Pedagogy And Effective Learning and Teaching Heather Chalmers

Pedagogy And Effective Learning and Teaching Heather Chalmers Ipswich District Office

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

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 * : v Psychology (cognitive and developmental) v Learning theory and method v Professional ethics

What does that mean in reality?

Let’s 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”.

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

Pedagogy is the art of teaching. v Authentic pedagogy is that individual craft of teaching as an interaction between learner and teacher*. v Productive pedagogy is the art of teaching recognized as being productive in the realisation of student learning outcomes.

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

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

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)

How is it focused? 1. 2. 3. 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.

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

What are the strategies within the productive pedagogies? Higher-order thinking v Deep knowledge v Substantive conversation v Knowledge problematic v Metalanguage v Knowledge integration v Background knowledge v Connectedness to the World v Problem-based curriculum v Student control v Social support v Engagement v Explicit criteria v Self-regulation v Cultural knowledges v Exclusivity v Narrative v Group Identity v Citizenship v

Have been grouped into four dimensions: v INTELLECTUAL QUALITY v RELEVANCE v SUPPORTIVE CLASSROOM ENVIRONMENT v RECOGNITION OF DIFFERENCE

What can we do with this information? v endless strategies that can be employed by teachers nothing new - realignment and purposeful emphasis with an OA v a focus on recognising pedagogy with the systematic planning to employ appropriate strategies ensure the development of learning outcomes v use current educational thinking & research to focus on ways to deepen understanding and expand learning Bloom, Gardner, De Bono, Hill, Fullan, T& L Foundation

v Encourage teachers to adopt/adapt strategies into their repertoire of teaching skills co-operative learning, modelling, mentoring v Using familiar reference materials that are in Education Queensland schools The Principles of Effective Teaching and Learning

Outcome Approach Principle DESIGN DOWN Lifelong Learner -Complex Thinker DELIVER UP Futures perspective (KLA & CC) Intellectual Quality Higher-order thinking Are higher-order thinking and critical analysis occurring? EFFECTIVE TEACHING AND LEARNING (2. 1. 4)

ET&L 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 v Strategies are used to engage students in a range of thinking skills v 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 v Thinking skills such as CORT, Six hats and Top Level structure are taught.

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!

v The ET&L 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.