and scaffolded assessment plan handed to the
students. However, there is no discussion past this in the ideas of rewarding conceptual risk taking.

2.4 Social support

1 2 3 4 5 The lesson plan shows a great deal of interest in the social support of students. This is expressed
through notes and prompts in the lesson to get students to ask questions and reassure them.

2.5 Students self-regulation

1 2 3 4 5 There is evidence in the lesson to see students work on tasks individually (ie the table) however it is
limited. This is due to the fact that most information is passed through the presentation

2.6 Student direction

1 2 3 4 5 Student direction is this lesson is highly limited. However, this could be due to the fact that this is the
first lesson of the topic at hand.

3 Significance
3.1 Background knowledge
1 2 3 4 5 Prior knowledge of the subject was not addressed in the lesson plan. The lesson may have been
designed to cater to sudents that held no prior knowledge, however this would be uncommon due to
the fact students would be starting HSC subjects

3.2 Cultural knowledge

N/A During the course of this lesson there is no mention to any areas covered by cultural knowledge.

3.3 Knowledge integration

1 2 3 4 5 As this is the first lesson of the topic, links have not been defined and havent been able to be touched
on in this lesson. There also hasnt been any indication in the plan to address students prior knowledge

3.4 Inclusivity
12345 Students of different abilities and SES statuses were included and had differentiation strategies to meet
their learning needs.

3.5 Connectedness
1 2 3 4 5 The content may be applied into applications in the real world, and can be seen in the table activity
taken by students that is explained as being identical to the design industry

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 3.6 Narrative
12345 The lesson does aim to link key concepts and activities to real life scenarios, however the narrative of
this is hard to see and must be better addressed by the teacher

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 3.4 Select and use resources 2) 3.3 Use teaching strategies
QT model
1) 1.3 Problematic knowledge 2) 2.2 Engagement

Pre lesson

Topic area: Stage of Learner: Syllabus Pages:

Design & Technology Stage 6, Preliminary 13-17
Date: Location Booked: Lesson Number:
Tuesday 27th January, 2017 Computer Lab 1 /16

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 Time: Total Number of students: Printing/preparation
60 minutes 20 -Student access to computers
(Computerlab)
-PowerPoint presentation
(printouts & digital)
-Assessment Task outline (printouts
& digital)
-Past student assessment examples
-Design brief analysis table (printouts
& digital)
- Kahoot Quiz What is a design Brief
- Desk lamp
- Breaking down a design brief
worksheet
- PBL merits

Outcomes Assessment Students learn about Students learn to

Lesson assessment
Syllabus outcomes project analysis formulate and
- design briefs analyse design
briefs
-(Observation) Students
P4.1 uses design processes in the
development and production of ability to discuss &
design solutions to meet identified contribute to class
needs and opportunities discussions/brainstorms

Life Skills outcomes

N/A

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

- Literacy, the use & understanding of NESA key glossary -Design brief analysis
terms (i.e. elaborate, reflect, evaluate)

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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 1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order
knowledge communication
thinking and to communicate substantively about what they are learning.

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and important to 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge
3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
3.3 Knowledge
cultural perspective.
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep The comparison table seen in the PowerPoint presentation illustrates how students will
understanding attain deeper understanding of the design industry, thus through their activities being
identical to that of real-life designers.

2.3 High The use of past student assessment examples as well as providing students with a
Expectations scaffolded assessment task notification demonstrates how the teacher has set high
expectations.

3.3 Knowledge This lesson aims to revise concepts possibly already familiar amongst students with previous
integration experience in the design and technology.

2.2 This lesson aims to engage the students through helping them link the topic to real life
Engagement situations and everyday items they have as well as exploring revision in a fun method
through the ideas of gamification using kahoot.

1.3 Problematic knowledge in this lesson is addressed through providing students with and
Problematic everyday object and breaking it down into a design brief to see how the topic is utilized in a
knowledge
real world application

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 Time Teaching and learning actions Organisation Centred

T/S
0 Pre-students entering classroom Teacher: T

-Class inspection

-Ensure the classroom is tidy and hazard free -Prepare computers

-Prepare PowerPoint

NOTE Turn on/load all computers ready for students to log -Prepare assessment task
on (reduces time wastage in the lesson for computers to
load) -Prepare assessment task examples

-Prepare design brief analysis table

-(Resource) teacher is to display PowerPoint presentation -Ask student to form lines in front of
welcome year 11 design & technology slide 1 ready for class classroom
upon arrival

Student:
-(Resource) teacher is to have the assessment task -Proceed into classroom
notification printed ready for distribution amongst students

Resources:
-(Resource) teacher is to have an assessment task completed
by previous students as an example -computer/s

-internet access

-(Resource) design brief analysis table uploaded onto school -school server
server + hard copy printouts
-projector

