After the introduction of the Productive Pedagogies model in Queensland, the New South Wales (NSW) Department of Education and Training commissioned two of its developers to use this as a basis for creating a coherent model of pedagogy which could be used on a school-wide basis in NSW. Associate Professor James Ladwig and Professor Jennifer Gore devised the Quality Teaching Model (QTM), which can be applied across all key learning areas, from Kindergarten through to Grade 12 (Killen, 2016). The model groups quality teaching practices into three dimensions; Intellectual Quality, Quality Learning Environment and Significance. Although these dimensions are separated for clarity, Faull (2009) considers that the three dimensions are effectively
…show more content…
This dimension necessitates the teacher to create, maintain and promote a quality learning environment which can extend well beyond the classroom to include anyone who shares the learning environment (Faull, 2009). The Student Direction element involves encouraging students to take the responsibility and initiative for their own learning. The QTM states that the Student Direction element allows students to exercise control over time spent on activities and the pace of the lesson (among others), which when applied to tasks that are student-centred, such as group-work or practical investigations (i.e. practical experiments), allows the students to assume responsibility for their own learning outcomes (New South Wales Department of Education and Training, 2003). In terms of the lesson plan, this element scored highly since there would have been some deliberation or negotiation between students and teacher over at least some significant aspects of the lesson. This scoring was made based on the assumption that the bungee jumping experiment would be completed in small groups to offer maximum opportunity for students to engage in self-directed learning. This assumption was made as it was no direction in terms of this aspect recorded on the lesson plan. It would make sense that this task would be completed in groups, as it is slightly complex, therefore students would help each other. The experiment would also require the use of lab equipment, so for planning purposes, it would be easier (and cost effective) to co-ordinate the use less equipment. Killen (2009) believes that implementing co-operative groups, also allows students to decide on pace and timing of their learning, which is a key component of Student Direction element. Although there were two elements which were strongly represented in the lesson
This dimension necessitates the teacher to create, maintain and promote a quality learning environment which can extend well beyond the classroom to include anyone who shares the learning environment (Faull, 2009). The Student Direction element involves encouraging students to take the responsibility and initiative for their own learning. The QTM states that the Student Direction element allows students to exercise control over time spent on activities and the pace of the lesson (among others), which when applied to tasks that are student-centred, such as group-work or practical investigations (i.e. practical experiments), allows the students to assume responsibility for their own learning outcomes (New South Wales Department of Education and Training, 2003). In terms of the lesson plan, this element scored highly since there would have been some deliberation or negotiation between students and teacher over at least some significant aspects of the lesson. This scoring was made based on the assumption that the bungee jumping experiment would be completed in small groups to offer maximum opportunity for students to engage in self-directed learning. This assumption was made as it was no direction in terms of this aspect recorded on the lesson plan. It would make sense that this task would be completed in groups, as it is slightly complex, therefore students would help each other. The experiment would also require the use of lab equipment, so for planning purposes, it would be easier (and cost effective) to co-ordinate the use less equipment. Killen (2009) believes that implementing co-operative groups, also allows students to decide on pace and timing of their learning, which is a key component of Student Direction element. Although there were two elements which were strongly represented in the lesson