Classroom Walk Throughs2011Belmore South PSInitial Staff Meeting7th March 2011

Introduction Background to Quality Teaching Model Elements Connectedness

Quality Teaching

What does it look like in Reading?

The NSW model of pedagogyThe NSW model of pedagogy

The NSW model of pedagogy draws together a range of research.

identifies eighteen elements that are indicators of quality teaching practice.

How is the NSW model of pedagogy useful? Provides a tool for teachers to use to reflect on

their teaching practice.

Can help teachers identify practices they do well and practices they might emphasise more.

Can guide the planning and redesigning of activities, lessons and units of work.

Provides a common vocabulary to use to talk about teaching and learning.

Which students benefit?Research has demonstrated that: all students K-12 benefit

benefits are not affected by race, ethnicity, gender or socio economic status.

Components of the NSW model of pedagogy eighteen elements in three dimensions

the Intellectual Quality dimension is central

the Quality Learning Environment and Significance dimensions underpin Intellectual Quality.

The dimensions of the model

Significance

QualityLearning

Environment

IntellectualQuality

The elements of the model

Each dimension of the model is made up of six elements.

Intellectual qualityDeep knowledge

Deep understandingProblematic knowledge

Higher-order thinkingMetalanguage

Substantive Communication

The elements of the model

Quality learning environmentExplicit quality criteria

EngagementHigh expectations

Social supportStudents’ self-regulation

Student direction

Most of these elements will be discussed and

enhanced through our TPL in

Assessment

The elements of the model

SignificanceBackground knowledge

Cultural knowledgeKnowledge integration

InclusivityConnectedness

Narrative

The elements of the modelHow many elements in a lesson?

No expectation that every element should be seen in a single lesson.

At least one element from each dimension should be found in a lesson.

Across a unit of work all elements should be found.

The ‘journey’ developing an understanding of the

element “connectedness” developing an understanding of what

this element looks like in reading groups

applying this element in teaching reading

Significance

Making what we do more meaningful for

our students.

The elements Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Background knowledgeKnowledge gathered in: previous lessons personal lives.

Cultural knowledgeLinking the lesson content to one or more specific social groups.

Knowledge integrationTaking the pieces of the puzzle and fitting them together to form a bigger picture, by: linking to other subjects/KLAs linking to other topics within the language.

InclusivityKey questions: Are all students of all social groups

included in the public work of the class?

Are the contributions of all students taken seriously and valued by their classmates and the teacher?

ConnectednessSCHOOL REAL

WORLD

ConnectednessExamples

The use of real examples such as menus, timetables, brochures.

Incorporating skills such as numeracy and literacy.

Real world skills and tools such as map-reading and the use of ICT play a vital role in connecting what happens in the classroom to the world beyond.

NarrativeThe use of stories or anecdotes to contextualise the learning, making it more meaningful.

Personal stories are better remembered by students.

Connectedness

To what degree are students required to apply knowledge to real-life contexts or problems and can students relate their work to situations beyond the classroom?

Connectednessmaking a connection to the

larger social context, adding value and meaning beyond the instructional context

Connectedness Connectedness describes the extent to which

the lesson has value and meaning beyond the instructional context, making a connection to the larger social context within which students live.

Two areas in which student work can exhibit some degree of connectedness are: a real-world public problem; i.e., students

confront an actual contemporary issue or problem

students' personal experiences

Connectedness In a low-connectedness lesson with little

or no value beyond the classroom, activities are deemed important for

success only in school (now or later), but for no other aspects of life.

Student work has no impact on others and serves only to certify their level of competence or compliance with the norms and routines of formal schooling.

Classroom Ideas #1 In designing tasks ask questions of students

such as: “When would you need to know this?” “Why are we studying this?” “Who might be an appropriate audience for

our work?”

Design tasks so that students are required to comment on the links between ideas/concepts and their own lives

Classroom Ideas #2 Look for aspects which are readily applied

to contexts outside of school

Link tasks to current issues in the local community, media or popular culture

Draw on resources beyond the classroom such as internet, media, local resources

Explore the meaning and significance of the audience for student work

Classroom Ideas #4Now it’s time for us to come up with what

CONNECTEDNESS

will look like in our reading groups!

TASK #1 Group definition of “Connectedness” Think – Pair - Square

(Individual definition -> paired definition -> small group definition)

Display initial group definitions

Task #2 Move into 3 groups:

1. Teacher2. Student3. Task

Y chart of what Connectedness Looks like Sounds like Feels like

According to your group focus (T, S, Task) Share charts and comment

Task #3 Individual reflection:

“See, Think, Wonder”