Classroom walk throughs introduction


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  • It is a model of pedagogy that draws together a range of research including that known as Authentic Pedagogy (Newmann, FM and associates, 1996). It is not intended as the final word on pedagogy. I t will be tested out and changed, as necessary, over time, as teachers engage with it. Queensland uses a similar model called Productive Pedagogies. The model is described in these books. Display blue, purple and teal coloured books. What does each colour tell us? Blue: introduces the background to developing the NSW model for pedagogy, and defines the dimensions and elements. Purple: expands on the definitions for each element and examines the coding of lesson delivery. Teal: examines the coding of anything written down, including assessment tasks and lesson plans.
  • Brings the key elements of good teaching practice Quality Teaching together in one place Emphasise that Quality Teaching is not to be used for assessing teacher performance. Acknowledge that teachers already do most of the things in the model of pedagogy. Quality teaching is about fine tuning and balancing their teaching.
  • Refer teachers to the Annotated Bibliography for details of the research
  • Animation shows Quality learning environment and Significance underpinning Intellectual Quality Compare the final pattern with the Quality Teaching logo.
  • No need say anything about each element at this stage. The purpose of this slide and the next two are just let teachers see the structure of the model and the names of the elements.
  • A working understanding of the elements cannot be achieved in one sitting. Developing an understanding of what the elements mean in languages grows over time as you work with them, apply them and discuss them with other teachers. It’s a ‘journey’! I’m sure you will recognise that you are already doing many of the things in Quality Teaching model.
  • Significance often has the meaning of ‘importance’. In this context, significance refers to meaningfulness, i.e. making what we do with students meaningful to them.
  • {Read through the elements and then say…} We will now look at each of these elements in more detail, with examples of what each of them may look like in the classroom.
  • Background knowledge is is often the hook to get students’ attention and to engage them in each topic. It will often be part of building the field for a unit of work. Building the field activities can incorporate students’ background knowledge, whether from previous lessons or from their outside-school experience.
  • These groups can include race, religion, gender and socio-economic background. By incorporating cultural knowledge, we validate our students’ backgrounds and experiences. We acknowledge and respect their right to be different. The key here is not just teaching about the Target Culture, but asking students to share their own experiences and cultures. Cultural knowledge recognises that all cultures in the classroom are equally valued. When studying a unit of work, students should feel they can contribute their own cultural knowledge, and it will be respected and valued. Cultural knowledge in programming: Key concept: Different cultures have their own celebrations and festivals Why does the learning matter? Students will develop a better understanding of the values and beliefs of other cultures within their class OR Key concept: Different cultures have different perceptions about health and body image Why does the learning matter? Being able to compare and contrast health and fitness between Australian and Arabic cultures will enable students to gain an understanding of a range of cultural perceptions. Cultural knowledge is also in the Moving Between Cultures (MBC) objective and Socio-cultural content (e.g. comparing German and Australian school systems) and should also be incorporated into Teaching and learning activities . Taking an interest in the cultures of students is a way of valuing and demonstrating your acceptance of their cultures.
  • There are two important aspects to Knowledge integration. Firstly, we create links between other subjects and/or KLAs. For example: when teaching about 24 hour time, or world time zones (link to numeracy) Secondly, Knowledge integration can also refer to links between other topics within the language, for example grammatical connections (accusative case in German with pets, and then family) or vocabulary (such as colours – can be used with animals, school items, clothes etc.).
  • You may need to compare Inclusivity with Cultural Knowledge. Cultural Knowledge relates to the lesson content (valuing and accepting cultures and backgrounds through the lesson content) Inclusivity is about students themselves being and feeling included regardless of their cultures or background.
  • Connectedness is the link between what students learn at school and real-world contexts – can they use what they learn in the classroom beyond the classroom? When planning a unit of work, our Teaching and learning activities should be as relevant and authentic as possible.
  • Narrative can be oral or written. It is often incidental (although can sometimes be planned), and can be used to illustrate or emphasise cultural and language points. Narrative can bring the learning alive , illustrate difficult concepts and help students see why the learning matters.
  • Classroom walk throughs introduction

    1. 1. Classroom Walk Throughs 2011 Belmore South PS Initial Staff Meeting 7 th March 2011
    2. 2. Introduction <ul><li>Background to Quality Teaching Model </li></ul><ul><li>Elements </li></ul><ul><li>Connectedness </li></ul>
    3. 3. Quality Teaching What does it look like in Reading? The NSW model of pedagogy
    4. 4. The NSW model of pedagogy <ul><li>draws together a range of research. </li></ul><ul><li>identifies eighteen elements that are indicators of quality teaching practice. </li></ul>
    5. 5. How is the NSW model of pedagogy useful? <ul><li>Provides a tool for teachers to use to reflect on their teaching practice. </li></ul><ul><li>Can help teachers identify practices they do well and practices they might emphasise more. </li></ul><ul><li>Can guide the planning and redesigning of activities, lessons and units of work. </li></ul><ul><li>Provides a common vocabulary to use to talk about teaching and learning. </li></ul>
    6. 6. Which students benefit? <ul><li>Research has demonstrated that: </li></ul><ul><li>all students K-12 benefit </li></ul><ul><li>benefits are not affected by race, ethnicity, gender or socio economic status. </li></ul>
    7. 7. Components of the NSW model of pedagogy <ul><li>eighteen elements in three dimensions </li></ul><ul><li>the Intellectual Quality dimension is central </li></ul><ul><li>the Quality Learning Environment and Significance dimensions underpin Intellectual Quality . </li></ul>
    8. 8. The dimensions of the model Significance Quality Learning Environment Intellectual Quality
    9. 9. The elements of the model <ul><li>Each dimension of the model is made up of six elements . </li></ul>Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive Communication
    10. 10. 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
    11. 11. The elements of the model Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative
    12. 12. The elements of the model <ul><li>How many elements in a lesson? </li></ul><ul><li>No expectation that every element should be seen in a single lesson. </li></ul><ul><li>At least one element from each dimension should be found in a lesson. </li></ul><ul><li>Across a unit of work all elements should be found. </li></ul>
    13. 13. The ‘journey’ <ul><li>developing an understanding of the element “connectedness” </li></ul><ul><li>developing an understanding of what this element looks like in reading groups </li></ul><ul><li>applying this element in teaching reading </li></ul>
    14. 14. Significance Making what we do more meaningful for our students.
