Quality TeachingQuality Teaching

What does it look like in What does it look like in Languages?Languages?

The NSW model of pedagogyThe NSW model of pedagogy

A great teacherA great teacher

Activity 1Activity 1Think of a really great teacher you Think of a really great teacher you once had: once had:

What did they do that made them a What did they do that made them a great teacher?great teacher?

The NSW model of The NSW model of pedagogypedagogy

draws together a range of research.draws together a range of research. identifies eighteen elements that identifies eighteen elements that

are indicators of quality teaching are indicators of quality teaching practice.practice.

is not mandatory for schools.is not mandatory for schools.

How is the NSW model of How is the NSW model of pedagogy useful?pedagogy useful?

Provides a tool for teachers to use to Provides a tool for teachers to use to reflect on their teaching practice.reflect on their teaching practice.

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

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

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

Which students benefit?Which students benefit?

Research has demonstrated that:Research has demonstrated that: all students K-12 benefitall students K-12 benefit benefits are not affected by race, benefits are not affected by race,

ethnicity, gender or socio economic ethnicity, gender or socio economic status.status.

Components of the NSW Components of the NSW model of pedagogymodel of pedagogy

eighteen elements in three eighteen elements in three dimensionsdimensions

the the Intellectual QualityIntellectual Quality dimension is dimension is centralcentral

the the Quality Learning EnvironmentQuality Learning Environment and and SignificanceSignificance dimensions dimensions underpin underpin Intellectual QualityIntellectual Quality..

The The dimensions dimensions of of the modelthe model

Significance

QualityLearningEnvironment

IntellectualQuality

The The elements elements of of the modelthe model

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

Intellectual qualityDeep knowledge

Deep understandingProblematic knowledgeHigher-order thinking

MetalanguageSubstantive Communication

The The elements elements of of the modelthe model

Quality learning environmentExplicit quality criteria

EngagementHigh expectations

Social supportStudents’ self-regulation

Student direction

The The elements elements ofof the modelthe model

SignificanceBackground knowledge

Cultural knowledgeKnowledge integration

InclusivityConnectedness

Narrative

The The elementselements of the of the modelmodel

How many How many elementselements in a lesson? in a lesson? NoNo expectation that every expectation that every elementelement

should be seen in a single lesson.should be seen in a single lesson. At least one At least one elementelement from each from each

dimensiondimension should be found in a lesson. should be found in a lesson. Across a unit of work all Across a unit of work all elementselements should should

be found.be found.

The ‘journey’The ‘journey’

developing an understanding of the developing an understanding of the elements elements

developing an understanding of what the developing an understanding of what the elements mean in languageselements mean in languages

applying the elements in teaching applying the elements in teaching today’s workshop may be your first step today’s workshop may be your first step

on the journey.on the journey.

Intellectual qualityIntellectual quality

Intellectual qualityIntellectual quality

Focuses on how students interact with the Focuses on how students interact with the concepts, skills and ideas of the subject concepts, skills and ideas of the subject area.area.

Intellectual qualityIntellectual qualityThe elementsThe elements

Deep knowledgeDeep knowledge Deep understandingDeep understanding Problematic knowledgeProblematic knowledge Higher-order thinkingHigher-order thinking MetalanguageMetalanguage Substantive communicationSubstantive communication

Deep knowledgeDeep knowledge

Lessons and tasks focus on:Lessons and tasks focus on: a a small numbersmall number of of keykey concepts concepts the the relationshipsrelationships among the among the

conceptsconcepts

Deep knowledgeDeep knowledgeKnowledge in LanguagesKnowledge in LanguagesK-10 Languages syllabuses describe the K-10 Languages syllabuses describe the knowledge (content) of Languages in terms of knowledge (content) of Languages in terms of the objectives:the objectives:

Using LanguageUsing Language

(communication and grammatical concepts)(communication and grammatical concepts) Making Linguistic ConnectionsMaking Linguistic Connections

(literacy and grammatical concepts)(literacy and grammatical concepts) Moving Between CulturesMoving Between Cultures

(social, cultural and intercultural concepts)(social, cultural and intercultural concepts)

Deep knowledgeDeep knowledge

What is a ‘concept’?What is a ‘concept’? An idea or principle.An idea or principle.

