PEDAGOGY


 * PEDAGOGY is what it is all about really.**


 * The work that we did in 2008 was just the beginning. Engagement is about what we do to get the students to learn. It is about what we do when we are formatively assessing students.**

The first round of PD shared some SIX examples of what Pedagogy might look like and encouraged HOFs to facilitate discussion of these over this term. If they focus on one for each department meeting, that will keep the ideas in focus. The schemes will include a section on effective pedagogy.
 * In 2009 we took what has been written in the new curriculum and applied those ideas to the way that we structure our schemes and our lessons. New curriculum sessions focussed on these.**

The idea is that, in time, Effective pedagogy would be identified in all learning areas. The second part of that would be to write it into the schemes. The third part is to use that thinking to inform what you do in your units.

The effective pedagogy section of the new curriculum is not just somebody's good idea. It is based on research and evidence. The push towards Key Competencies is allied with Effective Pedagogy eg 'Encouraging reflective thought and action' is so obviously concerned with the T of TRUMP - Thinking.

downloadable document

This presentation was delivered by Graeme Aitken when I was at TEAM Solutions in 2004

=**Effective Pedagogy** = =__Creating a supportive learning environment __ = ** Means **
 * Students feel understood and safe
 * ====== Learning cannot be separated from where students come from and the values they hold ======

** Looks like in our classrooms now: **
 * ====== Foster positive relationships modeling respectful, warm, open interaction with students. Cohesive = belonging and creating a sense of community ======
 * ====== Positive interaction between school and wider community ======
 * ====== Value as individual ======
 * ====== Their culture has value ======
 * ====== Teacher also needs to be valued, respected, nurtured as a member of the teaching and wider community ======
 * ====== Respects diverse approaches ======
 * ====== No deficits ======
 * ====== Student centred ======
 * ====== Language is important ======
 * Co-operative learning strategies
 * ====== Differentiated lessons ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Relevant choices of texts to broaden understanding ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Acknowledging cultural traditions and providing the opportunity for students to share their own cultures ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Being aware of different beliefs and practices of students ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Valuing oral language ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Using students’ personal writing and speaking as a starting point ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Banning put-downs ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Co-construction of appropriate classroom rules ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Acknowledging and rewarding achievement, effort, good behaviour ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Classroom should reflect cultures of students ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Critical discussions – why do we think about this the way we do? ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Greeting students at the door ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Being interested in them as individuals ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Classroom seating plan – configuration of desks ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Having a happy classroom, having a sense of humour, being genuine and sensitive to needs of students ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Displaying student work ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Being positive and well-planned ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Valuing student contribution ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Encouraging sharing between students ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Accessing school’s learning support systems ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Creating a learning environment by shifting the locus of control – sharing the responsibility for learning ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Having high expectations and giving positive reinforcement in a way that students respond to ======
 * ======<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Creating a learning environment where students feels safe to take risks ======

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">__<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Encouraging reflective thought and action __ = <span style="display: block; font-family: Arial,Helvetica,sans-serif;">** Means: ** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">** Looks like in our classrooms now: ** <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> __ **Enhancing the relevance of new learning** __ <span style="display: block; font-family: Arial,Helvetica,sans-serif;">
 * Giving opportunities and tools (taxonomies) to students to think about what they are learning. Ensuring they have the time to do this
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Providing time explicitly for reflection
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Critically evaluate how text is examined with a focus on processing text within its context and original purpose, considering why it was written, produced
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Responsibility for teaching thinking skills
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Self assessment and peer assessment
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Reflection = what I can do and what I need to work on. Reflection also = how am I thinking about this text and why and how can I improve the way I think?
 * Open-ended reflective questions
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Tasks which require evaluation
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Statement in scheme about reflective learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Making the levels of thinking explicit
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Teach a variety of transferable strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Differentiated learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Define NAME requirements – higher levels of inferential and abstract thinking for M and E using exemplars and judgements
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Discussion of the ways students reach their conclusions – let them do this. Particularly useful for senior students reflecting on their own learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Ask students which way they learn or organize their learning – especially mind maps templates etc.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Peer assessment
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> On the lines/between the lines/ beyond the lines/ behind the lines (3 or 4 level guides)
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> De Bono Six thinking Hats, Bloom’s taxonomy, Tony Ryan’s Thinking Keys
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Encourage confidence – to take risks and value their opinion
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Think, pair, share
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Personal response and reflection journals
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Weblogs; interactive with teacher
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Student created feed-forward
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Student evaluation of exemplars
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Folio approach to writing – revisiting their own work later in the year.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Formal Writing at level 2 “Time Capsule” task allows students to reflect on their own development later in the year
 * Means: **
 * Clarifying the relevance and purpose of the learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Stimulate = engage
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Require = demand
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Challenge = apply new knowledge and relate to other contexts.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Making connections within and across curriculum
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Teachers need to know where students are coming from in order to make learning relevant.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Giving students more choice so they are more involved in decision-making – owning their learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Providing career links
 * Looks like in our classrooms now: **

