Productive Pedagogies

PRODUCTIVE PEDAGOGIES
1. INTELLECTUAL QUALITY
1.1 HIGHER ORDER THINKING
EG) TEACHING SET THEORY USING ACTIVITY - ORDERING MISCELLANEOUS OBJECTS IN HOOLA HOOPS
ARE STUDENTS USING HIGHER ORDER THINKING SKILLS WITHIN A CRITICAL FRAMEWORK?
1.2 DEEP KNOWLEDGE
DOES THE LESSON COVER OPERATIONAL FIELDS IN ANY DEPTH, DETAIL OR LEVEL OF SPECIFICITY?
EG) DESIGN A CREATURE ADAPTED TO THE RIVER ECOSYSTEM
ESTABLISH RELATIVELY COMPLEX CONNECTIONS TO THE CENTRAL CONCEPTS
1.3 DEEP UNDERSTANDING
DO THE WORK AND RESPONSES OF THE STUDENTS DEMONSTRATE A DEEP UNDERSTANDING OF THE CONCEPTS AND IDEAS?
YEAR 12 ART CLASS WORKED COLLABORATIVELY TO DESIGN A 3D INSTALLATION FOR A PUBLIC SPACE
1.4 SUBSTANTIVE CONVERSATION
Does classroom talk lead to sustained conversational dialogue between students, and between teacher and students, to create or negotiate understanding of subject matter?
FEATURES
INTELLECTUAL SUBSTANCE
DIALOGUE
LOGICAL EXTENSION AND SYNTHESIS
A SUSTAINED EXCHANGE
1.5 KNOWLEDGE AS PROBLEMATIC
ARE STUDENTS CRITICALLY EXAMINING TEXTS, IDEAS AND KNOWLEDGE?
understanding of knowledge not as a fixed body of information, but as being constructed
1.6 METALANGUAGE
ARE ASPECTS OF LANGUAGE, GRAMMAR, AND TECHNICAL VOCABULARY BEING GIVEN PROMINENCE?
FOCUS ON HIGH INTELLECTUAL QUALITY IS NECESSARY FOR ALL STUDENTS TO PERFORM WELL ACADEMICALLY
2. SUPPORTIVE CLASSROOM ENVIRONMENT
2.1 STUDENT DIRECTION
DO STUDENTS DETERMINE SPECIFIC ACTIVITIES OR OUTCOMES OF THE LESSON?
2.2 SOCIAL SUPPORT
IS THE CLASSROOM CHARACTERISED BY AN ATMOSPHERE OF MUTUAL RESPECT AND SUPPORT BETWEEN TEACHER AND STUDENTS, AND BETWEEN STUDENTS?
2.3 ACADEMIC ENGAGEMENT
ARE STUDENTS ENGAGED AND ON-TASK DURING THE CLASS?
2.4 EXPLICIT QUALITY PERFORMANCE CRITERIA
ARE THE CRITERIA FOR JUDGING THE RANGE OF STUDENT PERFORMANCE MADE EXPLICIT?
2.5 SELF-REGULATION
IS THE DIRECTION OF STUDENT BEHAVIOR IMPLICIT AND SELF-REGULATORY?
3. RECOGNITION OF DIFFERENCE
3.1 CULTURAL KNOWLEDGE
ARE NON-DOMINANT CULTURES VALUED?
3.2 INCLUSIVITY
ARE DELIBERATE ATTEMPTS MADE TO ENSURE THAT STUDENTS FROM DIVERSE BACKGROUNDS ARE ACTIVELY ENGAGED IN LEARNING?
3.3 NARRATIVE
IS THE STYLE OF TEACHING PRINCIPALLY NARRATIVE OR IS IT EXPOSITORY?
3.4 GROUP IDENTITY
DOES THE TEACHING BUILD A SENSE OF COMMUNITY AND IDENTITY?
3.5 ACTIVE CITIZENSHIP
ARE ATTEMPTS MADE TO ENCOURAGE ACTIVE CITIZENSHIP WITHIN THE CLASSROOM?
ACTIVE PARTICIPATION IN CONTEMPORARY ISSUES EXTERNAL TO THE SCHOOL.
ACKNOWLEDGING THAT IN A DEMOCRATIC SOCIETY ALL INDIVIDUALS AND GROUPS HAVE RIGHTS AND RESPONSIBILITIES
4. CONNECTEDNESS
4.1 KNOWLEDGE INTEGRATION
DOES THE LESSON INTEGRATE A RANGE OF SUBJECT AREAS?
EXPLICITY ATTEMPTS ARE MADE TO CONNECT TWO OR MORE SETS OF SUBJECT AREA KNOWLEDGE
NO BOUNDARIES BETWEEN SUBJECT AREAS ARE READILY SEEN
4.2 BACKGROUND KNOWLEDGE
ARE LINKS WITH STUDENT BACKGROUND KNOWLEDGE MADE EXPLICIT?
4.3 CONNECTEDNESS TO THE WORLD
IS THE LESSON, ACTIVITY OR TASK CONNECTED TO COMPETENCIES OR CONCERNS BEYOND THE CLASSROOM?
CONNECT THROUGH
1. REAL WORLD PUBLIC PROBLEMS
2. STUDENTS' PERSONAL EXPERIENCES
STUDENTS TRY TO INFLUENCE LARGER AUDIENCE OUTSIDE THE CLASSROOM BY
1. COMMUNICATING KNOWLEDGE TO OTHERS
2. ADVOCATING SOLUTIONS TO SOCIAL PROBLEMS THAT PROVIDE ASSISTANCE TO PEOPLE
3. CREATING PERFORMANCE OR PRODUCTS WITH UTILITARIAN OR AESTHETIC VALUE
4.4 PROBLEM-BASED CURRICULUM
IS THERE A FOCUS ON IDENTIFYING AND SOLVING INTELLECTUAL AND/REAL-WORLD PROBLEMS?
STUDENTS ARE PRESENTED WITH SPECIFIC PRACTICAL OR HYPOTHETICAL PROBLEMS TO SOLVE.
NO SINGLE CORRECT SOLUTION
REQUIRE CONSTRUCTION OF KNOWLEDGE BY STUDENTS
REQUIRE SUSTAINED ATTENTION BEYOND A SINGLE LESSON
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