102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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 Comments: Lesson does focus and address key concepts including: the freezing point of water and
how it is affected by dissolving salt/sugar. This is sustained throughout the lesson, however,
knowledge of these concepts is somewhat superficial with limited exploration of relationships
between key concepts.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: Lesson does somewhat allow for students to develop an understanding into the
relationships between key concepts, however most parts of the lesson focuses on student recall of
knowledge. E.g. when students are asked whether they knew some common names of elements
and/or compounds. Deeper concepts that explore why things freeze and what happens to water
structurally when it freezes is only addressed in the YouTube video provided and does not allow for
students to explain these concepts which will demonstrate understanding.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: Students are given limited opportunity to discuss alternative perspectives or question
existing knowledge. Lesson seems to focus on pre-existing knowledge and aims to correct rather
than to discuss student knowledge.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Students are given limited opportunity to analyse, organise and evaluate knowledge and
information from the lesson. Students are mainly asked simple knowledge-based questions such as
the common names of elements and compounds or simply just given answers without allowing
students to analyse data and deduce answers from the experiment. E.g. Teacher demonstration of
correct formula for salt water and sugar water

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Basic use of scientific metalanguage in the lesson which is mostly used by the teacher.
Allocated tasks give limited opportunity for students to use metalanguage to develop their
understanding of freezing points of water and the different types of chemical reactions.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Students are regularly engaged in conversations about the concepts in the lesson. This
communication is in different forms, both oral and artistic with the use of models where students are
also given opportunity to demonstrate their understanding using the same scientific models.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: No obvious quality criteria provided in this lesson plan. Lesson does allocate simple
roles to students (time keeper, recorder and handler), however, guidelines as to what is expected of
these roles are not provided.

2.2 Engagement
1–2–3–4–5 Comments: No indication of student engagement in this lesson plan. Observation of lesson is
required to gauge this.

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2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: No clear communication of high expectations of students. Students are asked to predict
results before commencing experiment which offers some level of conceptual risk, however, no
indication that this is encouraged or rewarded.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Some signs of positive support from the teacher is observed in the lesson plan, however,
student interactions and whether the classroom is free of negative comments can only be seen during
the lesson.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Some signs of student self-regulation where the teacher serves as a guide and students
can organise themselves. Teacher makes it clear in the lesson plan to assist without influencing
student thought, however, this needs to be observed during the lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: No observable student direction in the lesson plan. Tasks are allocated to the student and
activities are chosen by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students are firstly given opportunity to expand on their background knowledge
regarding ideas related to freezing which may draw from prior school knowledge and personal
experience. Students also asked to predict outcomes and to evaluate predictions after the experiment
to build or correct this knowledge.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: No indication that lesson incorporates cultural knowledge that acknowledges the diverse
background of students.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Some evidence of links between key concepts in the lesson and how it relates to the
overall topic (chemical world). These links are only limited to specific topic of the lesson and does
not extend to other subjects or topics in key learning areas.

3.4 Inclusivity
1–2–3–4–5 Comments: Some indication that lesson encourages student participation, especially during group
work, however difficult to determine whether this is across social and cultural backgrounds.
Observations during the lesson will need to be taken to determine inclusivity.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: No evidence that lesson activities are applicable in real-life contexts, although some
applications are discussed in the YouTube video, this is not addressed as part of student discussion.
Students are also not provided opportunity to share their work with audiences beyond the classroom
context.

3.6 Narrative
1–2–3–4–5 Comments: Narrative accounts may arise in the lesson when students are asked why they thought a
particular way or when asked to brainstorm ideas about freezing. This is quite limited, more obvious
forms of narrative can be employed to enrich student understanding.

Identifying Areas for Improvement

QT model
1) Deep knowledge 2) Deep understanding
3) Student direction 4) Inclusivity

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 Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

Materials for students: 100mm clear
plastic test tubes, test tube lid or cork,
test tube rack, water at 10oC, salt,
sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C, correct chemical and
physical equations for both salt water
and sugar water.