Concepts can be identified by completing Concepts can be identified by completing the sentence:the sentence:A key concept for the lesson is A key concept for the lesson is thatthat……

E.g. A key concept for the lesson is E.g. A key concept for the lesson is thatthat the choice to use ‘tu’ or ‘vous’ is the choice to use ‘tu’ or ‘vous’ is influenced by the nature of the influenced by the nature of the relationship between the people. (French)relationship between the people. (French)

Relationships between Relationships between key conceptskey concepts

Teaching in topics makes it easier to Teaching in topics makes it easier to look at the relationships between look at the relationships between communication, literacy and cultural communication, literacy and cultural concepts.concepts.

Deep Deep understandingunderstanding

Students demonstrate that they Students demonstrate that they have grasped key concepts. have grasped key concepts.

Deep understanding:Deep understanding: learning that learning that studentsstudents demonstrate demonstrate

Deep knowledge:Deep knowledge: teacherteacher focusing focusing lessons on key concepts lessons on key concepts

Deep understandingDeep understandingExampleExample

If the topic is ‘Greetings and If the topic is ‘Greetings and introductions’, students who show that introductions’, students who show that they can manipulate language and they can manipulate language and incorporate nonverbal communication incorporate nonverbal communication appropriately to greet someone and appropriately to greet someone and introduce themselves are demonstrating introduce themselves are demonstrating deep understandingdeep understanding..

Problematic Problematic knowledgeknowledge

Treating knowledge as ‘problematic’ Treating knowledge as ‘problematic’ I.e. something that can vary I.e. something that can vary according to social, cultural and according to social, cultural and political influencespolitical influences

The opposite is treating knowledge The opposite is treating knowledge as ‘given’ I.e. as factsas ‘given’ I.e. as facts

Knowledge

Problematic knowledgeProblematic knowledgeExamplesExamples

Discussing how:Discussing how: the relationship between people the relationship between people

affects the way the language is affects the way the language is usedused

in any language there are a number in any language there are a number ways to express the same ideaways to express the same idea

Cont…

Problematic knowledgeProblematic knowledgeExamples continuedExamples continued

the etiquette associated with meal the etiquette associated with meal times varies between cultures and times varies between cultures and familiesfamilies

different cultures may celebrate different cultures may celebrate different things.different things.

Higher-order Higher-order thinking (HOT)thinking (HOT)

Students are regularly engaged in Students are regularly engaged in thinking that requires them to do things thinking that requires them to do things like:like:

EvaluateEvaluateSynthesiseSynthesiseAnalyseAnalyseApplyApply

Higher-order thinkingHigher-order thinking

The language content does not The language content does not need to be complex to engage need to be complex to engage higher-order thinking. The nature of higher-order thinking. The nature of the question or task determines the question or task determines whether or not higher-order thinking whether or not higher-order thinking is required.is required.

Higher-order thinkingHigher-order thinkingExamplesExamples

““What is the French word for ‘to eat’?” What is the French word for ‘to eat’?” engages lower-order thinking (knowing).engages lower-order thinking (knowing).

““In this passage, highlight any words that In this passage, highlight any words that are relevant to the topic ‘Eating and are relevant to the topic ‘Eating and drinking’?” engages higher-order thinking drinking’?” engages higher-order thinking (evaluating).(evaluating).

Higher-order thinkingHigher-order thinking(HOT)(HOT)

Using the Using the communicative approachcommunicative approach and and maximising use of the target languagemaximising use of the target language in in lessons engages higher-order thinking.lessons engages higher-order thinking.

To listen and understand (apply, analyse, To listen and understand (apply, analyse, hypothesise, evaluate)hypothesise, evaluate)

To respond (apply, evaluate, synthesise)To respond (apply, evaluate, synthesise)

HOT - EvaluatingHOT - Evaluating

Arriving at a decision about the value Arriving at a decision about the value of something for a given purpose.of something for a given purpose.

