Transcript
Productive Pedagogies
The Queensland School Reform Longitudinal Study (QSRLS)Developed concepts of productive
pedagogies, productive assessment and productive leadership
Central findings of the QSRLS re pedagogies in approx 1000 classroomsHigh levels of supportiveness: high
mean and low standard deviation
Low levels of intellectual demand and connectedness: low mean and high standard deviation
Absence of working with and valuing difference: low mean and low standard deviation
Teachers with high ratings on the productive pedagogies measure differed significantly from those with low ratings particularly in terms of their:
• Sense of responsibility
• Efficacy in improving student learning outcomes
• Broad Conceptions of their role as teacher – in school, community and society, and
• Understanding of curriculum, pedagogy and assessment links and need for alignment
Bourdieu and the findings of the productive pedagogies researchThe absence of intellectual demand particularly in schools
serving disadvantaged communities has social justice implications
Indeed, this absence of intellectual demand works in ways which Bourdieu suggests schools reproduce inequality, that is, by demanding of all that which they do not give, those with the requisite cultural capital are advantaged through schooling
Also 'decontextualised' knowledge: knowledge not scaffolded and linked to students' life worlds
Impact of NAPLAN. Differential impact across schools positioned differently in relation to NAPLAN and My School tables
Pedagogies are a social justice issue: need redistribution of capitals: 'give them the code'
Alignment: Curriculum, Pedagogy and Assessment
Central to socially just schoolingAssessment practices and pedagogies aligned
in terms of dimensions and with higher order purposes of curriculum
Assessment: scaffolding, 'give them the codes', criteria sheets, examples of essay structures, good assignments etc.
Central because this message system can steer the others (e.g. high stakes testing)
Alignment and assessment need to be on the equity agenda
Background to Productive PedagogiesPart of the Queensland ‘New Basics’
projectDeveloped in QueenslandBeing used interstate and internationally
Broad themes about what counts as good (in the sense of supporting student learning) teaching
Not prescriptive (or proscriptive) of certain approaches to teaching
Productive Pedagogies and MYSIntended to be used at all levels of educationHave particular value for Middle Years of
Schooling as a way of responding to perceptions that MYS is ‘dumbed down’ by comparison with the traditional junior high school approach and doesn’t adequately prepare students for higher level study
Help teachers to attend to high educational quality and excellent outcomes in combination with the key philosophical ideas of MYS
Embed many of the key philosophical ideas of MYS
Categories20 Productive Pedagogies in total
Divided into 4 categories:Intellectual qualityConnectednessSupportive classroom environmentRecognition of difference
Intellectual quality
Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage
Connectedness
Knowledge integrationBackground knowledgeConnectedness to the world Problem-based curriculum
Supportive classroom environment
Student directionSocial supportAcademic engagement Explicit quality performance
criteria Self-regulation
Recognition of difference
Most difficult to address and observe in classrooms
Removed from the NSW adaption of Productive Pedagogies
Cultural knowledgesInclusivityNarrativeGroup identity Active citizenship
Web AccessThe Productive Pedagogies
framework is available at:http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html
The New Basics project more broadly, which offers significant teaching resources, is at:
http://education.qld.gov.au/corporate/newbasics/index.html
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