Presentation on theme: "QUALITY TEACHING/LEARNING"— Presentation transcript:
1QUALITY TEACHING/LEARNING Phil Draper, HAT,Coonabarabran High School
2Attributes Key attributes and features of quality teaching include: A proactive effort by teachers to change or modify current teaching practice – question how relevant or interesting is what is currently being presented or how it is being presented.Active participation of the teacher eg. in planning/teaching strategiesOngoing questioning of the way students are workingA high degree of student engagement and motivationThe presence of good learning behaviours in the classroomName three changes or innovations you have introduced this year into the classroom.
3Research Research strongly supports: That the major in-school influence on student achievement is the quality of the classroom teacher.That expert teachers differ from experienced teachers, particularly in the degree of challenges they present to their students, and in the depth of understanding their students attain. Students taught by expert teachers exhibit an understanding of the concepts targeted in instruction.That teacher quality varies considerably within schools and across schools.
4Exemplary TeachersExemplary teachers possess and manifest the following attributes:A high level of knowledge, imagination, passion, and belief in, and for, their field.An overriding commitment to, and high aspirations for, their students’ learning.A rich repertoire of skills, methods and approaches on which they are able to draw, to provide the right mix for the specific needs of individual students.A detailed understanding of the context in which they are working; of the specific expectations of the community; and of the needs of the cohort of students for whom they are responsible.A capacity to respond appropriately to students, individually and collectively, and to the context, through their teaching practice.A refusal to let anything get in the way of their own or their students’ learning, and what they perceive as needing to be addressed.A capacity to engender a high level of respect and even affection from their students and colleagues - a by product of their hard work and professionalism.A great capacity for engagement in professional learning through self-initiated involvement in various combinations of professional development activities, some provided by the employing authority; others sought out by the individual.A great capacity to contribute to the professional learning of others, and a willingness to do so.Moral leadership and professionalism, in that they exemplify high values and qualities and seek to encourage these in others.Dinhan – 2002
5Limiting Factors Factors hindering quality teaching: Low expectations of certain students and groups held by some teachersVarying quality of the induction and support for beginning teachersThe isolation of the classroom – lack of opportunity for teachers to observe and be observed: for teachers to learn from each other: lack of structured feedback on performance and lack of frameworks and a language to analyse and discuss teaching practice.The variable level of educational leadership in schoolsOther contributing factors include:The quality of those entering teacher trainingStudents who disengage; students who disrupt learning and teachingConditions of workCommunity’s perception of teachers that results in dissatisfactionThe ‘overcrowded’ curriculum.
6EFFECTIVE TEACHING PEDAGOGY Quality teaching involves the implementation of classroom practices that:Engage and challenge students to develop deep knowledge and understandingSustain student interest and learningEngage and challenge students to develop appropriate learning skillsNurture, develop and extend relationships (student-teacher and student-student)
7Effective Teachers: Intellectual Challenge Classroom practices must (intellectually) engage and challenge students to construct deep knowledge and understanding.Higher order thinkingSubstantive ConversationCreate activities that give all students opportunities to engage in higher order thinkingProvide the tools and support to allow students to solve complex problems, hypothesise, synthesise and arrive at conclusionsFacilitate considerable student-teacher and student-student interactions around topics and concepts that build on ideas and promotes collective understandingShare intellectual control with students
8Intellectual Challenge (cont Intellectual Challenge (cont.) Classroom practices must intellectually engage and challenge students to construct deep knowledge and understanding.Knowledge ManagementExplicitly teach students to critique problematic knowledge in a sustained way.Facilitate learning that expects sustained reading and research, significant performance and exhibitionsAllow students some autonomy in their learning.
9Effective Teachers: Engagement Classroom practices must sustain student interest in learning. RelevanceImplement a problem based curriculum where students work with real, practical or hypothetical situationsBuild on students’ knowledge and understandingArticulate a clear purpose for learningMake clear outcomes for all lessons and activities
10Engagement (cont.) Classroom practices must sustain student interest in learning. Recognition of DifferenceHigh ExpectationsStudent Centred LearningAcknowledge and give status to the cultural background of students within the classroomUse topics and problems based on the context of the students’ worldExpect high standards from their students and clearly articulate the criteria for these standardsEnable students to explore possibilities and engage in an ongoing discovery processCreate student centred learning environmentsAllow students’ choices to determine directions within a framework
11Effective Teachers: Learning Skills Classroom practices must engage and challenge students to develop appropriate learning skills.Learning to LearnModel good learningExplicitly teach learning and thinking skillsEncourage students to questionEncourage self and peer appraisal and feedbackCater for a diversity of learning styles within their classrooms
12Learning Skills (cont.) Classroom practices must engage and challenge students to develop appropriate learning skills.Communication SkillsExpect and encourage students to communicate their ideas clearly using appropriate technology, literacy and numeracy skillsModel and expect students to vary their presentations to suit varying audiences including groups of students and adultsExplicitly and systematically teach literacy and numeracyPlace emphasis on the literacy and numeracy components of the task they set studentsExplicitly teach writing through scanning, summarizing, sorting, planning and drafting and publishing of work.
13Learning Skills (cont.) Classroom practices must engage and challenge students to develop appropriate learning skills.Independent Interdependent LearningICT SkillsEncourage and give students the skills to be independent learnersUse technology to learn about current research in their discipline and apply it to their teachingInteract with their students electronically when appropriateUtilize technology wherever the opportunity to use it appropriately arises.
14Effective Teachers: Relationships Classroom practices should inform, nurture, develop and extend relationships.Support and affirmationTeamworkWelcome contributions and support risk taking within a frameworkProvide guidance and encouragementSet high expectations for performanceDevelop students’ abilities to be effective team members by explicitly teaching the necessary skills
15Relationships (cont.) Classroom practices should inform, nurture, develop and extend relationships. RecognitionSelf RegulationUse their knowledge of students’ backgrounds to enhance the learning experienceGive regular feedback on performance relative to the criteria and outcomesNegotiate and define acceptable behaviourClearly explain the consequences of unacceptable behaviourUse non-confrontational strategies to deal with problems
16Current Support Documents – Quality Teaching Quality Teaching in NSW Public Schools – A Classroom Practice GuideUse of the guideQuality Teaching modelPurposeElements/Observation Sheets HandoutsProfessional Teaching Standards - NSWIT