Focus words:Focus words:

assess, choose, compare, conclude, assess, choose, compare, conclude, decide, defend, discuss, evaluate, give decide, defend, discuss, evaluate, give your opinion, judge, justify, prioritise, your opinion, judge, justify, prioritise, rank, rate, recommend, select, rank, rate, recommend, select, support, valuesupport, value

HOT - EvaluatingHOT - EvaluatingExamplesExamples

1.1. You have the opportunity to stay with an You have the opportunity to stay with an Indonesian family. Listen to these two Indonesian family. Listen to these two teenagers describing their daily routines teenagers describing their daily routines in Indonesian. Which of the two would in Indonesian. Which of the two would you prefer to stay with? Explain why. you prefer to stay with? Explain why. (respond in English)(respond in English)

2.2. Look at the clothes in an Italian fashion Look at the clothes in an Italian fashion magazine. Choose at least three items magazine. Choose at least three items of clothing that you would like to have. of clothing that you would like to have. Explain to a classmate, why you would Explain to a classmate, why you would like to buy them. (respond in Italian) like to buy them. (respond in Italian)

HOT - SynthesisingHOT - Synthesising

Combining concepts and ideas to form a Combining concepts and ideas to form a new product, plan or communication.new product, plan or communication.

Focus words:Focus words:

Change, combine, compose, construct, Change, combine, compose, construct, create, design, imagine, improve, plan, create, design, imagine, improve, plan, predict, pretend, produce, propose, predict, pretend, produce, propose, rearrange, reorganise, suggest, suppose, rearrange, reorganise, suggest, suppose, visualise, write.visualise, write.

HOT - SynthesisingHOT - SynthesisingExamplesExamples

1.1. Create an invitation to a party. (respond Create an invitation to a party. (respond in German)in German)

2.2. With a partner, imagine the With a partner, imagine the conversation you might have with a conversation you might have with a local who is helping you find your way to local who is helping you find your way to a famous landmark in a French town. a famous landmark in a French town. Prepare the conversation and perform it Prepare the conversation and perform it for the class. (respond in French)for the class. (respond in French)

HOT - AnalysingHOT - Analysing

Breaking things down into parts. Breaking things down into parts. Understanding how something is Understanding how something is organised.organised.

Focus words:Focus words:Analyse, categorise, classify, compare, Analyse, categorise, classify, compare, contrast, diagram, differentiate, dissect, contrast, diagram, differentiate, dissect, examine, explain, identify, investigate, examine, explain, identify, investigate, separate, specifyseparate, specify

HOT - AnalysingHOT - AnalysingExamplesExamples

1.1. You have received an email from a You have received an email from a Chinese keypal. In it she has described Chinese keypal. In it she has described her family. Read the email and draw her her family. Read the email and draw her family tree. (respond in Chinese)family tree. (respond in Chinese)

2.2. You will be staying with a family in Japan You will be staying with a family in Japan for a week. Listen to the phone message for a week. Listen to the phone message telling you what you will be doing during telling you what you will be doing during that week. Write an itinerary for your that week. Write an itinerary for your stay. (respond in Japanese)stay. (respond in Japanese)

HOT - ApplyingHOT - Applying

Using learned material in a new Using learned material in a new situation. Applying rules and situation. Applying rules and methods.methods.

Focus words:Focus words:Apply, complete, conclude, construct, Apply, complete, conclude, construct, demonstrate, draw, examine, find demonstrate, draw, examine, find out, give an example, illustrate, out, give an example, illustrate, make, show, solve, usemake, show, solve, use

HOT - ApplyingHOT - ApplyingExampleExample

A Japanese class has been learning how A Japanese class has been learning how to give street directions. So far they to give street directions. So far they have practised as a class with the have practised as a class with the teacher.teacher.

1.1. Using this map give directions in Using this map give directions in Japanese to help your classmate get to Japanese to help your classmate get to the places he wants to go to.the places he wants to go to.

