Quality teaching in context

Slides:

Advertisements

Similar presentations

LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE

Advertisements

Importance of Questioning and Feedback Technique in developing 3 Cs

Implementing Languages K-6 Using the syllabus for consistency of teacher judgement.

IVg IVc IVa Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional.

Charlotte Danielson’s The Four Domains of Teaching Responsibility

California Standards for the Teaching Profession

Pedagogies and policy: issues of teacher practices and professionalism C-TRIP Series, 5 July 2005 Bob Lingard, University of Sheffield.

The New Basics Project. Qld State Education An integrated framework for curriculum, pedagogy and assessment that defines essential areas of learning,

QUALITY TEACHING/LEARNING

What does it look like in Languages?

Imagine you are in the classroom of a highly effective teacher:  What would you see?  What would you hear?  What would the students be doing or saying?

Professional Teaching Portfolio

Queen Anne’s County: New Teacher Portfolio Prepared by: Hired: August, 2006.

A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens.

BACKWARD MAPPING: Beginning with the end in mind

Exit Portfolio of Your name Area of Licensure Completion date 2011.

Developmentally Appropriate Practices (DAP)

Quality Teaching and Behaviour at Rose Bay Secondary College Parent Information Night.

Learning across the curriculum areas: An introduction

Project-Based Learning

Rationale for CI 2300 Teaching and Learning in the Digital Age.

What should be the basis of

Creating Significant Learning Experiences L. Dee Fink.

Meeting SB 290 District Evaluation Requirements

MLC Learning Model Reveal the Big Picture Immersion What do I need to Know and how will I find out? Create it Share Reflection Celebrate Brainstorm.

“Knowledge” Do Now: As a teacher, what does this statement make think about or feel: “He Who Can Does He Who cannot Teaches” George Bernard Shaw.

Interstate New Teacher Assessment and Support Consortium (INTASC)

The Framework for Teaching Domain 1 Planning and Preparation.

Thomas College Name Major Expected date of graduation address

Leading and Developing Personalised Learning Plans (PLPs)

MLC Learning Model Reveal the Big Picture Immersion What do I need to Know and how will I find out? Create it Share Reflection Celebrate Brainstorm.

Authentic Learning and Assessment Erin Gibbons Five Standards of Authentic Instruction  Higher-Order Thinking  Depth of Knowledge  Connectedness to.

The Principles of Learning and Teaching P-12 Training Program

Elk Horn Kimballton Professional Development Authentic Intellectual Work.

Twilight Training October 1, 2013 OUSD CCSS Transition Teams.

The Delaware Performance Appraisal System II for Teachers Training Module 2 The Delaware Framework Review and Components 1-5 Training for Teachers.

EPL 3 – Planning for meaningful learning. Make a List of 5,4,3,2,1 5 – ways to engage students 4 – games you can play with students, 3 – stories or books.

Strengthening Student Outcomes in Small Schools There’s been enough research done to know what to do – now we have to start doing it! Douglas Reeves.

INTEGRATED LEARNING: STAGE 4 (SECONDARY COGS) Principles and process.

Early career teacher induction: Literacy middle years Workshop 4 Literacy and Quality Teaching Workshop 4 Early career teacher induction: Literacy middle.

Standard 1: Teachers demonstrate leadership s. Element a: Teachers lead in their classrooms. What does Globally Competitive mean in your classroom? How.

Service Learning & our schools. Quality teaching Student engagement & retention Values education Student welfare School community partnerships Our schools.

Professional Knowledge and practice (pedagogy) – week 4

Student Name Student Number ePortfolio Demonstrating my achievement of the NSW Institute of Teachers Graduate Teacher Stage of the Professional Teacher.

It’s Tech Time! Time to review the equipment that you currently have in your classroom. Look through the following files to learn new ways to use this.

LEARNER CENTERED APPROACH

Part 2 The Presentation. What is the presentation? A student present that can be done alone or in groups A student present that can be done alone or in.

