Pedagogy

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Pedagogy

• And
• Effective Learning and Teaching

Heather Chalmers Ipswich District Office
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Where are we going?

• Linking where teachers are now
• Present and future expectations
• Where are these demands coming from?
• What are teachers presently doing?

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• 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

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What does that mean in reality?
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Lets 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.

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• Luke 1999
• we have a pedagogical problem ----- we teach
  subjects rather than children and there is a lack
  
• of intellectual engagement.

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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.

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• Authentic productive pedagogy where teachers
  adapt/select/use recognized and validated
  teaching strategies with their students to ensure
  planned learning outcomes.

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• Where has the current focus come from?
• How is it focused?
• How is it maintained?
• How to stay positive?

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• 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)

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How is it focused?

• 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.

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We know from national and international
research(Wisconsin-Madison Uni, Hill - 1998,
SRLS Research Team - 1999, etc)
Quality of learning outcomes of students
Quality of pedagogy in classrooms
Structural and cultural change in a school
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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

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Have been grouped into four dimensions

• INTELLECTUAL QUALITY
• RELEVANCE
• SUPPORTIVE CLASSROOM ENVIRONMENT
• RECOGNITION OF DIFFERENCE

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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

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• 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

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Outcome Approach Principle
DESIGN DOWN
DELIVER UP
Lifelong Learner -Complex Thinker
Futures perspective (KLA CC)
Intellectual Quality
Higher-order thinking Are higher-order
thinking and critical analysis occurring?
EFFECTIVE TEACHING AND LEARNING (2.1.4)
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ETL 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.

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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!

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• The ETL 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.