1. What makes for ‘quality’ in Quality Teaching Revisiting the NSW Quality Teaching model

2. Quality teaching in context
Authentic pedagogy
Productive pedagogy
Quality teaching

3. Main ideas Rigorous conceptual basis Deep understanding
Serious engagement
Accepting responsibility

4. Dimensions of the QT model
Intellectual quality
Quality learning environment
Significance

5. The NSW Model of Pedagogy

6. Conceptual issues Pedagogy = Instruction + Assessment
Critical Elements?
Techniques/Practices v Intellectual Demands
Teaching skills v Approach to teaching

7. Rationale for Quality Teaching
Respect for Students and Teachers
Contemporary Intellectual Demands
Work, Citizenship, Personal Affairs
Stimulates Professional Community

8. Relationship Between Intellectual Quality and Student Behaviour
Students’ Self Regulation
Classroom Observation Results

9. Relationship Between Intellectual Quality and Student Behaviour
Engagement
Classroom Observation Results

10. 1. Intellectual quality Deep knowledge Deep understanding
Problematic knowledge
Higher order thinking
Metalanguage
Substantive communication

11. Working on intellectual quality
Identify and map concepts to be addressed
Create opportunities for students to demonstrate understanding
Help students to ask where knowledge comes from and how we know
Link higher order thinking to important concepts
Comment on language and how it functions
Require elaboration, richness

12. 2. Quality learning environment
Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction

13. Working on quality learning environment
Provide clear statements or examples of what constitutes quality
Try expecting more while supporting students’ efforts
Zero tolerance of nastiness, even poking fun
Require students to take responsibility for their behaviour
Consider when choices help to increase significance and engagement

14. 3. Significance Background knowledge Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative

15. Working on significance
Find out and draw on what kids know
Look beyond dominant cultural perspectives
Connect learning experiences and concepts wherever possible
Opting out is not okay, include everybody
Connect school learning to something outside of school
Use the power of stories

16. Use planning time well: In relation to QT ask the following questions
What do I want the students to learn?
Why does that learning matter?
What am I going to get the students to produce?
How well do I expect them to do it?