HOT - ApplyingHOT - ApplyingExampleExample

A Spanish class is doing a unit of work A Spanish class is doing a unit of work on ‘food and drink’. Previously they on ‘food and drink’. Previously they have done a unit of work on ‘sport and have done a unit of work on ‘sport and pastimes’.pastimes’.

2.2. You have learnt to discuss likes and You have learnt to discuss likes and dislikes about food, now find out your dislikes about food, now find out your classmate’s likes and dislikes in relation classmate’s likes and dislikes in relation to sport.to sport.

MetalanguageMetalanguage

Metalanguage is the language used Metalanguage is the language used to discuss language. to discuss language.

The element The element metalanguagemetalanguage involves involves discussing how the language works.discussing how the language works.

MetalanguageMetalanguageExampleExample

On an OHT the teacher displays a letter On an OHT the teacher displays a letter in the target language with deliberate in the target language with deliberate mistakes of various kinds.mistakes of various kinds.

The class works together to identify The class works together to identify mistakes and discusses what the mistakes and discusses what the problems are. In discussion, students problems are. In discussion, students and teacher use the specialist and teacher use the specialist terminology of language.terminology of language.

Substantive Substantive communicationcommunication

Sustained interaction about the Sustained interaction about the content of the lessoncontent of the lesson

Can be:Can be: Teacher Teacher student(s) student(s) Student(s) Student(s) student(s) student(s)

Substantive Substantive communicationcommunicationExampleExample

A discussion about family including:A discussion about family including: Family membersFamily members AgesAges InterestsInterests PetsPets

(in the target language)(in the target language)

Substantive Substantive communicationcommunication

Purposeful communicative tasks can Purposeful communicative tasks can provide opportunities for substantive provide opportunities for substantive communication in the target communication in the target languagelanguage

Quality learning Quality learning environmentenvironment

Quality learning Quality learning environmentenvironment

Focuses on what makes the Focuses on what makes the classroom a place where students classroom a place where students and teachers work together and teachers work together productively.productively.

The elementsThe elements

Explicit quality criteriaExplicit quality criteria EngagementEngagement High expectationsHigh expectations Social supportSocial support Students’ self-regulationStudents’ self-regulation Student directionStudent direction

Explicit quality Explicit quality criteriacriteria

Students have a clear understanding of Students have a clear understanding of how well the teacher expects them to do how well the teacher expects them to do something. something.

Students have a reference point to which Students have a reference point to which they can compare the quality of their they can compare the quality of their work.work.

‘‘Quality criteria’Quality criteria’ tell students what tell students what constitutes a good answer or product and constitutes a good answer or product and how to achieve it. how to achieve it.

Procedural informationProcedural information tells students tells students what they have to do. what they have to do.

Explicit quality criteriaExplicit quality criteriaStrategiesStrategies

Provide work samples or models.Provide work samples or models. Make statements about the quality of Make statements about the quality of

work required often during a lesson.work required often during a lesson. Provide detailed criteria with tasks and Provide detailed criteria with tasks and

explain them clearly.explain them clearly. Use the criteria to give feedback on Use the criteria to give feedback on

students’ work while they are doing it as students’ work while they are doing it as well as when it is completed.well as when it is completed.

EngagementEngagement

Students are interested and on task Students are interested and on task most of the time.most of the time.

Students are attentive and focused.Students are attentive and focused. Students take initiative to raise Students take initiative to raise

questions.questions. Students contribute to group tasks.Students contribute to group tasks.

EngagementEngagement

What are some strategies that you What are some strategies that you use to engage students?use to engage students?

EngagementEngagementStrategiesStrategies

Use group work with varied roles for all Use group work with varied roles for all students so that all will be included.students so that all will be included.

Make the learning meaningful for Make the learning meaningful for students by relating it to real life and to students by relating it to real life and to issues in which they are interested e.g. issues in which they are interested e.g. youth culture.youth culture.

Provide scaffolding for students who Provide scaffolding for students who need more support, and open-ended need more support, and open-ended tasks that provide for a range of tasks that provide for a range of responses.responses.

