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Quality teaching tl1
- 1. Quality Teaching in Practice J. Grazotis Teacher-Librarian Banks P.S 2013 1/30/2015 J Grazotis 2012 1 Reflect Plan Assess
- 2. ProgramReflection1. What do we ask of our students? 2. What actually occurs in our lessons? 3. How do we determine achievement? 1/30/2015 2 An effective learning process is one that acknowledges the student as an active participant in the construction of meaning. McGregor J 1999, ‘How do we learn?’.
- 4. Quality Teaching 1/30/2015 4 A model of pedagogy K-12, across all KLAs. Intellectual Quality- actively constructed understanding of concepts, skills and ideas Quality Learning Environment- create a classroom environment focused on learning Significance- make learning more meaningful and important Elements Intellectual Quality Quality Learning Environment Significance Deep Knowledge Deep understanding Problematic Knowledge Higher Order thinking Metalanguage Substantive communication Explicit Quality criteria Engagement High expectations Social Support Students’ self-regulation Student direction Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative But wait…. What about the new curriculum
- 5. Quality v Quantity 1/30/2015 5 http://pinterest.com/pin/270356783852314454
- 6. Quality Learning Environment 1/30/2015 6 Explicit Quality criteria Engagement High expectations Social Support Students’ self-regulation Student direction Super 3 LibraryLocations Reference Non-fiction Junior Fiction Fiction
- 7. SIGNIFICANCE Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative 1/30/2015 7 Voki BlogED
- 8. 1/30/2015 8 Super 6 Predicting Making Connections Visualising Summarising Questioning Monitoring Intellectual Quality Deep Knowledge Deep understanding Problematic Knowledge Higher Order Thinking Metalanguage Substantive communication Multiple Intelligence
Editor's Notes
- What happens in our library lessons? What is the purpose of the lessons? What do we want our students to walk away with? How can we demonstrate our value trough student learning? How do we bridge the gap between what we ask and what we receive? Active learners will be more engaged, focused and productive.
- QT is divided into 3 dimensions and 18 elements. Within a unit of work different elements will be applied within different lessons. Some will be integrated more easily than others, many will be repeated and become a part of your lesson routine. Some will come naturally and some will require PL, reflection and practice.While the new curriculum will require us as educators to re-consider the outcomes and the content, the foundation remain the same. Quality lessons develop from Quality teaching practice.: search quality teaching, connection, high expectations, background knowledge,
- The final question is how do we win the battle between delivering the content, skills and strategies with the need to meet students learning needs whilst keeping them engaged and active? The answer is by applying the QT elements!
- There are no surprisesOur Library lesson- identifies components of the lesson, provides continuity and confidencePBL- Positive Behaviour for Learning- students aware of how to participate and work productively. Super 3- allows students to track progress and check work during lesson.Library signpost- allows students to relate to library space and navigate independently, also provides consistent language to communicate about the space.Guided Independent Reading- allow for independent selection within scaffolded support of what to read.
- To make learning significant you have to take students on a journey, you have to connect their learning to who they are and broaden their audience beyond the walls of the library.Library as a town- each location is like a suburb of the town, the call number the address within the suburb.Preparation- Have student ‘pack’ their brains with knowledge required to navigate a new unit of work, allow for discussion about what they already know. Combination of the first step in the Guided Inquiry approach.Information skills train- students get on and off the research train according to the skills they need at the time. Gives students a visual connection to where they are at and where they should be headed.The application of narrative was reviewed in Feb issue of SCAN- Riding the research wave by Sharon McGuinness an adapted version of Lee FitzGerald’s The research river. (Guided Inquiry)
- I have found that by structuring each term of work around a central theme, targeting key aspects of the literacy and information skills process and selecting key strategies students are indeed engaged, active and productive.