Productive Pedagogies Coding Sheets by zaj13553

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									Productive Pedagogies Coding Sheets
These Coding Sheets have a numerical rating for each category that can be used in the scoring sheets that follow. These proformas can be used
to target specific areas of Productive Pedagogies in order to highlight strengths and weaknesses of particular lessons or units of work. They are
designed to assist teachers with self assessment of their own practices as well as a resource for reflection during moderation and planning
sessions.

Intellectual Quality
                                   1                         2                         3                         4                            5
               Students are engaged only in lower-order          Students are primarily engaged in routine,          Almost all students, all of the time, are engaged in
Higher order




               thinking; i.e., they receive, or recite, or       lower-order thinking for a good share of            higher order thinking.
  thinking




               participate in routine practice. In no            the lesson. There is at least one significant
               activities during the lesson do students go       question or activity in which some
               beyond simple reproduction of                     students perform some high-order
               knowledge.                                        thinking.
               Almost all of the lesson’s content is very        Knowledge is treated unevenly during                Knowledge is very deep because almost all
Knowledge




               thin because it does not deal with                instruction; i.e., deep knowledge of some           knowledge presented in the lesson sustains focus
  Deep




               significant topics or ideas.                      aspects is countered by superficial                 on a significant topic, and does so either through a
                                                                 understanding of others. At least one               complex structure or by demonstrating the
                                                                 significant idea may be presented in depth,         problematic nature of the information and/or
                                                                 but in general the focus is not sustained.          ideas.
               Almost all students demonstrate                   Students’ deep understanding is uneven.             Almost all students do at least one of the
               understanding of simple information that          Deep understanding in one area, by some             following: sustain a focus on a significant topic;
               they are to remember.                             students, is countered by superficial               demonstrate their understanding of the
Underst&ing




                                                                 understanding in another (by either the             problematic nature of information and/or ideas;
   Deep




                                                                 same students or others.) At least one              demonstrate complex understanding by arriving at
                                                                 significant idea may be understood in               a reasoned, supported conclusion; explain how
                                                                 depth, but in general the focus is not              they solved a complex problem. In general,
                                                                 sustained.                                          students’ reasoning, explanations & arguments
                                                                                                                     demonstrate fullness and complexity of
                                                                                                                     understanding.




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                  Virtually no features of substantive         Features DIALOGUE and/or LOGICAL              All features of substantive conversation occur in
Conversation      conversation occur during the lesson.        EXTENSION & SYNTHESIS occur and               an ongoing and sustained fashion, extending
 Substantive

                  Lesson consists principally of either a      involve TWO OR MORE sustained                 across almost all of the lesson, with both teachers
                  sustained teacher monologue/lecture          exchanges.                                    & students scaffolding the conversation.
                  and/or a repeated IRE sequence with little
                  variation, or conversation that is not
                  substantive.
                  No knowledge is problematic. All             Approximately half the knowledge seen is      All knowledge is seen as problematic. It is
Knowledge as
Problematic




                  knowledge is presented in an uncritical      problematic. Multiple interpretations         recognised as socially constructed, with
                  fashion.                                     recognised as variations on a stable theme.   conflicting implications & social functions
                                                                                                             producing resolution and /or conflict.



                  Low metalanguage. The teacher proceeds       Initial or periodic use of metalanguage. At   Consistent use of metalanguage. The teacher
                  through the lesson without stopping &        the beginning of the lesson, or at some key   provides ongoing & frequent commentary on
   Metalanguage




                  commenting on his/her own or students’       juncture, the teacher stops & explains or     language use, perhaps using jokes, puns, ironic
                  use of language.                             gives a mini-lesson on some aspect of         comments on his/her own or students’ language,
                                                               language, i.e., vocabulary, punctuation,      points out how differing sentences, text-types,
                                                               grammar, genre.                               discourses actually work, compares or contrasts
                                                                                                             them, and shows how language can be used to
                                                                                                             constitute texts, knowledge and power.




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Supportive classroom environment
                                        1                    2                              3                             4                       5

                       There is no student direction. All        Teacher makes initial selection of activity, but             Students determine the activity, its
   Direction
   Student



                       activities for the lesson are             students exercise some control, through a choice of          appropriateness & context. This may be
                       explicitly designated by the              alternative activities prescribed by the teacher in          either independent of, or dependent on,
                       teacher for the students.                 addition to procedural choice.                               teacher regulation

                       Social support is negative;               Social support is neutral or mildly positive.                Social support is strong; the class is
                       actions/ comments by teacher or           Evidence may be mainly in the form of verbal                 characterised by high expectations,
     Social Support




                       students result in ‘put downs’;           approval from the teacher for student effort and             challenging work, strong effort, mutual
                       classroom atmosphere is negative.         work. However, such support tends to be given to             respect & assistance in achievement for
                                                                 those who are already taking initiative in class,            all students. Both teacher and students
                                                                 rather than those who are reluctant participants or          demonstrate a number of these attitudes
                                                                 less articulate or skilled in the subject, or given in       by soliciting and welcoming
                                                                 compensation for negative peer social interaction.           contributions from all students who are
                                                                                                                              expected to put forth their best efforts.
                       Disruptive disengagement:                 Sporadic or episodic engagement: most students               Almost all students are deeply involved,
   Engagement
    Academic




                       students are frequently off-task,         either appear indifferent or occasionally active in          almost all of the time, in pursuing the
                       with gross inattention or serious         carrying out assigned activities, but very few               substance of the lesson.
                       disruptions by many. This is the          students are clearly off-task.
                       central characteristic during much
                       of the class.
                       Teachers have not made any                Outcomes & criteria for some aspects of the quality          Outcomes & criteria for student
Performance




                       explicit statements of the expected       of student performances are specified at least once          performances are specified in detailed &
  Criteria
  Explicit
  Quality




                       learning outcomes or quality of           during the lesson.                                           exact ways repeatedly throughout the
                       performance required of students.                                                                      lesson. A focus on the quality of
                                                                                                                              outcomes being reinforced.

