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Literacy and Quality Teaching

Literacy and Quality Teaching. 1. Quality Teaching : The R esearch . When teachers provide instruction and assessments that emphasise intellectual quality, students do better on classroom-based assessments.

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Literacy and Quality Teaching

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  1. Literacy and Quality Teaching 1

  2. Quality Teaching: The Research... • When teachers provide instruction and assessments that emphasise intellectual quality, students do better on classroom-based assessments. • Newmann et al 1991-1995 The Centre on Organization and restructuring of Schools at theUniversityof Wisconsin Madison • Quality Teaching in NSW public schools. An annotated bibliography.ProfessionalSupport and Curriculum Directorate . P7 June 2003.

  3. Intellectual Quality Is Central All three dimensions are essential for improved student outcomes 3

  4. Planning For Quality Teaching Key questions: • Where are my students now? • What do I want my students to learn? • Why does that learning matter (for students)? • What do I want the students to do or produce to demonstrate their understanding? • How well do I expect them to do it?

  5. Intellectual Quality Deep Knowledge Knowledge is deep when it concerns the centralideas or concepts of a topic or subject and when the knowledge is judged to be crucial to the topic or subject. Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

  6. Intellectual Quality Deep Knowledge Deep knowledge is evident in a task when students are required to address the centrality or complexity of one or two key concepts, and to articulate relatively complex relationships between central concepts.” Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

  7. What’s The Big Idea? • Students will know that...

  8. What’s The Big Idea? • Students will know that...

  9. Gap Analysis Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, it remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations. Use the data!

  10. Deep knowledge • Explicit teaching of literacy skills • Scaffolding, modelling, exemplars • Literacy in context

  11. Deep understanding • To what extent do the students demonstrate profound and meaningful understanding? • Self and peer editing 12

  12. Literacy Policy K-12 1.1.1. Literacy is the ability to understand and evaluate meaning through reading and writing, listening and speaking, viewing and representing. 1.2.7 Teachers K-12 will allocate sufficient time to explicitly plan, program and teach literacy to ensure students’ achievement of syllabus standards.

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