Classroom walk throughs introductionPresentation Transcript
Classroom Walk Throughs 2011 Belmore South PS Initial Staff Meeting 7 th March 2011
Background to Quality Teaching Model
Quality Teaching What does it look like in Reading? The NSW model of pedagogy
The NSW model of pedagogy
draws together a range of research.
identifies eighteen elements that are indicators of quality teaching practice.
How is the NSW model of pedagogy useful?
Provides a tool for teachers to use to reflect on their teaching practice.
Can help teachers identify practices they do well and practices they might emphasise more.
Can guide the planning and redesigning of activities, lessons and units of work.
Provides a common vocabulary to use to talk about teaching and learning.
Which students benefit?
Research has demonstrated that:
all students K-12 benefit
benefits are not affected by race, ethnicity, gender or socio economic status.
Components of the NSW model of pedagogy
eighteen elements in three dimensions
the Intellectual Quality dimension is central
the Quality Learning Environment and Significance dimensions underpin Intellectual Quality .
The dimensions of the model Significance Quality Learning Environment Intellectual Quality
The elements of the model
Each dimension of the model is made up of six elements .
Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive Communication
The elements of the model Quality learning environment Explicit quality criteria Engagement High expectations Social support Students’ self-regulation Student direction Most of these elements will be discussed and enhanced through our TPL in Assessment
The elements of the model Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative
The elements of the model
How many elements in a lesson?
No expectation that every element should be seen in a single lesson.
At least one element from each dimension should be found in a lesson.
Across a unit of work all elements should be found.
developing an understanding of the element “connectedness”
developing an understanding of what this element looks like in reading groups
applying this element in teaching reading
Significance Making what we do more meaningful for our students.
Knowledge gathered in:
Linking the lesson content to one or more specific social groups.
Taking the pieces of the puzzle and fitting them together to form a bigger picture, by:
linking to other subjects/KLAs
linking to other topics within the language.
Are all students of all social groups included in the public work of the class?
Are the contributions of all students taken seriously and valued by their classmates and the
Connectedness SCHOOL REAL WORLD
The use of real examples such as menus, timetables, brochures.
Incorporating skills such as numeracy and literacy.
Real world skills and tools such as map-reading and the use of ICT play a vital role in connecting what happens in the classroom to the world beyond.
The use of stories or anecdotes to contextualise the learning, making it more meaningful.
Personal stories are better remembered by students.
Connectedness To what degree are students required to apply knowledge to real-life contexts or problems and can students relate their work to situations beyond the classroom?
making a connection to the
larger social context, adding value and meaning beyond the instructional context
Connectedness describes the extent to which the lesson has value and meaning beyond the instructional context , making a connection to the larger social context within which students live.
Two areas in which student work can exhibit some degree of connectedness are:
a real-world public problem; i.e., students confront an actual contemporary issue or problem
students' personal experiences
In a low-connectedness lesson with little or no value beyond the classroom,
activities are deemed important for success only in school (now or later), but for no other aspects of life.
Student work has no impact on others and serves only to certify their level of competence or compliance with the norms and routines of formal schooling.
Classroom Ideas #1
In designing tasks ask questions of students such as:
“ When would you need to know this?”
“ Why are we studying this?”
“ Who might be an appropriate audience for our work?”
Design tasks so that students are required to comment on the links between ideas/concepts and their own lives
Classroom Ideas #2
Look for aspects which are readily applied to contexts outside of school
Link tasks to current issues in the local community, media or popular culture
Draw on resources beyond the classroom such as internet, media, local resources
Explore the meaning and significance of the audience for student work
Classroom Ideas #4
Now it’s time for us to come up with what
will look like in our reading groups!
Group definition of “ Connectedness ”
Think – Pair - Square
(Individual definition -> paired definition -> small group definition)