Transcript EFFECTIVE PEDAGOGY FRAMEWORK

Phil Draper, HAT,
Coonabarabran High School
Attributes
Key attributes and features of quality teaching include:
 A proactive effort by teachers to change or modify current
teaching practice – question how relevant or interesting is what
is currently being presented or how it is being presented.
 Active participation of the teacher eg. in planning/teaching
strategies
 Ongoing questioning of the way students are working
 A high degree of student engagement and motivation
 The presence of good learning behaviours in the classroom
Name three changes or innovations you have introduced this
year into the classroom.
Research
Research strongly supports:
 That the major in-school influence on student
achievement is the quality of the classroom teacher.
 That expert teachers differ from experienced teachers,
particularly in the degree of challenges they present to
their students, and in the depth of understanding their
students attain. Students taught by expert teachers
exhibit an understanding of the concepts targeted in
instruction.
 That teacher quality varies considerably within schools
and across schools.
Exemplary Teachers
Exemplary teachers possess and manifest the following attributes:
 A high level of knowledge, imagination, passion, and belief in, and for, their field.
 An overriding commitment to, and high aspirations for, their students’ learning.
 A rich repertoire of skills, methods and approaches on which they are able to draw, to
provide the right mix for the specific needs of individual students.
 A detailed understanding of the context in which they are working; of the specific
expectations of the community; and of the needs of the cohort of students for whom they
are responsible.
 A capacity to respond appropriately to students, individually and collectively, and to the
context, through their teaching practice.
 A refusal to let anything get in the way of their own or their students’ learning, and what
they perceive as needing to be addressed.
 A capacity to engender a high level of respect and even affection from their students and
colleagues - a by product of their hard work and professionalism.
 A great capacity for engagement in professional learning through self-initiated
involvement in various combinations of professional development activities, some
provided by the employing authority; others sought out by the individual.
 A great capacity to contribute to the professional learning of others, and a willingness to
do so.
 Moral leadership and professionalism, in that they exemplify high values and qualities
and seek to encourage these in others.
Dinhan – 2002
Limiting Factors
Factors hindering quality teaching:
 Low expectations of certain students and groups held by some teachers
 Varying quality of the induction and support for beginning teachers
 The isolation of the classroom – lack of opportunity for teachers to
observe and be observed: for teachers to learn from each other: lack of
structured feedback on performance and lack of frameworks and a
language to analyse and discuss teaching practice.
 The variable level of educational leadership in schools
Other contributing factors include:
 The quality of those entering teacher training
 Students who disengage; students who disrupt learning and teaching
 Conditions of work
 Community’s perception of teachers that results in dissatisfaction
 The ‘overcrowded’ curriculum.
Quality teaching involves the implementation of classroom
practices that:
• Engage and challenge students to develop deep knowledge
and understanding
• Sustain student interest and learning
• Engage and challenge students to develop appropriate
learning skills
• Nurture, develop and extend relationships (studentteacher and student-student)
Effective Teachers: Intellectual Challenge
Classroom practices must (intellectually) engage and challenge students to
construct deep knowledge and understanding.
 Higher order
thinking
 Substantive
Conversation
 Create activities that give all students
opportunities to engage in higher order
thinking
 Provide the tools and support to allow
students to solve complex problems,
hypothesise, synthesise and arrive at
conclusions
 Facilitate considerable student-teacher
and student-student interactions around
topics and concepts that build on ideas
and promotes collective understanding
 Share intellectual control with students
Intellectual Challenge (cont.)
Classroom practices must intellectually engage and challenge students to
construct deep knowledge and understanding.
 Knowledge
Management
 Explicitly teach students to critique
problematic knowledge in a
sustained way.
 Facilitate learning that expects
sustained reading and research,
significant performance and
exhibitions
 Allow students some autonomy in
their learning.
Effective Teachers: Engagement
Classroom practices must sustain student interest in learning.
 Relevance
 Implement a problem based
curriculum where students work
with real, practical or hypothetical
situations
 Build on students’ knowledge and
understanding
 Articulate a clear purpose for
learning
 Make clear outcomes for all lessons
and activities
Engagement (cont.)
Classroom practices must sustain student interest in learning.
 Recognition of
 Acknowledge and give status to the cultural
 High
 Expect high standards from their students and
Difference
Expectations
background of students within the classroom
 Use topics and problems based on the context
of the students’ world
clearly articulate the criteria for these
standards
 Enable students to explore possibilities and
engage in an ongoing discovery process
 Create student centred learning environments
 Student Centred
 Allow students’ choices to determine
Learning
directions within a framework
Effective Teachers: Learning Skills
Classroom practices must engage and challenge students to develop
appropriate learning skills.
 Learning to
Learn
 Model good learning
 Explicitly teach learning and
thinking skills
 Encourage students to question
 Encourage self and peer appraisal
and feedback
 Cater for a diversity of learning
styles within their classrooms
Learning Skills (cont.)
Classroom practices must engage and challenge students to develop
appropriate learning skills.
 Communication  Expect and encourage students to
Skills




communicate their ideas clearly using
appropriate technology, literacy and
numeracy skills
Model and expect students to vary their
presentations to suit varying audiences
including groups of students and adults
Explicitly and systematically teach literacy
and numeracy
Place emphasis on the literacy and
numeracy components of the task they set
students
Explicitly teach writing through scanning,
summarizing, sorting, planning and
drafting and publishing of work.
Learning Skills (cont.)
Classroom practices must engage and challenge students to develop
appropriate learning skills.
 Independent
 Encourage and give students the
 ICT Skills
 Use technology to learn about
Interdependent
Learning
skills to be independent learners
current research in their discipline
and apply it to their teaching
 Interact with their students
electronically when appropriate
 Utilize technology wherever the
opportunity to use it appropriately
arises.
Effective Teachers: Relationships
Classroom practices should inform, nurture, develop and extend relationships.
 Support and
affirmation
 Teamwork
 Welcome contributions and
support risk taking within a
framework
 Provide guidance and
encouragement
 Set high expectations for
performance
 Develop students’ abilities to be
effective team members by
explicitly teaching the necessary
skills
Relationships (cont.)
Classroom practices should inform, nurture, develop and extend relationships.
 Recognition
 Use their knowledge of students’
 Self Regulation
 Negotiate and define acceptable
backgrounds to enhance the
learning experience
 Give regular feedback on
performance relative to the criteria
and outcomes
behaviour
 Clearly explain the consequences of
unacceptable behaviour
 Use non-confrontational strategies
to deal with problems
Current Support Documents –
Quality Teaching
 Quality Teaching in NSW Public Schools – A
Classroom Practice Guide
o Use of the guide
o Quality Teaching model
o Purpose
o Elements/Observation Sheets Handouts
 Professional Teaching Standards - NSWIT