-PowerPoint presentation
-Teacher asks students to form two lines at the door of the
classroom. Address students as whole group whereby they -assessment task + example
must enter quietly. -whiteboard + markers

5 Lesson introduction Teacher: T/S

-Mark roll & head count

-Students can now enter -Present PowerPoint

-Present lesson goals

-Teacher is then to immediately mark the roll and do a head -Present teacher introduction
count
-Present subject information

10 -Prompt students to ask questions

NOTE, students are to be made verbally aware that they are
about to learn new content -Present comparison table

-Reassure students

-3 minute activity, Teacher & Subject introduction, -Prompt students to ask questions

-Time check

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 -(Resource) teacher is to flick to slides 2, 3 & 4 on the
PowerPoint (projected onto the whiteboard) and spend 1
minute per slide Student:

-Enter classroom

-Teacher introduction including lesson goals, brief -Ask questions

explanation of qualifications, contact information (email
address, staff room location), hobbies and favourite NRL
team. Resources:

-Projector/Smart board
-PowerPoint presentation
-Subject information about D&T and what students can -Class roll
expect to learn over the next year.

NOTE Teacher is to ask to students if there are any questions

PLAN B, If there is no access to a computer to present the

PowerPoint have printed hardcopies of the PowerPoint to
distribute

-5 minute activity, Comparison Table,

-(Resource) teacher is to flick to slide 5 on the PowerPoint

(projected onto the whiteboard) and spend 5 minutes on
this slide

NOTE, HOT Teacher is to reassure students that if these

terms dont make sense theyll become clearer through the
project & not to stress

-The purpose of this table is to show students how & what

they will learn during this project is identical to the real-life
design industry. This comparison is to make relevance &
underline the importance of the learning, particularly for
students interested in potentially becoming designers.

NOTE Teacher is to ask to students if there are any questions

EAL/D STUDENTS:

-Use of visual supports (concept maps) to dissect new

information as opposed to language

TIME CHECK, Should be into 10 minutes of the lesson

15 Lesson body Teacher: T/S

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 -Reassurance of students

-20 minute activity, Assessment Task, -Distribute hardcopies of assessment

task

-Email students assessment task

NOTE Teacher is to reassure students that assessment may
seem lengthy (at a first glance) but will be worked on during -Prompt students to note take
class time
-Read through assessment
20
-Show students past assessment
-(Resource) Teacher is to distribute hard copies of the examples
assessment task notification
-Prompt students to ask questions

-Time check
PLAN B, As a secondary measure the teacher is to email all
student the student a copy of the assessment task -Brainstorm
notification due to the high chance most students will lose -Prompt students to ask questions
the paper form
25 -Time check

-Brainstorm
NOTE Ensure that Teacher whilst reading is addressing the
entire classroom and not just students at the front -Prompt students to ask questions

-Time check

NOTE Encourage students to make any notes on the -Photograph brainstorm

assessment task notification whilst the teacher is explaining
30 -Students log onto computers
what is expected
-Complete design brief analysis table

Teacher is to now read through the below headings of the -Students log off
assessment task notification: -Time check
- Due date, make reference to week & day

35 -Design brief, explain this is the core of the assessment & Student:
student should constantly refer back to it at every stage &
decision of the design process -Take notes

-Assessment description, what students will be doing -Ask questions

-Part 1 PowerPoint, scaffolded heading which must be in

the assessment,
Resources:
-Part 2 Concept model, physical model of the developed
40 idea -Projector/Smart board
-PowerPoint presentation
-Part 3 presentation, summing up all the above/the overall -Assessment task notification
design process
-Whiteboard + markers
-Submission details, when, what & how to submit

-Marking criteria, focus on key terms which differentiate

possible marks
45

-Cross curricular themes, literacy, the use & understanding of

NESA key glossary terms (i.e. elaborate, reflect, evaluate)

-(Resource) teacher is to flick to slide 6 on the PowerPoint to

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 50 show students previously completed assessment task
examples (SCAFFOLDING)

NOTE Teacher is to ask to students if there are any questions

EAL/D STUDENTS:

-Detailed assessment task outline organised in a

progressive/visual flow manner which can used as a checklist

LOW SES STUDENTS:

-Detailed assessment task outline with clear instruction as to

what is expected of students (scaffolding)

-Use of past-student assessment examples during

explanations to clarify any confusion (scaffolding)

TIME CHECK, Should be into 30 minutes of the lesson

-5 minute activity, Kahoot Quiz what is a design Teacher

brief - Open kahoot on computer
- Connect to projector
- Explain how to use kahoot
LOW SES STUDENTS: - Get students to join the
quiz
-Encouragement by the teacher for students to ask questions - Promote PBL and
and contribute to class discussions, there can be no right or participation
wrong answers - Reward students ontast
with merits
Student
- Open kahoot on phone or
-(Resource) teacher is open the internet browser and log computer
onto Kahoot, then select the what is a design brief quiz - Answer quiz questions

- Teacher is to explain how student are to log onto the

Kahoot website and access the quiz the class will be
going through.

