Productive Pedagogies

The Queensland School Reform Longitudinal Study (QSRLS)Developed concepts of productive

pedagogies, productive assessment and productive leadership

Central findings of the QSRLS re pedagogies in approx 1000 classroomsHigh levels of supportiveness: high

mean and low standard deviation

Low levels of intellectual demand and connectedness: low mean and high standard deviation

Absence of working with and valuing difference: low mean and low standard deviation

Teachers with high ratings on the productive pedagogies measure differed significantly from those with low ratings particularly in terms of their:

• Sense of responsibility

• Efficacy in improving student learning outcomes

• Broad Conceptions of their role as teacher – in school, community and society, and

• Understanding of curriculum, pedagogy and assessment links and need for alignment

Bourdieu and the findings of the productive pedagogies researchThe absence of intellectual demand particularly in schools

serving disadvantaged communities has social justice implications

Indeed, this absence of intellectual demand works in ways which Bourdieu suggests schools reproduce inequality, that is, by demanding of all that which they do not give, those with the requisite cultural capital are advantaged through schooling

Also 'decontextualised' knowledge: knowledge not scaffolded and linked to students' life worlds

Impact of NAPLAN. Differential impact across schools positioned differently in relation to NAPLAN and My School tables

Pedagogies are a social justice issue: need redistribution of capitals: 'give them the code'

Alignment: Curriculum, Pedagogy and Assessment

Central to socially just schoolingAssessment practices and pedagogies aligned

in terms of dimensions and with higher order purposes of curriculum

Assessment: scaffolding, 'give them the codes', criteria sheets, examples of essay structures, good assignments etc.

Central because this message system can steer the others (e.g. high stakes testing)

Alignment and assessment need to be on the equity agenda

Background to Productive PedagogiesPart of the Queensland ‘New Basics’

projectDeveloped in QueenslandBeing used interstate and internationally

Broad themes about what counts as good (in the sense of supporting student learning) teaching

Not prescriptive (or proscriptive) of certain approaches to teaching

Productive Pedagogies and MYSIntended to be used at all levels of educationHave particular value for Middle Years of

Schooling as a way of responding to perceptions that MYS is ‘dumbed down’ by comparison with the traditional junior high school approach and doesn’t adequately prepare students for higher level study

Help teachers to attend to high educational quality and excellent outcomes in combination with the key philosophical ideas of MYS

Embed many of the key philosophical ideas of MYS

Categories20 Productive Pedagogies in total

Divided into 4 categories:Intellectual qualityConnectednessSupportive classroom environmentRecognition of difference

Intellectual quality

Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage

Connectedness

Knowledge integrationBackground knowledgeConnectedness to the world Problem-based curriculum

Supportive classroom environment

Student directionSocial supportAcademic engagement Explicit quality performance

criteria Self-regulation

Recognition of difference

Most difficult to address and observe in classrooms

Removed from the NSW adaption of Productive Pedagogies

Cultural knowledgesInclusivityNarrativeGroup identity Active citizenship

Web AccessThe Productive Pedagogies

framework is available at:http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

The New Basics project more broadly, which offers significant teaching resources, is at:

http://education.qld.gov.au/corporate/newbasics/index.html