Quality Teaching in NSW Schools: Significance

Mathematics Education (Signadou)

Quality Teaching in NSW Schools:

SIGNIFICANCE

© 2003 NSW DET

Significance refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students' prior knowledge and identities, with contexts outside the classroom, and with multiple ways of knowing or cultural perspectives.

Background knowledge 1.
Students' background knowledge is not mentioned or elicited. 2.
Students' background knowledge is mentioned or elicited, but is trivial and not connected to the substance of the lesson. 3.
Students' background knowledge is mentioned or elicited briefly, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge. 4.
Students' background knowledge is mentioned or elicited several times, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge. 5.
Students' background knowledge is consistently incorporated into the lesson, and there is substantial connection to out-of-school background knowledge.

Cultural knowledge 1.
No explicit recognition or valuing of other than the knowledge of the dominant culture is evident in the substance of the lesson. 2.
Some cultural knowledge is evident in the lesson, but it is treated in a superficial manner. 3.
Some cultural knowledge is recognised and valued in the lesson, but within the framework of the dominant culture. 4.
Substantial cultural knowledge is recognised and valued in the lesson and some challenge to the framework of the dominant culture. 5.
Substantial cultural knowledge is recognised and valued throughout the lesson and this knowledge is accepted as equal to the dominant culture.

Knowledge integration 1.
No meaningful connections. All knowledge is strictly restricted to that explicitly defined within a single topic or subject area. 2.
Some minor or trivial connections are made. Knowledge is mostly restricted to that of a single topic or subject area. 3.
At least one meaningful connection is made between topics or subject areas by the teacher and/or the students during the lesson. 4.
Several meaningful connections are made between topics or subject areas by the teacher and/or the students during the lesson. 5.
Meaningful connections are regularly made between topics or subject areas by the teacher and/or the students during the lesson.

Inclusivity 1.
Some students are excluded, or exclude themselves, from lesson activities throughout the lesson. 2.
Some students are excluded, or exclude themselves, from the majority of lesson activities except for minor forms of inclusion in one or two instances during the lesson. 3.
Students from all groups are included in most aspects of the lesson, but the inclusion of students from some groups may be minor or trivial relative to other groups. 4.
Students from all groups are included in a significant way in most aspects of the lesson, but there still appears to be some unevenness in the inclusion of different social groups. 5.
Students from all groups are included in all aspects of the lesson and their inclusion is both significant and equivalent to the inclusion of students from other groups.

Connectedness 1.
The lesson has no clear connection to anything beyond itself. Neither the teacher nor the students offer any justification for the lesson beyond the school. 2.
The teacher or students try to connect what is being learned to the world beyond the classroom, but the connection is weak and superficial or trivial. 3.
Students recognise some connection between classroom knowledge and situations outside the classroom, which might include sharing their work with an audience outside the classroom, but they do not explore implications of these connections which remain largely abstract and hypothetical. 4.
Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways which create personal meaning and highlight the significance of the knowledge. There might be an effort to influence an audience beyond the classroom. 5.
Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways which create personal meaning and highlight the significance of the knowledge. This meaning and significance is strong enough to lead students to become involved in an effort to influence an audience beyond the classroom.

Narrative 1.
Either narrative is used at no point in the lesson, or the narratives used are disconnected or detract from the substance of the lesson. 2.
Narrative is used on occasion as a minor part of the lesson and/or is loosely connected to the substance of the lesson. 3.
Narrative is used at several points in the lesson to enhance the significance of the substance of the lesson. 4.
Narrative is used for a substantial portion of the lesson to enhance the significance of the substance of the lesson. 5.
Narrative is used throughout the lesson to enhance the significance of the substance of the lesson.

These materials are drawn from A Classroom Practice Guide, © State of NSW Department of Education and Training Professional Support and Curriculum Directorate, 2003. They are provided here for personal study only.

How do I recognise Quality Teaching?

Stephen Mark ARNOLD

Room 206 Phone 02 62091142

Background knowledge	1. Students' background knowledge is not mentioned or elicited.	2. Students' background knowledge is mentioned or elicited, but is trivial and not connected to the substance of the lesson.	3. Students' background knowledge is mentioned or elicited briefly, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge.	4. Students' background knowledge is mentioned or elicited several times, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge.	5. Students' background knowledge is consistently incorporated into the lesson, and there is substantial connection to out-of-school background knowledge.
Cultural knowledge	1. No explicit recognition or valuing of other than the knowledge of the dominant culture is evident in the substance of the lesson.	2. Some cultural knowledge is evident in the lesson, but it is treated in a superficial manner.	3. Some cultural knowledge is recognised and valued in the lesson, but within the framework of the dominant culture.	4. Substantial cultural knowledge is recognised and valued in the lesson and some challenge to the framework of the dominant culture.	5. Substantial cultural knowledge is recognised and valued throughout the lesson and this knowledge is accepted as equal to the dominant culture.
Knowledge integration	1. No meaningful connections. All knowledge is strictly restricted to that explicitly defined within a single topic or subject area.	2. Some minor or trivial connections are made. Knowledge is mostly restricted to that of a single topic or subject area.	3. At least one meaningful connection is made between topics or subject areas by the teacher and/or the students during the lesson.	4. Several meaningful connections are made between topics or subject areas by the teacher and/or the students during the lesson.	5. Meaningful connections are regularly made between topics or subject areas by the teacher and/or the students during the lesson.
Inclusivity	1. Some students are excluded, or exclude themselves, from lesson activities throughout the lesson.	2. Some students are excluded, or exclude themselves, from the majority of lesson activities except for minor forms of inclusion in one or two instances during the lesson.	3. Students from all groups are included in most aspects of the lesson, but the inclusion of students from some groups may be minor or trivial relative to other groups.	4. Students from all groups are included in a significant way in most aspects of the lesson, but there still appears to be some unevenness in the inclusion of different social groups.	5. Students from all groups are included in all aspects of the lesson and their inclusion is both significant and equivalent to the inclusion of students from other groups.
Connectedness	1. The lesson has no clear connection to anything beyond itself. Neither the teacher nor the students offer any justification for the lesson beyond the school.	2. The teacher or students try to connect what is being learned to the world beyond the classroom, but the connection is weak and superficial or trivial.	3. Students recognise some connection between classroom knowledge and situations outside the classroom, which might include sharing their work with an audience outside the classroom, but they do not explore implications of these connections which remain largely abstract and hypothetical.	4. Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways which create personal meaning and highlight the significance of the knowledge. There might be an effort to influence an audience beyond the classroom.	5. Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways which create personal meaning and highlight the significance of the knowledge. This meaning and significance is strong enough to lead students to become involved in an effort to influence an audience beyond the classroom.
Narrative	1. Either narrative is used at no point in the lesson, or the narratives used are disconnected or detract from the substance of the lesson.	2. Narrative is used on occasion as a minor part of the lesson and/or is loosely connected to the substance of the lesson.	3. Narrative is used at several points in the lesson to enhance the significance of the substance of the lesson.	4. Narrative is used for a substantial portion of the lesson to enhance the significance of the substance of the lesson.	5. Narrative is used throughout the lesson to enhance the significance of the substance of the lesson.