What makes for ‘quality’ in What makes for ‘quality’ in Quality Teaching Quality Teaching

Revisiting the Revisiting the NSW NSW Quality Teaching Quality Teaching

model model

Quality teaching in contextQuality teaching in context

Authentic pedagogyAuthentic pedagogy

Productive pedagogyProductive pedagogy

Quality teachingQuality teaching

Main ideasMain ideas

Rigorous conceptual basisRigorous conceptual basis

Deep understandingDeep understanding

Serious engagementSerious engagement

Accepting responsibilityAccepting responsibility

Dimensions of the QT modelDimensions of the QT model

Intellectual qualityIntellectual quality

Quality learning environmentQuality learning environment

SignificanceSignificance

The NSW Model of PedagogyThe NSW Model of Pedagogy

Conceptual issuesConceptual issues

Pedagogy = Instruction + AssessmentPedagogy = Instruction + Assessment

Critical Elements?Critical Elements? Techniques/Practices v Intellectual DemandsTechniques/Practices v Intellectual Demands Teaching skills v Approach to teachingTeaching skills v Approach to teaching

Rationale for Quality TeachingRationale for Quality Teaching

Respect for Students and TeachersRespect for Students and Teachers

Contemporary Intellectual Demands Contemporary Intellectual Demands Work, Citizenship, Personal AffairsWork, Citizenship, Personal Affairs

Stimulates Professional CommunityStimulates Professional Community

Relationship Between Intellectual Relationship Between Intellectual Quality and Student BehaviourQuality and Student Behaviour

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Classroom Observation Results Classroom Observation Results

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Students’ Self RegulationStudents’ Self Regulation

Relationship Between Intellectual Relationship Between Intellectual Quality and Student BehaviourQuality and Student Behaviour

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EngagementEngagement

1. Intellectual quality1. Intellectual quality

Deep knowledgeDeep knowledge Deep understandingDeep understanding Problematic knowledgeProblematic knowledge Higher order thinkingHigher order thinking Metalanguage Metalanguage Substantive communicationSubstantive communication

Working on intellectual qualityWorking on intellectual quality

Identify and map concepts to be addressedIdentify and map concepts to be addressed Create opportunities for students to demonstrate Create opportunities for students to demonstrate

understandingunderstanding Help students to ask where knowledge comes Help students to ask where knowledge comes

from and how we knowfrom and how we know Link higher order thinking to important conceptsLink higher order thinking to important concepts Comment on language and how it functions Comment on language and how it functions Require elaboration, richnessRequire elaboration, richness

2. Quality learning environment2. Quality learning environment

Explicit quality criteriaExplicit quality criteria EngagementEngagement High expectationsHigh expectations Social supportSocial support Students’ self-regulationStudents’ self-regulation Student directionStudent direction

Working on quality learning Working on quality learning environmentenvironment

Provide clear statements or examples of what Provide clear statements or examples of what constitutes qualityconstitutes quality

Try expecting more while supporting students’ Try expecting more while supporting students’ effortsefforts

Zero tolerance of nastiness, even poking funZero tolerance of nastiness, even poking fun Require students to take responsibility for their Require students to take responsibility for their

behaviourbehaviour Consider when choices help to increase Consider when choices help to increase

significance and engagementsignificance and engagement

3. Significance3. Significance

Background knowledgeBackground knowledge Cultural knowledgeCultural knowledge Knowledge integrationKnowledge integration InclusivityInclusivity ConnectednessConnectedness NarrativeNarrative

Working on significanceWorking on significance

Find out and draw on what kids knowFind out and draw on what kids know Look beyond dominant cultural perspectivesLook beyond dominant cultural perspectives Connect learning experiences and concepts Connect learning experiences and concepts

wherever possiblewherever possible Opting out is not okay, include everybodyOpting out is not okay, include everybody Connect school learning to something outside of Connect school learning to something outside of

schoolschool Use the power of storiesUse the power of stories

Use planning time well: In relation Use planning time well: In relation to QT ask the following questionsto QT ask the following questions

1.1. What do I want the students to learn?What do I want the students to learn?

2.2. Why does that learning matter?Why does that learning matter?

3.3. What am I going to get the students to What am I going to get the students to produce?produce?

4.4. How well do I expect them to do it?How well do I expect them to do it?