Productive pedagogies


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Productive pedagogies

  1. 1. Productive Pedagogies
  2. 2. The Queensland School ReformLongitudinal Study (QSRLS)Developed concepts of productive pedagogies, productive assessment and productive leadership
  3. 3. Central findings of the QSRLS repedagogies in approx 1000 classroomsHigh 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
  4. 4. Teachers with high ratings on the productive pedagogiesmeasure differed significantly from those with low ratingsparticularly 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
  5. 5. Bourdieu and the findings of theproductive pedagogies research The 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
  6. 6. Alignment: Curriculum, Pedagogy and AssessmentCentral to socially just schoolingAssessment 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
  7. 7. Background to Productive PedagogiesPart of the Queensland ‘New Basics’ projectDeveloped in QueenslandBeing 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
  8. 8. Productive Pedagogies and MYSIntended to be used at all levels of educationHave 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
  9. 9. Categories20 Productive Pedagogies in totalDivided into 4 categories: Intellectual quality Connectedness Supportive classroom environment Recognition of difference
  10. 10. Intellectual quality Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage
  11. 11. ConnectednessKnowledge integrationBackground knowledgeConnectedness to the world Problem-based curriculum
  12. 12. Supportive classroom environmentStudent directionSocial supportAcademic engagement Explicit quality performance criteria Self-regulation
  13. 13. Recognition of differenceMost difficult to address and observe in classroomsRemoved from the NSW adaption of Productive PedagogiesCultural knowledgesInclusivityNarrativeGroup identity Active citizenship
  14. 14. Web AccessThe Productive Pedagogies framework is available at:The New Basics project more broadly, which offers significant teaching resources, is at: