The NSW model of pedagogy: Background and overview

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The NSW model of pedagogy Background and
overview

• Jenny Gore,
• The University of Newcastle

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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
• www.curriculumsupport.nsw.edu.au

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The NSW Model of Pedagogy
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Teaching that PromotesAuthentic Intellectual Work

• Pedagogy Instruction Assessment
• Critical Elements?
• Techniques/Practices
• Intellectual Demands

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Rationale for Authentic Intellectual Work

• 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)
10
High School Science Conventional Achievement Gains
Gains in Achievement
According to Levels of Authentic Instruction 1000
schools (NELS Survey)
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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
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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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Student Achievement
Curriculum, Instruction, Assessment
School Capacity
Teachers Knowledge, Skills, Dispositions
Technical Resources
Professional Community
Program Coherence
Program Coherence
Principal Leadership
Principal Leadership
Source Newmann, King, Youngs (2000)
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Professional Community

• Clear shared goals for student learning.
• Collaboration collective responsibility to
  achieve the goals.
• Reflective professional inquiry.
• Teacher influence in school decisions.

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Professional Community and Authentic Pedagogy 24
Schools (CORS)
Authentic Pedagogy
Professional Community
Source Louis, Kruse Marks (1996)
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Authentic Student Performance for Students in
Schools with Low, Average, and High Professional
Community in Restructuring Elementary, Middle and
High Schools (CORS)
7
6
5
4
3
Low Professional Community Schools (1sd below
mean)
Average Professional Community Schools (mean)
High Professional Community Schools (1sd above
mean)
Source Louis, Kruse, Marks (1996), Newmann
Wehlage, (1995).
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Student Gains on Conventional Tests of Math and
Science in High Schools with Low, Average, and
High Collective Responsibility (Professional
Community) 1000 High Schools (NELS Study)
7
4
0
Low Collective Responsibility (1sd below mean)
Average Collective Responsibility (mean)
High Collective Responsibility (1sd above mean)
Source Lee Smith (1996), Lee, Smith
Croninger (1995, 1997), cited in Newmann
Wehlage (1995)
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Instructional Program Coherence

• Common instructional framework.
• Curriculum, instructional strategies, and
  assessments of students are aligned among
  teachers within a grade level.
• Curriculum and assessments of students proceed
  logically from one grade level to the next and
  offer a progression of more complex aspects of
  subject matter.
• Key student support programs, such as tutoring,
  remedial instruction, parent education are
  aligned with the schools instructional
  framework.

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Instructional Program Coherence

• Staff working conditions such as the following
  support implementation of the framework.
• Administrators and teachers expect one another to
  implement the framework.
• Professional development opportunities for staff
  are focused on the common instructional framework
  and sustained.
• The school allocates resources and staff
  assignments to advance the schools common
  instructional framework and to avoid diffuse,
  scattered improvement efforts.

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Growth in Average School ITBS ScoresBy Change in
Coherence, 1994-1997Controlling for 1994 School
Demographics and Coherence




18.0


16.0



14.0

12.0



10.0



8.0

6.0



4.0

2.0

0.0


94- 97 Average School Math Improvement
94-97 Average School Reading Improvement





Change in Coherence 1994 -1997


No improvement in coherence
Average improvement in coherence
Substantial Improvement in Coherence (90th
percentile)
Source Newmann, Smith, Allensworth, Bryk (2001)
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1. Intellectual quality

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

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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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3. Significance

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

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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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Questions to guide QT

• 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?