    15. 15. The elements <ul><li>Background knowledge </li></ul><ul><li>Cultural knowledge </li></ul><ul><li>Knowledge integration </li></ul><ul><li>Inclusivity </li></ul><ul><li>Connectedness </li></ul><ul><li>Narrative </li></ul>
    16. 16. Background knowledge <ul><li>Knowledge gathered in: </li></ul><ul><li>previous lessons </li></ul><ul><li>personal lives. </li></ul>
    17. 17. Cultural knowledge <ul><li>Linking the lesson content to one or more specific social groups. </li></ul>Accepting Valuing
    18. 18. Knowledge integration <ul><li>Taking the pieces of the puzzle and fitting them together to form a bigger picture, by: </li></ul><ul><li>linking to other subjects/KLAs </li></ul><ul><li>linking to other topics within the language. </li></ul>
    19. 19. Inclusivity <ul><li>Key questions: </li></ul><ul><li>Are all students of all social groups included in the public work of the class? </li></ul><ul><li>Are the contributions of all students taken seriously and valued by their classmates and the </li></ul><ul><li>teacher? </li></ul>
    20. 20. Connectedness SCHOOL REAL WORLD
    21. 21. Connectedness Examples <ul><li>The use of real examples such as menus, timetables, brochures. </li></ul><ul><li>Incorporating skills such as numeracy and literacy. </li></ul><ul><li>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. </li></ul>
    22. 22. Narrative <ul><li>The use of stories or anecdotes to contextualise the learning, making it more meaningful. </li></ul><ul><li>Personal stories are better remembered by students. </li></ul>
    23. 23. 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?
    24. 24. Connectedness <ul><li>making a connection to the </li></ul><ul><li>larger social context, adding value and meaning beyond the instructional context </li></ul>
    25. 25. Connectedness <ul><li>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. </li></ul><ul><li>Two areas in which student work can exhibit some degree of connectedness are: </li></ul><ul><ul><li>a real-world public problem; i.e., students confront an actual contemporary issue or problem </li></ul></ul><ul><ul><li>students' personal experiences </li></ul></ul>
    26. 26. Connectedness <ul><li>In a low-connectedness lesson with little or no value beyond the classroom, </li></ul><ul><ul><ul><li>activities are deemed important for success only in school (now or later), but for no other aspects of life. </li></ul></ul></ul><ul><ul><ul><li>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. </li></ul></ul></ul>
    27. 29. Classroom Ideas #1 <ul><li>In designing tasks ask questions of students such as: </li></ul><ul><ul><li>“ When would you need to know this?” </li></ul></ul><ul><ul><li>“ Why are we studying this?” </li></ul></ul><ul><ul><li>“ Who might be an appropriate audience for our work?” </li></ul></ul><ul><li>Design tasks so that students are required to comment on the links between ideas/concepts and their own lives </li></ul>
    28. 30. Classroom Ideas #2 <ul><li>Look for aspects which are readily applied to contexts outside of school </li></ul><ul><li>Link tasks to current issues in the local community, media or popular culture </li></ul><ul><li>Draw on resources beyond the classroom such as internet, media, local resources </li></ul><ul><li>Explore the meaning and significance of the audience for student work </li></ul>
    29. 31. Classroom Ideas #4 <ul><li>Now it’s time for us to come up with what </li></ul><ul><li>CONNECTEDNESS </li></ul><ul><li>will look like in our reading groups! </li></ul>
    30. 32. TASK #1 <ul><li>Group definition of “ Connectedness ” </li></ul><ul><li>Think – Pair - Square </li></ul><ul><li>(Individual definition -> paired definition -> small group definition) </li></ul><ul><li>Display initial group definitions </li></ul>
    31. 33. Task #2 <ul><li>Move into 3 groups: </li></ul><ul><ul><li>Teacher </li></ul></ul><ul><ul><li>Student </li></ul></ul><ul><ul><li>Task </li></ul></ul><ul><li>Y chart of what Connectedness </li></ul><ul><ul><ul><li>Looks like </li></ul></ul></ul><ul><ul><ul><li>Sounds like </li></ul></ul></ul><ul><ul><ul><li>Feels like </li></ul></ul></ul><ul><li>According to your group focus (T, S, Task ) </li></ul><ul><li>Share charts and comment </li></ul>
    32. 34. Task #3 <ul><li>Individual reflection: </li></ul><ul><li>“ See, Think, Wonder” </li></ul>