Dimension - Intellectual Quality

Overview and reflection on the 'Elements of Quality Teaching' for NSW.

https://app.education.nsw.gov.au/quality-teaching-rounds/Home/QTModel

Element

Description / Overview

What does it look like in my classroom?

What do I need to do to get students to be showing this element?

Deep Knowledge

This is about the emphasis of key concepts during the lesson. This knowledge can be obtained in a number of different ways, but it is important that it is explored and that the activities and learning experiences in the lesson relate to this big idea.

This looks like explicit language, and discussions that connect back to this big theme. I need to make sure that I introduce that concept at the beginning of the lesson, build value on the idea co-constructing its importance and recapping at the end of class.

Deep Understanding

This is how students demonstrate ideas and concepts. Students need opportunities to show this understanding.

Ways to demonstrate should be more open so that a clear idea of how much they know is evident. This looks like students being able to demonstrate their knowledge in a number of ways. I need to make sure that I provide a range of opportunities for students to show their learning, and ensure that these approaches are open.

Problematic Knowledge

Problematic knowledge is about knowledge that is dependent on social constructs. It’s not factual or static. Knowledge can change according to political, social and cultural influences.

This looks like open discussions from a non-biased stance, acknowledging different points of view. I need to make sure that I am approaching lessons with an objective stance and am explicit about how this knowledge is dependent on social factors. Tools such as De Bono’s hats are good for considering other perspectives.

Higher-order Thinking

This is about allowing students to access the higher levels of Bloom’s taxonomy. Students are able to make connections and discover new ideas. Low order thinking is still necessary in aspects of learning, however accessing the higher levels challenges and develops deeper knowledge and understanding.

This looks like exploring the reasons behind events, concepts and ideas. Comparing, evaluating and creating something new. I need to provide opportunities for students to challenge themselves, by creating and delivering learning activities that step up through the stages of bloom’s taxonomy.

Metalanguage

This is about the discussions and explanations that occur around forms of communication. It can focus on text, imagery and symbols. This looks like the explicit teaching of terminology in my subject area. Looking at syntax when communicating and evaluating ideas. Making links with other words to help develop understanding. I need to ensure that students record discussions about vocabulary and symbols.

Substantive Communication

Communication is connected to the learning, sustained and reciprocal. This can happen between the teacher and the students or among the class.This looks like a range of questions that go beyond recalling fact or straight forward ideas. I often ask different student ‘can you add to that’? ‘How do you think they felt about that’? Why do you think..’? I think I need to be consistent and aware of the quality of the questions that I ask.