High expectationsHigh expectations

Students are given challenging Students are given challenging work.work.

Students are encouraged to try Students are encouraged to try hard.hard.

Students are encouraged to take Students are encouraged to take risks with the languagerisks with the language

Students’ work/efforts are Students’ work/efforts are acknowledged.acknowledged.

High expectationsHigh expectationsStrategiesStrategies

Identify the prior learning of the students Identify the prior learning of the students so that the work is appropriately so that the work is appropriately challenging. challenging.

Challenge your own assumptions – Challenge your own assumptions – teachers’ expectations for students tend teachers’ expectations for students tend to be self-fulfilling.to be self-fulfilling.

Encourage students to aim high, not just Encourage students to aim high, not just get by.get by.

Always recognise the efforts of students.Always recognise the efforts of students. One-to-one feedbackOne-to-one feedback

Social supportSocial support

Students feel safe and accepted.Students feel safe and accepted. Students are encouraged to try hard and Students are encouraged to try hard and

take risks in a climate of mutual respect.take risks in a climate of mutual respect. Effort, participation and the expression of Effort, participation and the expression of

points of view are valued.points of view are valued.

Social supportSocial supportStrategiesStrategies

Use a variety of collaborative activities.Use a variety of collaborative activities. Design flexible learning tasks so that all Design flexible learning tasks so that all

students can experience success.students can experience success. Always respect, value and incorporate Always respect, value and incorporate

the ideas and opinions of all class the ideas and opinions of all class members. This is particularly relevant in members. This is particularly relevant in tasks with an intercultural focus.tasks with an intercultural focus.

Allow all students to contribute and Allow all students to contribute and collaborate through activities such as collaborate through activities such as think-pair-share and jigsaw.think-pair-share and jigsaw.

Student Student self-regulationself-regulation

Students demonstrate self-control Students demonstrate self-control and initiative in relation to their and initiative in relation to their behaviour.behaviour.

Students understand and have Students understand and have internalised the standards of internalised the standards of behaviour required in the class.behaviour required in the class.

Student self-regulationStudent self-regulationStrategies Strategies

Ensure activities are purposeful and Ensure activities are purposeful and interesting with clear goals that students interesting with clear goals that students perceive to be worthwhile.perceive to be worthwhile.

Encourage students to evaluate their own Encourage students to evaluate their own progress and achievement.progress and achievement.

Negotiate a shared understanding of Negotiate a shared understanding of classroom behaviour and responsibilities.classroom behaviour and responsibilities.

Student directionStudent direction

Student direction is about students Student direction is about students assuming responsibility for class assuming responsibility for class activities by exercising some control activities by exercising some control over:over:

choice of activitieschoice of activities time spent on activitiestime spent on activities pace of the lessonpace of the lesson criteria by which they will be assessed.criteria by which they will be assessed.

Student directionStudent directionStrategiesStrategies

Colour code workbook exercises with points Colour code workbook exercises with points associated with a colour. Students accrue a associated with a colour. Students accrue a set number of points.set number of points.

Allow students to choose:Allow students to choose: how they go about a task e.g. independently, as a how they go about a task e.g. independently, as a

pair, as a grouppair, as a group how they present their work.how they present their work.

Negotiate with students how much time is Negotiate with students how much time is required to complete their workrequired to complete their work

Let students participate in determining the Let students participate in determining the criteria by which they will be assessed.criteria by which they will be assessed.

SignificanceSignificance

SignificanceSignificance

Making what we do more Making what we do more meaningful for our students.meaningful for our students.

The elementsThe elements

Background knowledgeBackground knowledge Cultural knowledgeCultural knowledge Knowledge integrationKnowledge integration InclusivityInclusivity ConnectednessConnectedness NarrativeNarrative

Background knowledgeBackground knowledge

Knowledge gathered in:Knowledge gathered in: previous lessonsprevious lessons personal lives.personal lives.

Background knowledgeBackground knowledgeExamplesExamples

Before reading a menu in the target Before reading a menu in the target language, ask students what information language, ask students what information they would expect to see on a menu.they would expect to see on a menu.