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): The students will: C. Describe the effects of
Different types of chemical  Explain how factors, eg temperature and
reactions are used to produce a dissolving salt catalysts, on the rate of some
range of products and can occur at and sugar into common chemical reactions
different rates and involve energy water will affect (New South Wales. Board of
transfer (New South Wales. Board the freezing point Studies, 2012).
of Studies, 2012). depression of
water. SCLS-4WS: Asks questions
 Predict the that can be tested and makes
freezing points of predictions (New South
the water Wales. Board of Studies,
solutions 2012).
containing either
salt or sugar and
which will freeze
first.
 Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
they engage in
critically thinking
about the topic.

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  Display the
ability to
formulate
equations of salt
dissolved in water
and sugar
dissolved in
water.
 Explain the
differences
between a
physical and
chemical
reactions.

Time Teaching and learning actions

2-3
min Start lesson with a quick doodle quiz asking students questions such as:
How does something freeze?
Why does it freeze?
What happens when something freezes?

2-3 Explain to the class that we will be doing an experiment to determine the freezing point of water and
min whether this is affected by dissolving salt or sugar.

Explain that students will be designing an effective experiment in groups to test the aim of experiment.
Let students know that each group will be presenting their aim, hypothesis, procedure and results to the rest
of class at end of experiment.
5-10
min Assign students into groups of 4-5 (diverse groups of boys, girls and students of different cultures). List out
what materials are provided to the students for their experiment and provide main headings of a science
experiment that groups will need to fill out:
Aim
Hypothesis
Equipment
Procedure
Results
Discussion
Conclusion

While they are working in groups, walk around room to make sure students are on right track with
experimental design. Also use opportunity to ask groups what they hypothesise will occur when water is
mixed with salt or sugar.

10-15 Lead students into the science lab in an orderly fashion and allow them to take materials they need for their
min experiments.

Perform individual experiments and inform students that if they require assistance that they can let teacher
know.

Teacher to observe without much interruption unless necessary.

*Make sure students do not use too much water in their solutions so they do not take too long to freeze.

Lead groups back into classroom once results are recorded and equipment packed away.

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5-10 Project a pre-prepared table of results onto the board
min
Have each group present their experiment, outlining their aim, hypothesis, method and results

Record each groups data onto table

Take note of any differences in the way students conducted the experiment

Compliment students on well-designed experiments

Discussion
15-20
min Direct groups to attention of combined results, ask them what these results are telling us about freezing
points of water.

Discuss the hypothesis’ that groups had, were these in agreement with the results? Ask follow-up questions
to challenge student’s existing knowledge – what made you hypothesise this?

Direct class to smart board which shows water molecules floating around. Inform class that this is a water
molecule which is made up of… (have class say the chemical break up of water; 2 hydrogen and 1 oxygen
atom).

Show how water molecules are moving relatively freely when in liquid state. Ask class what they think will
happen to these molecules when water freezes and becomes a solid.

Show what happens to the water molecules and how they structurally band together to form crystals, where
the molecules can no longer move around.

Introduce salt (NaCl – table salt) into this picture. Again, ask what students think will happen to the
crystallised water molecules when salt is dissolved

Visually demonstrate this, showing how salt breaks down the crystal structure (repeat with sugar)

Show students how to write what is happening using a simple chemical equation – H2O + NaCl  …
And define this equation as a physical reaction since the chemical make-up of remains the same.

Have students come up with definitions of chemical vs physical reactions.

3-5 Sum up findings of experiments e.g. we’ve just looked at the freezing point of water and how this is
min reduced by dissolving things like salt or sugar in water.

Finish off lesson by:

1. Writing a short conclusion to their experiment, pointing out why freezing point was reduced when
salt or sugar was dissolved in water
2. Having groups think about how this concept can be applied in every day life. E.g. melting ice on
roads during winter by adding salt etc. To be shared next lesson!

