Quality teaching

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Quality teaching

  1. 1. Demystifying Quality Teaching Dr Robert Parkes Senior Lecturer in Curriculum Theory, History & Media Education School of Education University of Newcastle
  2. 2. How to ‘read’ the Quality Teaching model • The Three Dimensions are ‘critical’ – Intellectual Quality – Quality Learning Environment – Significance • Each ‘element’ is really an ‘indicator’ of the presence of its dimension
  3. 3. Quality Teaching – The Two Balances 1 Intellectual Challenge Significance 2 Intellectual Challenge Quality Learning Environment = Buy In = Success for All
  4. 4. What happens if IQ is emphasised at the expense of SIG and QLE? 1 Intellectual Challenge Significance 2 Quality LearningEnvironment = Failure for Some = Disengagement Intellectual Challenge
  5. 5. What happens if SIG and QLE are each emphasised over the other dimensions? 1 Intellectual Challenge Significance 2 QualityLearningEnvironment = Students unchallenged, and engaged in tasks that repeat what they already now; ‘busy work’. = Success at trivial tasks; ‘busy work’. Intellectual Challenge
  6. 6. How do we build intellectual challenge? You can intellectually challenge your students by engaging them in tasks that require them to demonstrate: • Deep knowledge (Tasks that focus on the important, central concepts of a topic, subject or issue) • Problematic Knowledge (Tasks that have multiple, contrasting and conflicting answers, or that reveal how knowledge is socially, culturally or historically constructed and open to question) • Higher-Order Thinking (Tasks that require students to synthesize, analyse, evaluate, hypothesize, generalise, etc. not simply ‘transfer’ information from one place to another, but to ‘transform’ it) • Deep Understanding (Tasks that require students to provide information, arguments or reasoning that demonstrate their grasp of central ideas and concepts) • Metalanguage (Tasks that require students to address how language is being used to create meaning by specific individuals, for specific audiences and purposes) • Substantive Communication (Tasks that require students to provide extended or elaborate arguments, explanations, interpretations in written, oral, graphic or dramatic forms) Step 1: Ensure the conceptual challenge of the task Step 2: Ensure the communicative challenge of the task
  7. 7. You can increase student engagement through the significance of a task by: • Connectedness (Requiring students to respond to real-world problems, to apply knowledge in real-life contexts, or exhibit work to public audiences) • Narrative (Providing narrative framing for the task/problem you want students to work on; Requiring them to write, tell, perform or illustrate their understanding in a story form; Having students share their aspirations, and connecting tasks to these aspirations) • Background Knowledge (Providing students with opportunities to make links with what they already know, from inside and outside school life) • Cultural Knowledge (Explicitly acknowledging and valuing different cultural perspectives; Encouraging students to look beyond stereotypes; Require students to reconsider their response to a problem from a different cultural perspective) • Knowledge Integration (Requiring students draw on knowledge from more than one discipline when solving the problem set) How do we increase the likelihood of student engagement? Step 3: Make the task look and feel ‘real’ and worth doing Step 4: Ensure the task acknowledges and draws upon what students already bring to the table
  8. 8. You can show your students that you expect them to do well, and support them to do so by providing them with: • Explicit Quality Criteria (Detailed criteria regarding the quality of work you expect; and provide them with opportunities to evaluate their own work in relation to those criteria) • High Expectations (Present students with challenging work and reward them for taking conceptual risks; Encourage all students to aim high; Provide access to the highest level challenges to all) • Student Direction (Present students with the opportunity to exercise control over the choice of activities they will do, the deadline for completion of the task, the pace at which the task is completed, and the criteria by which the task will be assessed) How do we increase the likelihood of student success? Step 5: Develop clear expectations and structure in opportunities for social and academic support Step 6: Ensure opportunities for student ownership of the task
  9. 9. Intellectual Quality Significance Quality Learning Environment Quality Teaching: Why it is a 3D Model And why Intellectual Quality has a special place in this model of pedagogy
  10. 10. Intellectual Quality Significance Quality Learning Environment Quality Teaching: Why it is a 3D Model And why Intellectual Quality has a special place in this model of pedagogy

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