Transcript Pedagogy - Cleveland Heights High School

Pedagogy
And
Effective Learning and Teaching
Heather Chalmers
Ipswich District Office
Where are we going?
 Linking
where teachers are now
 Present and future expectations
 Where are these demands coming from?
 What are teachers presently doing?
There is an expectation by principals that staff
members either through pre-service training or
in-service training have gained insight into their
craft by studying * :
 Psychology
(cognitive and developmental)
 Learning theory and method
 Professional ethics
What does that mean in reality?
Let’s explore the vital area of pedagogy
Middleton and Hill 1996 ……
The industrial model of curriculum delivery
(content focus / fixed time periods / teacher
focused pedagogy / measuring of outputs)
does not equip students for “new times”.
Luke 1999
“we have a pedagogical problem ----- we teach
subjects rather than children and there is a lack
of intellectual engagement”.
Pedagogy is the art of teaching.
 Authentic
pedagogy is that individual craft of
teaching as an interaction between learner and
teacher*.
 Productive
pedagogy is the art of teaching
recognized as being productive in the realisation
of student learning outcomes.
>>>
Authentic productive pedagogy where teachers
adapt/select/use recognized and validated teaching
strategies with their students to ensure planned
learning outcomes.
 Where
has the current focus come from?
 How
is it focused?
 How
is it maintained?
 How
to stay positive?
The Documents
• 2010 Queensland State Education
• Core Curriculum for Years 1-10
in Education Queensland Schools (Draft)
• KLA Syllabus
(Understanding Learners and Learning / Lifelong
Learner Attributes / Cross Curricular Priorities)
• Framework for an Outcomes Approach in
Education Queensland School Communities (Draft)
How is it focused?
1.
2.
3.
The school community sets their ideal
expectations (the vision for student learning
outcomes).
A pedagogical framework is organised around the
ideal expectations.
This framework exercises strategies into planned
learning experiences which allow for the
demonstration of successful learning outcomes.
We know from national and international research
(Wisconsin-Madison Uni, Hill - 1998, SRLS
Research Team - 1999, etc)
Quality of
pedagogy
in
classrooms
Quality of
learning
outcomes
of students
Structural
and cultural
change in a
school
What are the strategies within the productive
pedagogies?
Higher-order thinking
 Deep knowledge
 Substantive conversation
 Knowledge problematic
 Metalanguage
 Knowledge integration
 Background knowledge
 Connectedness to the
World
 Problem-based curriculum

Student control
 Social support
 Engagement
 Explicit criteria
 Self-regulation
 Cultural knowledges
 Exclusivity
 Narrative
 Group Identity
 Citizenship

Have been grouped into four dimensions:
 INTELLECTUAL QUALITY
 RELEVANCE
 SUPPORTIVE
CLASSROOM ENVIRONMENT
 RECOGNITION
OF DIFFERENCE
What can we do with this information?

endless strategies that can be employed by teachers
nothing new - realignment and purposeful emphasis with an OA

a focus on recognising pedagogy with the systematic
planning to employ appropriate strategies
ensure the development of learning outcomes

use current educational thinking & research to focus on
ways to deepen understanding and expand learning
Bloom, Gardner, De Bono,Hill, Fullan,T& L Foundation
 Encourage
teachers to adopt/adapt strategies into
their repertoire of teaching skills
co-operative learning, modelling, mentoring
 Using
familiar reference materials that are in
Education Queensland schools
The Principles of Effective Teaching and Learning
Outcome Approach Principle
DESIGN DOWN
Lifelong Learner -Complex Thinker
DELIVER UP
Futures perspective (KLA & CC)
Intellectual Quality
Higher-order thinking
Are higher-order thinking and critical analysis occurring?
EFFECTIVE TEACHING AND LEARNING (2.1.4)
ET&L descriptors and indicators in response to focus
questions relating to a productive pedagogical strategy.
A range of thinking skills is explicitly taught (2.1.4)
Indicators
 Strategies are used to engage students in a range of thinking skills
 Teacher demonstrates and models learning through:
- talking through the thinking processes
-metacognitive demonstration
- modelling steps and stages of a task
- demonstrating a variety of approaches to problem solving using
various resources and materials
 Thinking skills such as CORT, Six hats and Top Level structure are
taught.
Multiple uses of the resource:
• focus on one dimension of pedagogy per term, per
unit, per year --eg Intellectual Quality
• incorporate a strategy for a semester for each year
level
eg
group identity or substantive conversation
The most valuable staff involvement would be the
reflecting and sharing of experiences!
 The
ET&L Review Kit contains ----
CHECKLIST for TEACHER REFLECTION
on CLASSROOM PRACTICES
So tracking of what has, and what will be
incorporated, is already prepared for school use.