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Quality teaching in context

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Presentation on theme: "Quality teaching in context"— Presentation transcript:

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?

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