- The class is to answer all questions in the quiz and the

time allocated for each question

NOTE: teacher is to motivate and reassure students

through slight prompts of information to the class and
rewards of merits

- After the quiz is completed mark down all student

scores, hand out merits accordingly

- Recap the main highlights and points of the kahoot

quiz

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 NOTE Teacher is to photograph the brainstorm (for next
lesson & in case of student that were absent)

NOTE Teacher is to remind students that any one of these

ideas could be chosen for their assessment

EAL/D STUDENTS:

-Use of visual supports (concept maps) to dissect new

information as opposed to language

TIME CHECK, Should be into 35 minutes of the lesson

-10 minute group activity- Lamp Design brief Teacher

- Get students into groups
Breaking down a design brief backwards
of 4
Students start with the product and work in groups - Hand out worksheets to
to break down the product to create a design brief each student
similarly to what would have been used by the - Explain the task
products designer - Show each group the lamp
- Prompt ideas through
questioning students on
LOW SES STUDENTS: the use and functionality
of the lamp
-Encouragement by the teacher for students to ask questions - Help each group of
and contribute to class discussions, there can be no right or students while walking
wrong answers around the classroom
- Promote PBL and
participation
- Reward students ontast
-(Resource) teacher is to hand out design brief scaffolded with merits
worksheets to each student
- ask student to make groups of 4 Student
- Work on the worksheets
- students take notes on the appearance, functionality of the
in groups of 4
lamp
- Ask questions where it is
Note: teacher is to help students work backwards to create a needed
design brief from the existing product (Lamp)
- students are to fill out the information required in the
worksheet

NOTE Teacher is to ask to students if there are any questions,

and move around and work with each group

CONTINGENCY: if all students are struggling at the same

point, create a design brief as a class for a different object,
students will need to complete the worksheet for homework
in this case

NOTE Teacher is to store all worksheets in the class

folder to keep as evidence of assessment

EAL/D STUDENTS:
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 -Use of visual supports (concept maps) to dissect new
information as opposed to language

TIME CHECK, Should be into 45 minutes of the lesson

-15 minute activity, Design brief analysis table

-(Resource) Students are to NOW log on to the computers

and access the school server to download the design brief
analysis table from the D&T subject folder

PLAN B, If experiencing technical difficulties or limited time

have printed hardcopy of the design brief analysis table

-Student simply place information from the brainstorm (on

the whiteboard) into the table which helps address Section 1
of their assessment

NOTE Students are prompted to save work (will be continued

next lesson) & log off

EAL/D STUDENTS:

-Use of visual supports (concept maps) to dissect new

information as opposed to language

TIME CHECK, Should be into 60 minutes of the lesson

60 Lesson conclusion Teacher: T

-Prompt lesson recall

- Students are prompted to recall new information theyve -Overview of next lesson
learn this lesson (assessment task + design brief)
-Reminder of questions

-Additionally students are informed that next lesson they will

be using the design brief (from this lesson) to develop a Student:
design criteria -Pack up & exit

-Students can ask any general questions Resources:

-N/A
-Students are to pack up and leave upon the end of period
signalling.

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 Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

The need for class activities to reflect clear relevance to the given assessment task, as
well as achieve constant progression in increasing students skill and concept
development.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Brainstorm-Packaging ideas Student contribution to class discussion, photographed as
evidence of completion
Brainstorm-Design brief Student contribution to class discussion, photographed as
evidence of completion
Design brief analysis table Students ability to take concepts from the class discussion
& apply them into the table, forming part of the criteria
necessary for successful design
Group activity Lamp Design Brief Students will work in a group to complete a scaffolded
design brief work sheet. Each work sheets will provide
evidence of assessment.
Kahoot Quiz what is a design brief The kahoot quiz score will be documented for evidence of
completion and understanding

Other considerations
Complete 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 Evidence within this lesson

Standard
4.1 Strategies in-place to achieve increased student participation this lesson
Support include the teacher constantly asking students for questions (contribution),
student as well as the reassurance that there are no right or wrong answers during
participation class discussions (encouragement)
3.4 The resources selected to be used in this class are to help improve the
engagement by the students and provide a significant, yet fun learning
Select and
use environment for students.
resources

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 3.3 A range of teaching strategies are to be implemented including
gamification and scaffolded learning, this is in order to help student tie the
Use
teaching lessons knowledge with information from prior years of doing the subjects
strategies through a fun medium and help where it is necessary.

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?

-General hazards in classroom (untidy work areas, electrical cords, students

rocking on chairs, outdated safety equipment etc.)

