what makes for quality in quality teaching revisiting the nsw quality teaching model
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What makes for ‘quality’ in What makes for ‘quality’ in Quality Teaching Quality Teaching
Revisiting the Revisiting the NSW NSW Quality Teaching Quality Teaching
model model
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Quality teaching in contextQuality teaching in context
Authentic pedagogyAuthentic pedagogy
Productive pedagogyProductive pedagogy
Quality teachingQuality teaching
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Main ideasMain ideas
Rigorous conceptual basisRigorous conceptual basis
Deep understandingDeep understanding
Serious engagementSerious engagement
Accepting responsibilityAccepting responsibility
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Dimensions of the QT modelDimensions of the QT model
Intellectual qualityIntellectual quality
Quality learning environmentQuality learning environment
SignificanceSignificance
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The NSW Model of PedagogyThe NSW Model of Pedagogy
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Conceptual issuesConceptual issues
Pedagogy = Instruction + AssessmentPedagogy = Instruction + Assessment
Critical Elements?Critical Elements? Techniques/Practices v Intellectual DemandsTechniques/Practices v Intellectual Demands Teaching skills v Approach to teachingTeaching skills v Approach to teaching
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Rationale for Quality TeachingRationale for Quality Teaching
Respect for Students and TeachersRespect for Students and Teachers
Contemporary Intellectual Demands Contemporary Intellectual Demands Work, Citizenship, Personal AffairsWork, Citizenship, Personal Affairs
Stimulates Professional CommunityStimulates Professional Community
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Relationship Between Intellectual Relationship Between Intellectual Quality and Student BehaviourQuality and Student Behaviour
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Classroom Observation Results Classroom Observation Results
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Students’ Self RegulationStudents’ Self Regulation
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Relationship Between Intellectual Relationship Between Intellectual Quality and Student BehaviourQuality and Student Behaviour
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1 2 3 4 5
Classroom Observation Results Classroom Observation Results
Inte
llect
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alit
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EngagementEngagement
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1. Intellectual quality1. Intellectual quality
Deep knowledgeDeep knowledge Deep understandingDeep understanding Problematic knowledgeProblematic knowledge Higher order thinkingHigher order thinking Metalanguage Metalanguage Substantive communicationSubstantive communication
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Working on intellectual qualityWorking on intellectual quality
Identify and map concepts to be addressedIdentify and map concepts to be addressed Create opportunities for students to demonstrate Create opportunities for students to demonstrate
understandingunderstanding Help students to ask where knowledge comes Help students to ask where knowledge comes
from and how we knowfrom and how we know Link higher order thinking to important conceptsLink higher order thinking to important concepts Comment on language and how it functions Comment on language and how it functions Require elaboration, richnessRequire elaboration, richness
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2. Quality learning environment2. Quality learning environment
Explicit quality criteriaExplicit quality criteria EngagementEngagement High expectationsHigh expectations Social supportSocial support Students’ self-regulationStudents’ self-regulation Student directionStudent direction
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Working on quality learning Working on quality learning environmentenvironment
Provide clear statements or examples of what Provide clear statements or examples of what constitutes qualityconstitutes quality
Try expecting more while supporting students’ Try expecting more while supporting students’ effortsefforts
Zero tolerance of nastiness, even poking funZero tolerance of nastiness, even poking fun Require students to take responsibility for their Require students to take responsibility for their
behaviourbehaviour Consider when choices help to increase Consider when choices help to increase
significance and engagementsignificance and engagement
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3. Significance3. Significance
Background knowledgeBackground knowledge Cultural knowledgeCultural knowledge Knowledge integrationKnowledge integration InclusivityInclusivity ConnectednessConnectedness NarrativeNarrative
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Working on significanceWorking on significance
Find out and draw on what kids knowFind out and draw on what kids know Look beyond dominant cultural perspectivesLook beyond dominant cultural perspectives Connect learning experiences and concepts Connect learning experiences and concepts
wherever possiblewherever possible Opting out is not okay, include everybodyOpting out is not okay, include everybody Connect school learning to something outside of Connect school learning to something outside of
schoolschool Use the power of storiesUse the power of stories
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Use planning time well: In relation Use planning time well: In relation to QT ask the following questionsto QT ask the following questions
1.1. What do I want the students to learn?What do I want the students to learn?
2.2. Why does that learning matter?Why does that learning matter?
3.3. What am I going to get the students to What am I going to get the students to produce?produce?
4.4. How well do I expect them to do it?How well do I expect them to do it?