What makes for quality in Quality Teaching

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What makes for quality in Quality Teaching

• Jenny Gore
• The University of Newcastle
• Hills/Parramatta Regional Group
• October 2006

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Main ideas

• Rigorous conceptual basis
• Deep understanding
• Serious engagement
• Accepting responsibility

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Quality teaching in context

• Authentic pedagogy
• Productive pedagogy
• Quality teaching

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Dimensions of the QT model

• Intellectual quality
• Quality learning environment
• Significance
• http//www.curriculumsupport.education.nsw.gov.au/
  qualityteach/index.htm

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The NSW Model of Pedagogy
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Conceptual issues

• Pedagogy Instruction Assessment
• Critical Elements?
• Techniques/Practices v Intellectual Demands
• Teaching skills v Approach to teaching

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Rationale for Quality Teaching

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

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Mathematics and Social Studies Authentic Student
Performance
Authentic Performance Score Mathematics and
Social Studies Combined
Classes with Low, Average, and High Authentic
Pedagogy 24 Restructuring Elementary, Middle,
and High Schools
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Writing and Mathematics Authentic Student
Performance According to Authentic Intellectual
Quality of Teachers Assignments 12 Chicago
Schools
90
80
70
60
50
Percentile Ranking
40
30
20
10
0
Math
Math
Math
Writing
Writing
Writing
6th Grade
3rd Grade
8th Grade
CLASSROOMS WITH HIGH AUTHENTIC INTELLECTUAL
QUALILTY ASSIGNMENTS (top quartile)
CLASSROOMS WITH LOW AUTHENTIC INTELLECTUAL
QUALITY ASSIGNMENTS (bottom quartile
Source Newmann, Bryk Lopez (1998)
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High School Mathematics Conventional Achievement
Gains
Gains in Achievement
According to Levels of Authentic Instruction 1000
schools (NELS Survey)
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High School Science Conventional Achievement Gains
Gains in Achievement
According to Levels of Authentic Instruction 1000
schools (NELS Survey)
12
Elementary Students Gains in Reading and
Mathematics on the ITBS
According to Authentic Quality of Teachers
Assignmentsin Writing and Mathematics in 46
Chicago Schools Gain Scores Averaged Across
Grades 3, 6, 8 for 96-97, 97-98, 98-99
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Authentic Performance for Students with and
without Disabilities in Classes with Low and High
Scoring Assignments 4 Schools, Grades 9-12, 16
Teachers, 4 Academic Subjects
Source King, Schroeder, Chaswszczewski, 2001
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RISER Study 2 Results

• Task authenticity was manipulated
• Quality of work related to task authenticity

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High School Authentic Instruction and
Conventional Achievement
Science Score (IRT Scale)
For Low and High Socioeconomic Students from
Low Authentic Instruction School
16
High School Authentic Instruction and
Conventional Achievement
Science Score (IRT Scale)
For Low and High Socioeconomic Students from
High Authentic Instruction School
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Relationship Between Intellectual Quality and
Student Behaviour
Intellectual Quality
Students Self Regulation
QSRLS Classroom Observation Results
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Relationship Between Intellectual Quality and
Student Behaviour
Intellectual Quality
Engagement
QSRLS Classroom Observation Results
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1. Intellectual quality

• Deep knowledge
• Deep understanding
• Problematic knowledge
• Higher order thinking
• Metalanguage
• Substantive communication

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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

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2. Quality learning environment

• Explicit quality criteria
• Engagement
• High expectations
• Social support
• Students self-regulation
• Student direction

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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

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3. Significance

• Background knowledge
• Cultural knowledge
• Knowledge integration
• Inclusivity
• Connectedness
• Narrative

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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

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Productive Pedagogy scores - Queensland and
Newcastle samples
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Mean scores for each dimension all sites
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Mean gains -- practising teachers
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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?