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Academic Justification

Deep knowledge:

The deep knowledge dimension of the Quality Teaching Model (QTM) shapes lessons that are focussed
around key concepts and the relationship between these concepts (Gore, 2007). This is firstly addressed in
the lesson’s opening activity which involves students completing a short quiz that teachers can use as a tool
to gauge existing knowledge of students while also introducing the scientific concept of ‘freezing’ that will
be built upon in the lesson. Deep knowledge is further addressed in the discussion following the experiment
where students are required to analyse and compare data from other groups and form conclusions from this
set of data. Links between key concepts are also discussed where students are required to think about the
structural effects of water molecules when they freeze and how this is altered when dissolving various
compounds.

Deep understanding:

Deep understanding element of the QTM requires students to demonstrate meaningful understanding of the
key concepts and relationships between concepts. A key factor is that students must be given the opportunity
to express their understanding and not just recall information presented (Gore, 2007). Overall, deep
understanding is achieved as the lesson progresses. The opening activity initiates student thinking related to
the key concept which will be built upon to develop understanding. Students are then asked to hypothesise
the outcome of the experiment which further engages students to think about concepts and make a
judgement based on existing understanding. Deep understanding is mostly developed during the discussion
part of the lesson where students are evaluating their hypotheses with the acquired results which builds upon
their existing understanding. This is further developed in the visual demonstration which shows what
happens structurally to water when it freezes and how this is affected by salt/sugar being dissolved. Students
are given opportunities to demonstrate their understanding; informally when the teacher asks questions
during the visual demonstration and formally when students are asked to define chemical reactions and write
a conclusion to the experiment. The use of technology is also helpful in developing deep understanding since
it enables students the ability to witness what is happening at an atomic level which would otherwise be
impossible, forming the reasoning behind using a smart-board (OECD, 2018, p. 77).

Student direction:

The student direction dimension allows students to have levels of responsibility for their learning with aims
to increase their willingness to engage in the activities (Gore, 2007). This dimension is also reinforced by
O’Neill (2009) who states that effective teachers make sure their students know the goals of their leaning
and encourage students to take greater responsibility for their learning. This framework is incorporated in the
lesson by firstly informing students of the aim of the experiment and then allowing them to design their own
test which best answers/achieves the proposed aim. This framework also feeds into the deep understanding
element since students are required to understand concepts in order to design an effective experiment to
achieve their desired aim. Consolidation of results following the experiment should reveal similar sets of
data, highlighting that despite possible differences in the students’ experimental designs, the required aim
was still met.

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Inclusivity:

The inclusivity element is concerned with the involvement of diverse groups of students where no students
are excluded or short-handed (Gore, 2007). This involves participation of all students in class activities
despite genders and cultural diversity. The lesson integrates this framework by incorporating group work as
the driving factor throughout the lesson where most tasks are done in the same small groups. It is also noted
that the groups are diverse with both boys, girls and students of culturally diverse backgrounds further
promoting student participation. Group work has also shown to foster learning where students tend to learn
and retain information more effectively when working in groups (Burke, 2011, p. 88)

Hyperlink to weebly:

https://gavintat.weebly.com

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 References:

Burke, A. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11(2), 87-

95. Retrieved from https://uncw.edu/jet/

Department of Education and Training Professional Support and Curriculum Directorate. (2003). A

classroom practice guide: Quality teaching in NSW public schools. Retrieved from

http://web1.muirfield-

h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of quality

teaching. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teacher,

teaching and teacher education (pp. 15-33). Retrieved from

https://trove.nla.gov.au/work/33734112?q&versionId=41491186

OECD (2018). Teaching for the future: Effective classroom practices to transform education, OECD

Publishing, Paris. doi: 10.1787/9789264293243

O’Neill, S. (2009). Effective teaching. Retrieved from

https://www.education.wa.edu.au/documents/43634987/44524721/Effective+Teaching.pdf/

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