                       Teachers devote over half of their        Teachers must regulate students’ behaviour several           There is virtually no teacher talk
                       classroom talk issuing orders,            times during the lesson, perhaps focusing on                 focusing on student behaviour or
     Self Regulation




                       commands & injunctions, &                 specific groups or individuals who are out of                movement. The lesson proceeds without
                       punishments to regulate student           control. However the lesson proceeds coherently.             interruption.
                       behaviour, movement &
                       disposition. It appears that more
                       time and effort is devoted to
                       control than to teaching and
                       learning.
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Recognition of Difference
                                    1                         2                          3                           4                          5

              No explicit recognition or valuing of any           Curriculum knowledge based within the                  Different cultures are equally valued in all
knowledge



              culture other than the dominant one in              framework of a dominant culture, although              curriculum knowledge, so that the concept of
 Cultural




              curriculum knowledge transmitted to                 multiple cultural claims to knowledge                  a dominant culture is excluded in both its
              students.                                           acknowledgement are recognised, perhaps with           content and its form.
                                                                  some activity based on an aspect of this.

              No activities recognise the varied learning         Several activities recognise the varied learning       Activities recognise the varied learning needs
Inclusivity




              needs of students from diverse                      needs of students from diverse backgrounds.            of students from diverse backgrounds for all,
              backgrounds.                                                                                               or nearly all, of the lesson.


              At no point is narrative used in the lesson;        The lesson processes & content are evenly split        Almost all of the lesson processes & almost
Narrative




              all teaching & content remain expository.           between narrative & expository forms.                  all of the lesson content is narrative.




              No evidence of community within the                 Some evidence of community exists within the           There is a strong sense of community within
              classroom; no positive recognition of               classroom and some recognition of difference           the classroom, positive recognition of group
Identity
 Group




              difference and group identities; and no             and group identities, but no social support for        identities, & a supportive environment where
              support for development of difference and           the development of difference and group                difference is valued.
              group identities. Students are all treated as       identities.
              individuals.
              The citizenship rights and responsibilities         There is some evidence of active citizenship           The practice of active citizenship is evident in
Citizenship




              of students & teachers are neither                  among teachers and students, primarily                 practices & in relationships between students
  Active




              discussed nor practised within the                  through discussion of its principles and               & the teacher, and among students. In some
              classroom.                                          practice.                                              instances, this involves active participation in
                                                                                                                         contemporary issues external to the school.




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Connectedness
                                        1               2                      3                        4                                     5
                             All knowledge is               Knowledge from multiple subject                 Subject area knowledge is completely integrated, to the degree that
                             strictly restricted to         areas is connected or related, but the          subject area boundaries are not recognisable.
Integration
Knowledge




                             that explicitly defined        subjects are still treated as separate &
                             within a single school         distinct.
                             subject area. No
                             intrusion of other
                             content is permitted.
                             No reference is made           Initial reference or solicitation is made       Students’ background knowledge & experiences are consistently
                             to background                  by the teacher to background                    incorporated into the lesson, which shunts back and forth between
                             knowledge, such as             knowledge and experience. At least              known material and new material. At least some connection is made to
Background
Knowledge




                             students’ community            some connection is made to out-of-              out-of-school background knowledge.
                             or cultural knowledge          school background knowledge.
                             or school knowledge
                             covered in previous
                             studies, other subjects
                             and lessons.
                             Lesson topic &                 Students study a topic, problem, or             Students study or work on a topic, problem or issue that the teacher &
Connectedness to the world




                             activities have no clear       issue that the teacher succeeds in              students see as connected to their personal experience or actual
                             connection to anything         connecting students’ actual                     contemporary public situations. Students recognise the connections
                             beyond itself; the             experiences to a contemporary public            between classroom knowledge & situations outside the classroom.
                             teacher offers no              situation. Students recognise some              They explore these connections in ways that create personal meaning
                             justification beyond           connection between classroom                    and significance for the knowledge. This meaning and significance is
                             the need to perform            knowledge and situations outside the            strong enough to lead students to become involved in an effort to
                             well in class.                 classroom, but do not explore the               affect or influence a larger audience beyond the classroom in one of
                                                            implications of these connections,              the following ways: by communicating knowledge to others (including
                                                            which remain abstract or hypothetical.          within the school); by advocating solutions to social problems that
                                                            There is no effort to actually influence        provide assistance to people; or by creating performance or products
                                                            a larger audience.                              with utilitarian or aesthetic value.
                             No problems are                Some minor & small problems are                 A large problem has been set requiring engagement by students over a
curriculum
 Problem




                             presented during the           posed to the students requiring                 number of lessons.
  based




                             lesson.                        substantial knowledge construction or
                                                            creativity from the students.




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