Student generated questions
 * Text choice that extends students out of comfort zone, expands their imaginative experience
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Continuums, clines
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Co-operative setting of “success criteria” with class
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Learning objectives outlined in each lesson and task
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Self assessment and peer assessment
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Regular self-reflection
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Developing skills of asking “rich” questions – umbrella thinking, higher order questioning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Thematic teaching
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Cross-curricular links
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Research and investigation
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Scaffolded tasks
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Providing relevance of lesson to future
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Explanations are given as to why texts are used linked to wider contexts
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Feed-forward is given regularly
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Criteria are given for tasks
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Choice of texts with generic tasks instead of set texts
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Opportunities for personal reading
 * Making learning intentions very specific – eg design of a paragraph.

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">__<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Facilitating shared learning __ = <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Professional dialogue between staff. Classroom observations, shared teaching =<span style="display: block; font-family: Arial,Helvetica,sans-serif;">__<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Making connections to prior learning and experience __ = <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;">
 * Means: **
 * E ngagement
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Co-operative learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Involves the wider community
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Understanding of students – their learning styles, backgrounds, prior knowledge
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Encourage positive learning environment devoid of negativity
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Being explicit about thinking processes and strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Mutual respect
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Variety of group strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Learning conversations about feedback and feed-forward
 * Looks like in our classroom now: **
 * Tapping into community groups that play a role in students’ lives eg churches, sports groups, mentors
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Using student wiki, blogs and intranet
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Peer feedback
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Choosing texts that students can relate to
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Using students as experts which will lead to students taking a leadership role
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Cross curricular links eg literacy strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Student led discussion and analysis
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Differentiation strategies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Individual and group goal setting
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Validating student thinking
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Strong relationship with teacher
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Vocab work
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Mailing appointments to parents for interviews. Follow-up phone call. Students come with parents. Giving out reports at the parent interview
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Group work with roles given
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Fostering self-discipline within groups
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Teaching trust/facilitating interpersonal relationships
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Important that there is a preservation of self
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Recognising diversity – planning for differences and interrelationship contingencies
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Students take home work to share with their parents
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> The teacher does the task set for the class at the same time they do it
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> The teacher learns something new about the way students work by observation of groups
 * Means: **
 * Knowing your students – academic/social/cultural/interests/schooling history
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Be wary of assumptions
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Validate all students’ understanding
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Share prior knowledge and experience
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Self-evaluation and goal setting
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Continuity of staff to enable students to feel that teachers know them. This enables teachers to build on what the students know.
 * Looks like in our classrooms now: **
 * Academic – evidence based
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Pretests – asTTle, PATs, ARBs, NCEA results information from previous schools. This evidence will lead to choice of texts and teaching pedagogy
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Knowledge of ethnicity and first language of students
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Knowledge of students’ social background – domestic circumstances, interests, co-curricular achievements, past behaviour records
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Thematic approach to teaching
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Making contacts with other departments and connecting topics between subjects
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Connecting texts to students’ lives
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Recognising where our gaps are and acknowledging that the teacher isn’t the font of all knowledge.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Brainstorming
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Discussions – thinking about know
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Write/talk about what they know
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Foster links with feeder schools

=<span style="display: block; font-family: Arial,Helvetica,sans-serif;">__<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Providing sufficient opportunities to learn __ = <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> This is worth a look. Jo Beck has used it as part of her effective pedagogy.
 * Means: **
 * Continuous learning opportunities
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Flexible assessment opportunities
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Student-centred learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Identifying individual needs
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Allowing time to revisit material
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Forging cross-curricular links and making contextual links clear
 * Looks like in our classroom now: **
 * Addressing learning styles and provide different opportunities for the same new learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Diagnostic assessment to determine teaching direction. Goals directed by student need
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Adopting Te Kotahitanga principles – co-constructing learning opportunities and valuing relationships
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Breaking down jargon in assessment criteria
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Ensuring enough time for English learning to occur
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Integration, consolidation and spiral learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Flexibility and creativity
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Integrating old with new and making links between past, present and future
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Cross-curricular integration
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Differentiated programmes
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Using opportunities to link current events and topical issues with learning
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Resubmission of assessments whilst maintaining breadth of curriculum
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Ensuring sufficient opportunities for formative work prior to summative assessment
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> Don’t base curriculum on assessments, get away from credit focus.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Portfolio writing
 * [|SOLO TAXONOMY]**