8. The dimensions of the model Significance Quality Learning Environment Intellectual Quality
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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. The elements of the model Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative
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?
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Editor's Notes
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.
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