-Use of Computers for extensive period of time may result in eye strain, therefore
various tasks have been slotted between ICT based activities

-Consult with schools internet policy to ensure internet-based resources are accessible
(not

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 blocked)

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Design brief analysis table (worksheet)

Design Brief Analysis Table

Using the brainstorm on the design brief done in-class, complete the table
below:

Identified aspects of the How I plan to meet these

design brief relevant to aspects /
my design What will I do in my design to
ensure these aspects are met

1) e.g. Available in an array of 1) Include available colour range

colours on packaging
2) 2)
3) 3)
4) 4)
Add more rows if needed Add more rows if needed

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Part C Academic Justification

The selected lesson plan for the TAS KLA showed a few issues that were addressed in the analysis
of the Quality Teaching Model (QTM) and the Australian Professional Standards for Teachers
(APST) frameworks. The main issues that were addressed in the alteration of the lesson plan were
the use of selected resources, teaching strategies Implemented in the lesson, how students could
address problematic knowledge and how to engage the students more during the body of the lesson.
These issues see improvement through introducing activities that incorporate multiple teaching
strategies and resource selection in order to create a learning experience that engages students.
Even though the original lesson plan had flaws, it had several strong points to in in the
differentiation the lesson accommodates for, the organisation of the information as well as the
teaching supporting student participation and providing student with social support and an inclusive
atmosphere. These areas have been left as they originally were in the lesson plan as they provide
the lesson with good student support and a quality learning environment for the students. The
changes to the lesson plan help to further improve the learning experience for the students through
using the frameworks of quality teaching and the teaching standards.
The Australian Institute for Teaching and School Leadership (AITSL) provide teachers with three
main domains of standards relating to the way in how teachers conduct their lessons and what
needs to be accounted for in the ways of teaching standards (AITSL, 2011).
The first change made to the lesson is a short five-minute activity using kahoot and the ideas
introduced through the strategies of Gamification and Gardners Multiple Intelligences. These
teaching strategies have the ability to engage students through learning with a different medium
(Brualdi, 1996). The Kahoot quiz is based on the information provided during the start of the lesson
and also touches on knowledge they may have gained in past experiences within the TAS KLA.
The domain of Knowing students and how they learn can be explored through experimenting with
different learning and teaching methods to see how well students engage, participate and achieve in
the classroom (AITSL, 2011). Kahoot quizzes in the classroom can provide the lesson with an
excellent resource that assists students intake of information, new and old knowledge they will
need to draw on in the future through a fun medium that promotes student participation and
engagement with friendly competition (Huang & Soman,2013). Positive Behaviour for Learning
techniques such as positive reinforcement can be used to reach students that are slightly more
distant than other students and provides a chance for those students who may not be so
academically inclined, a learning medium that caters to their own strengths.

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The second change made to the lesson plan is a fifteen to twenty-minute activity in which students
work backwards to create the properties of a design brief similarly to what they need to create for
their assessment task which will be worked on in future classes. This activity implements strategies
of Blooms Taxonomy and Gardners Multiple Intelligences using a hand on exploration of what
needs to be considered in a design brief when a project in undertaken. This approach sees students
touch the lamp to consider the design aesthetics and functionality as well as the major design
considerations as to who this project is for, who the stakeholders are, why was this made, what
materials does it consist of and why does it look the way it does. Students need to use different
levels of Blooms Taxonomy by first identify the design specification to analysing and justifying
why the lamp has been designed the way it is. The TAS KLA has a great ability to implement
Project Based Learning and provide a platform for those students who may not grasp concepts in
the standard way most subjects provide. TAS lessons often provide students with a hands-on
experience to tasks with consideration into real world applications. This activity aims to do just
that, by having student not only imagine or perceive how the result may look, feel or work but
actually physically be able to test out the product and then consider how the designer came up with
the factors that made it what it is today.
The changes made to the original lesson plans aims to increase the quality of the lesson based on
the frameworks of both the QTM and the APST through improving criteria considered and
implying new strategies to meet the needs of the areas which were of low quality or not addressed
in the original lesson plan. These changes adhere to the research into teaching strategies that are
being implemented in many classrooms today.

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References

Australian Institute for Teaching and School Leadership (AITSL). (2011).

Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list

Brualdi, A. (1996). Multiple Intelligences: Gardner's Theory. ERIC Digest.. Ericdigests.org. Retrieved 28
September 2017, from https://www.ericdigests.org/1998-1/multiple.htm

Huang, W., & Soman, D. (2013). A Practitioners Guide To Gamification Of Education. semanticscholar.
Retrieved 28 September 2017, from
https://pdfs.semanticscholar.org/c1df/e1970305f257b08a9f2b9844b346452eb869.pdf

NIU. Howard Gardners Theory of Multiple Intelligences. Northern Illinois University. Retrieved 28
September 2017, from
https://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intelligences.pd
f

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