Assessment & Self Regulated Learning

Blueprint for GOVERNMENT SCHOOLS. The Minister’s reform agenda is based on the following belief: “All students are entitled to an excellent education.

Assessment Presentation Day For Faculty Cindy J. Speaker, Ph.D. Wells College August 21, 2006.

1. When teachers provide instruction and assessments that emphasise intellectual quality, students do better on classroom- based assessments. Newmann.

FOUR DOMAINS Domain 4: Domain 1: Professional Planning & Responsibilities Preparation Domain 3: Domain 2: Instruction Classroom Environment.

Module 1 Peer Coaching on Paper Peer Coach Training.

Aboriginal Knowledge Aboriginal Knowledge. Diagram Module 1 (Cheree Dean, CSU 2013)

Promoting Literacy in Practice Meaningful Early Literacy Experiences for Young Children Kathleen Roskos October 2, 2004.

Connecting the Characteristics Margaret Heritage UCLA/ CRESST Attributes of Other Characteristics of Effective Instruction and Assessment for Learning.

PBL Instructional Design. PBL Instructional Design Name: Name of PBL: Grade Level: Content Area:

Quantum leaps in learning…… Building pedagogy which enhances curriculum provision for academically gifted students.

Question Driven Teaching in Language Arts. How did you go about reading and thinking about this play?

WELCOME Learning to Teach at UWM Disciplinary-based Courses, Intro to Education Pre-Professional Program Learning PPST/Praxis I Exam Basic Skills Courses.

Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership.

Building in the Three R’s An Introduction to Rigor, Relevance, and Relationship Edited from a PLS presentation for Lenoir County Public Schools Presented.

Peer Coaching for Effective Professional Learning.

Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.

The context is: Special Places

Inquiry-based learning and the discipline-based inquiry

Iowa Teaching Standards & Criteria

Welcome to the overview session for the Iowa Core Curriculum

Ohio Standards for the Teaching Profession EHHS Conceptual Framework

Presentation transcript:

What makes for ‘quality’ in Quality Teaching Revisiting the NSW Quality Teaching model

Quality teaching in context Authentic pedagogy Productive pedagogy Quality teaching

Main ideas Rigorous conceptual basis Deep understanding Serious engagement Accepting responsibility

Dimensions of the QT model Intellectual quality Quality learning environment Significance

The NSW Model of Pedagogy

Conceptual issues Pedagogy = Instruction + Assessment Critical Elements? Techniques/Practices v Intellectual Demands Teaching skills v Approach to teaching

Rationale for Quality Teaching Respect for Students and Teachers Contemporary Intellectual Demands Work, Citizenship, Personal Affairs Stimulates Professional Community

Relationship Between Intellectual Quality and Student Behaviour Students’ Self Regulation Classroom Observation Results

Relationship Between Intellectual Quality and Student Behaviour Engagement Classroom Observation Results

1. Intellectual quality Deep knowledge Deep understanding Problematic knowledge Higher order thinking Metalanguage Substantive communication

Working on intellectual quality Identify and map concepts to be addressed Create opportunities for students to demonstrate understanding Help students to ask where knowledge comes from and how we know Link higher order thinking to important concepts Comment on language and how it functions Require elaboration, richness

2. Quality learning environment Explicit quality criteria Engagement High expectations Social support Students’ self-regulation Student direction

Working on quality learning environment Provide clear statements or examples of what constitutes quality Try expecting more while supporting students’ efforts Zero tolerance of nastiness, even poking fun Require students to take responsibility for their behaviour Consider when choices help to increase significance and engagement

3. Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Working on significance Find out and draw on what kids know Look beyond dominant cultural perspectives Connect learning experiences and concepts wherever possible Opting out is not okay, include everybody Connect school learning to something outside of school Use the power of stories

Use planning time well: In relation to QT ask the following questions What do I want the students to learn? Why does that learning matter? What am I going to get the students to produce? How well do I expect them to do it?