Quality Teaching In NSW Public Schools

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Quality Teaching In NSWPublic Schools

• Summary By Lauren Graf

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Purpose

• The Discussion paper was developed to focus on
  the work of school teachers in teaching and
  learning in NSW public schools as a long-term
  strategic Priority.
• The model was also designed to provide feedback
  about pedagogy across public schools in NSW.
• In primary schools the model will support the
  delivery of primary syllabuses.

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Introduction

• Pedagogy (Definition)
• The art and science of teaching (Department
  of Education and Training,2003)
• Pedagogy, is both evident inside the classroom
  and outside, it takes place in classrooms or
  other educational settings and in the nature and
  in the quality of the tasks delivered by school
  teachers to support students learning and
  development.

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Three Dimensions of Pedagogy

• Improved student learning and outcomes can be
  characterised a s representing three dimensions
  of pedagogy
• Pedagogy that is based on promoting high levels
  of intellectual quality.
• Pedagogy that is based upon promoting a quality
  learning environment.
• Pedagogy that develops and makes students realise
  the significance of their work.

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Intellectual Quality

• Research has demonstrated that pedagogy that
  focuses on high levels of intellectual quality
  will benefit the students, whether they are high
  or low achievers, from disadvantaged backgrounds,
  educationally disadvantaged or gifted and
  talented or students that require special needs.
  The positive effects of high levels of
  intellectual quality have been found to influence
  an individuals learning outcomes on both
  performance-based assessment and standardised
  achievement tests.

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Quality Learning Environment

• Research has also demonstrated the importance of
  a quality learning environment. It has been
  proved that authentic and productive pedagogy,
  teachers expectations, student time on task and
  students engagement has demonstrated that
  classrooms that provided a strong, positive, and
  supportive learning environment produce improved
  students learning development and outcomes.

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Significance

• Teachers make learning meaningful and important
  to students, as individuals and as a member of a
  social group. Pedagogy that produces high levels
  of intellectual quality and a quality learning
  environment also requires some means by which
  teachers link the work of their students to
  personal, social and cultural contexts inside and
  outside the classroom.

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• References
• NSW Department of Education and Training,
  Professional Support and Curriculum Directorate,
  http//www.curriculumsupport.nsw.edu.au/,1993.