On the topic of ‘School’ ask students On the topic of ‘School’ ask students what language they think they will need what language they think they will need to talk about the school day (e.g. time, to talk about the school day (e.g. time, subjects, days of the week etc.) then subjects, days of the week etc.) then brainstorm the vocabulary and structures brainstorm the vocabulary and structures they already know and could use.they already know and could use.

Cultural knowledgeCultural knowledge

Linking the lesson content to one or Linking the lesson content to one or more specific social groups.more specific social groups.

Cultural knowledgeCultural knowledgeExamplesExamples

When teaching a unit on birthday When teaching a unit on birthday celebrations, discuss how different celebrations, discuss how different students celebrate their birthdays at students celebrate their birthdays at home, or if there are other celebrations home, or if there are other celebrations of greater importance.of greater importance.

When teaching food and drink, find out When teaching food and drink, find out what the typical food items on the table what the typical food items on the table are at dinner time at the students’ are at dinner time at the students’ homes, and how/when they are eaten.homes, and how/when they are eaten.

Knowledge integrationKnowledge integration

Taking the pieces of the puzzle and Taking the pieces of the puzzle and fitting them together to form a bigger fitting them together to form a bigger picture, by:picture, by: linking to other subjects/KLAslinking to other subjects/KLAs linking to other topics within the linking to other topics within the

language.language.

Knowledge integrationKnowledge integrationExamplesExamples

Across KLAs/subjects:Across KLAs/subjects: Designing a brochure (literacy)Designing a brochure (literacy) Using the food pyramid to understand healthy Using the food pyramid to understand healthy

eating (PD/H/PE and/or Food Technology)eating (PD/H/PE and/or Food Technology) Teaching a unit on the environment (HSIE).Teaching a unit on the environment (HSIE).

Within the language:Within the language: Grammar, e.g. learning likes and dislikes within Grammar, e.g. learning likes and dislikes within

the topic of animals and then using the similar the topic of animals and then using the similar structures when shopping for clothesstructures when shopping for clothes

Vocabulary, e.g. numbers are revisited when Vocabulary, e.g. numbers are revisited when teaching time and/or dates.teaching time and/or dates.

InclusivityInclusivity

Key questions:Key questions: Are all students of all social groups Are all students of all social groups

included in the public work of the included in the public work of the class?class?

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

InclusivityInclusivityExamplesExamples

Vary the grouping, e.g. individual work, Vary the grouping, e.g. individual work, pairwork, friendship groups, ability groups, pairwork, friendship groups, ability groups, class surveys (as oral work)class surveys (as oral work)

Questioning techniques, e.g. teacher to Questioning techniques, e.g. teacher to student and student to student, group student and student to student, group responses and individual responses, moving responses and individual responses, moving from closed questioning to open-ended from closed questioning to open-ended questioning.questioning.

Positive feedback to students, including Positive feedback to students, including clarification, e.g. “Your pronunciation was clarification, e.g. “Your pronunciation was spot-on that time”. When correcting a spot-on that time”. When correcting a student’s answer, involve the class in student’s answer, involve the class in practice/feedback.practice/feedback.

ConnectednessConnectedness

SCHOOL REAL WORLD

ConnectednessConnectednessExamplesExamples

The use of realia such as menus, The use of realia such as menus, timetables, brochures.timetables, brochures.

Incorporating skills such as numeracy Incorporating skills such as numeracy and literacy. and literacy.

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

NarrativeNarrative

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

Personal stories are better Personal stories are better remembered by students.remembered by students.

NarrativeNarrativeExamplesExamples

The “When I was in The “When I was in Japan/Germany/France…” story.Japan/Germany/France…” story.

Reading out sample biographies of Reading out sample biographies of real people for a “Who am I?” game, real people for a “Who am I?” game, e.g. e.g. I am 25 years old. I come from I am 25 years old. I come from America. I’m a woman. I’m very thin America. I’m a woman. I’m very thin and have long blonde hair. I love and have long blonde hair. I love shopping, flirting and parties.shopping, flirting and parties.