PedagogyThe art and science of teaching.

Active inquiry Hands-on/minds-on, construct meaning, notes

Adolescent development Social support, identity, self-concept

Curriculum connections & continuity

Depth of knowledge and understanding

Differentiation Content, process, product and learning environment

Effective learning Attention, memory skills

Effective teaching Explicit and systematic, direct and interactive

Effective assessment for and of learning

Learning intentions, marking guides, feedback

High expectations for success Positive support, recognition of achievement

Individual differences Inclusive, identity, style, sex, culture

Information literacy Processes and skills

Learner/learning-centred Intentions, responsibility, choice, feedback, reflection

Literacy development Model for literacy teaching, R - BDA, W – text types, process, T and L, language for learning, scaffolding, specialist and technical vocabulary

Multilevel tasks Must, should, could OR all, most, someThree level guide

Outcomes-focussed Teaching and learning cycle

Questioning For higher-order thinking, metacognition

Real world connections Prior knowledge

Supportive learning environment Motivating and engaging

Standards-referenced Content and performance, consistency

Pedagogy - The Story so far …

Quality Learning and Teaching - DETCORS Wisconsin – 1993, 1996

School Map - DETEffective pedagogy - QTP

QSRLS – Productive Pedagogies - QldKey Learning Principles – BOS

Advancing Pedagogy – DET April 2003

Key learning principles that underpin the NSW K-Year 10 curriculum

These principles are provided so that teachers are assisted in making judgements about the pedagogies to use in the classroom and to ensure that syllabuses reflect key learning principles.

The key learning principles derived from the K –10 Curriculum Framework are:

1. Learning occurs at different rates and in different ways

2. Learning and teaching need to take place in a context of high

expectations

3. Students use their current level of learning to discover, construct and

incorporate new knowledge, skills and understanding

4. Teacher instruction and assessment together influence student

learning

5. Students can develop and use a range of strategies to actively monitor

and evaluate their learning and their learning strategies

6. Strategies for learning are taught, learned and refined in a range of

contexts

7. Students need learning experiences with appropriate time to explore,

experiment with and engage with the ideas and concepts underpinning

what they are to learn

8. Frequent feedback from teachers is critical for learners to gain insight

into their learning and understanding, and to enable them to map their

progress in relation to defined standards.