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Quality t eachin g in N SW p ublic sch ools A classroom practice guide A classr

Quality t eachin g in N SW p ublic sch ools A classroom practice guide A classroom practice guide © State of NSW, Department of Education and Training Professional Support and Curriculum Directorate 2003 RYDE NSW Downloading, copying or printing or materials in this document for personal use or on behalf of another person is permitted. Downloading, copying or printing of material from this document for the purpose of reproduction or publication (in whole or in part) for ﬁ nancial beneﬁ t is not permitted without express authorisation. ISBN 0 7313 8281 1 SCIS 1149494 This publication is part of the series: Quality teaching in NSW public schools. The series includes: • Quality teaching in NSW public schools: Discussion paper (book) • Quality teaching in NSW public schools: Starting the discussion (book) • Quality teaching in NSW public schools: An annotated bibliography (book) • Quality teaching in NSW public schools: A video introduction (video) • Quality teaching in NSW public schools: A classroom practice guide (book) • Quality teaching in NSW public schools: Continuing the discussion about classroom practice (book) • Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts K–6 (video) • Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts 7–10 (video) • Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts K–10 (DVD) • Quality teaching in NSW public schools: An assessment practice guide (book, due for release in 2004) • Quality teaching in NSW public schools: Continuing the discussion about assessment practice (book, due for release in 2004) 3 A classroom practice guide Contents Acknowledgements 4 Introduction 5 Using the guide 5 Structure of the document 6 Using the coding scales 8 The NSW model of pedagogy 10 Dimension 1: Intellectual quality 11 1.1 Deep knowledge 12 1.2 Deep understanding 14 1.3 Problematic knowledge 16 1.4 Higher-order thinking 18 1.5 Metalanguage 20 1.6 Substantive communication 22 Dimension 2: Quality learning environment 25 2.1 Explicit quality criteria 26 2.2 Engagement 28 2.3 High expectations 30 2.4 Social support 32 2.5 Students’ self-regulation 34 2.6 Student direction 36 Dimension 3: Signiﬁ cance 39 3.1 Background knowledge 40 3.2 Cultural knowledge 42 3.3 Knowledge integration 44 3.4 Inclusivity 46 3.5 Connectedness 48 3.6 Narrative 50 Appendix 53 Coding sheets 55 Coding scale overview 57 4 Quality teaching in NSW public schools Acknowledgements This guide has been developed by Dr James Ladwig and Professor Jennifer Gore from The University of Newcastle in consultation with and on behalf of the NSW Department of Education and Training. They are grateful to the many teachers and other NSW educators whose critical feedback and valuable suggestions have informed the ﬁ nal wording of this guide. The coding scales and other notes in the guide have been informed by research reported in the Quality teaching in NSW public schools: An annotated bibliography (NSW Department of Education and Training, 2003). In particular, the coding scales are derived from earlier articulations of many elements of the model in studies conducted by: Professor Fred Newmann and associates on “authentic pedagogy” (1990–95) as part of the CORS (Center on Organization and Restructuring of Schools) research agenda, and Dr James Ladwig and Professor Bob Lingard (project directors) on “productive pedagogy” (1998–2000) as part of the QSRLS (Queensland School Reform Longitudinal Study). The coding scales provided in this guide build on, but substantially revise, these earlier elaborations. 5 A classroom practice guide Introduction This guide has been developed to support school leaders and teachers in their implementation of the NSW model of pedagogy in relation to classroom practice. For the purpose of this guide, the term classroom practice is used to include learning activities, a single lesson, sequences of lessons, units and/or modules of work, and to refer to both plans for practice and observed (directly or videotaped) practice. In May 2003 the Department released Quality teaching in NSW public schools: Discussion paper (NSW Department of Education and Training, 2003). The discussion paper was developed to focus and support the work of school leaders and teachers in addressing teaching and learning in NSW public schools as a long-term strategic priority. The paper proposes a model for pedagogy that can be applied from Kindergarten to Year 12 and across all key learning areas (KLAs). The three dimensions and eighteen elements of the NSW model of pedagogy represent a synthesis of solid and reliable research that empirically links these general qualities of pedagogy to improved student learning. One of the strengths of the model is that it synthesises general characteristics of pedagogy, thus making it applicable across KLAs, subjects and years of schooling. In so doing, the model offers a coherent vision of pedagogy on a school-wide basis. This guide has been written to assist schools in building that shared vision. It provides an elaboration of each of the eighteen elements of the model to assist teachers and school leaders to talk about pedagogy and to understand what constitutes quality teaching. The elaboration includes speciﬁ c descriptions, a coding scale, notes and suggestions, all designed to help clarify what it means to teach well in relation to each element. Using the guide The primary purpose of this guide is to support teacher professional learning and professional dialogue. To this end, the guide can be used in two main ways. Coding sheets are included in the Appendix as tools to assist with both these uses. Firstly, it is intended to guide teacher reﬂ ection and analysis where teachers, individually or in groups, can use the guide to analyse current classroom practices in order to understand how those practices might subsequently be improved. Such analysis can focus on written or observed (directly or videotaped) activities, lessons, a series of lessons and units or modules of work. The document can also be used to guide the planning and redesign of activities, lessons and units of work. Again, working together or individually, teachers can consider how each element might inform their planning in order to maximise the student learning beneﬁ ts of each learning experience. It is important to reiterate that the purpose of this guide is to support teacher professional learning and practice. The coding process described in this guide should only be used where teachers have agreed to its use in relation to their work. The guide is not intended to be used for the purpose of teacher assessment. Any use for this purpose has the potential to undermine its value in supporting teacher professional learning and dialogue. 6 Quality teaching in NSW public schools Structure of the document This guide is organised around each of the eighteen elements of the NSW model of pedagogy. Each element is elaborated with the following information and set out as shown on the following page. Description Each element is described in general terms to indicate what might be observed when the element is highly evident, as opposed to what might be observed where there is little or no evidence of the element in classroom practice. Coding scale Each element is broken down into ﬁ ve “codes” or “scores” with a descriptor given for each one. The 1–5 coding scale draws upon observable aspects of classroom practice, hence its focus on none, some, most, and all of the students, or none of the time, through to all of the time. While the 1–5 descriptors in the coding scale refer to lessons, terms such as activities, lesson plans, lesson sequences, modules or units of work could also have been used. The codes or scores provide the basis for professional reﬂ ection and/or dialogue. Coming to a shared understanding within a school, or among groups of staff, is in itself an important part of the professional development process in relation to the pedagogy model. Being able to name and identify each element is important in improving practice. Developing a deep understanding of each element as it relates to classroom practice can be enhanced with the elaboration provided in these coding scales. Notes Notes are provided for each element to highlight certain reminders for teachers and in response to commonly asked questions about the meaning and application of the element. Suggestions While teachers should aim to score high in all three dimensions in all lessons, it is unrealistic to expect that every lesson will score highly for every element. Nonetheless, we encourage teachers to consider what it might take to move to the higher scores for each element. The suggestions provided in relation to each element offer some ideas for moving to the higher scores. Further examples of teaching ideas can be found on the web site: http://www.curriculumsupport.nsw.edu.au/ Go to the various KLA pages for subject speciﬁ c examples. A reference bank of general teaching strategies can also be found on the “Teacher professional learning” web page. For a one-stop-shop of teaching ideas linked to NSW syllabuses K–12 go to the Teaching and Learning Exchange (TaLE) on the Department’s intranet at: http://tale.det.edu.au 7 A classroom practice guide uploads/Management/ quality-teaching-guide.pdf