Focus: Literacy, Numeracy, Engagement. Focus: Literacy, Numeracy, Engagement.

Focus: Literacy, Numeracy

Quality Teaching Statement

Rationale
The core business of teaching is pedagogy- the art and science of teaching. Pedagogy focuses attention on the processes through which knowledge is constructed, produced and critiqued. The Quality Teaching Framework combines notions of best practice with research into student learning to provide a model for improving pedagogical practice and improving students learning outcomes.

Three dimensions of pedagogy

A substantial body of research linking pedagogical practices to improved student learning forms the basis of the Quality Teaching framework. Specifically, the features of classroom practice that have been linked to improved student outcomes can be characterised as representing three dimensions of pedagogy: pedagogy that is fundamentally based on promoting high levels of intellectual quality pedagogy that is soundly based on promoting a quality learning environment pedagogy that develops and makes explicit to students the significance of their work.

Elements of the Quality Teaching model

Elements Intellectual Quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication Quality Learning Environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusively Connectedness Narrative

Adapted from Jodie Landon 2010

Focus: Literacy, Numeracy, Engagement. Focus: Literacy, Numeracy, Engagement. Focus: Literacy, Numeracy

Quality Teaching Statement

How the Quality Teaching Framework will be embedded into teaching and learning programs for 5/6C in 2013
Clearly, the dimensions and elements of the Quality Teaching Framework should be embedded across all Key Learning Areas to provide meaningful and engaging connections for students and to support students to develop greater understandings of content. Wherever possible the dimensions and elements will be occur throughout the teaching, learning and assessment cycle to facilitate these outcomes. Additionally to further highlight and pursue Quality Teaching practices, each curriculum area will support the focus of one crucial dimension each term. This will assist the teacher and students to focus attention primarily on one dimension.

Term 3 Quality Teaching focuses

Adapted from Jodie Landon 2010

Focus: Literacy, Numeracy, Engagement. Focus: Literacy, Numeracy, Engagement. Focus: Literacy, Numeracy Elements
Intellectual Quality: Numeracy, HSIE and Literacy Examples Applying understandings of mathematical concepts to new tasks Quality Learning Environment: Numeracy, Creative Arts , Literacy Examples Explicit Explicit quality expectations criteria prior to writing and talking and listening lessons through learning intentions and success criteria Engagement Stimulus for literacy and numeracy promotes engagement, involving students in creation of LISC High Provision of expectations challenging literacy and numeracy tasks for all students Significance: Literacy, Numeracy, HSIE Examples Links between prior knowledge made explicit during spelling activities and mathematics .

Deep knowledge

Background knowledge

Deep understandin g

Complex maths and literacy tasks

Cultural knowledge

Using student backgrounds and cultural knowledge for writing tasks

Problematic knowledge

Using prior knowledge to solve new mathematical problems and predict texts and written language Text construction activities New vocabulary around themes, mathematical concepts Collaborative Talking and listening in science and literacy

Knowledge integration

Writing program Spelling program

Higher-order thinking Metalanguag e

Social support Students selfregulation

Substantive communicati on

Student direction

Collaborative talking and listening activities Reflecting through conclusions of lessons or during think, pair, share in guided reading Student directed writing project LISC

Inclusively

Texts utilised representative of all students Real-life contexts used for maths, writing, science and talking and listening Personal narratives used to initiate discussions

Connectedne ss

Narrative

Adapted from Jodie Landon 2010