Productive pedagogies

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<ul><li> 1. Productive Pedagogies </li> <li> 2. The Queensland School ReformLongitudinal Study (QSRLS)Developed concepts of productive pedagogies, productive assessment and productive leadership </li> <li> 3. Central findings of the QSRLS repedagogies in approx 1000 classroomsHigh levels of supportiveness: high mean and low standard deviationLow levels of intellectual demand and connectedness: low mean and high standard deviationAbsence of working with and valuing difference: low mean and low standard deviation </li> <li> 4. Teachers with high ratings on the productive pedagogiesmeasure differed significantly from those with low ratingsparticularly in terms of their: Sense of responsibility Efficacy in improving student learning outcomes Broad Conceptions of their role as teacher in school, community and society, and Understanding of curriculum, pedagogy and assessment links and need for alignment </li> <li> 5. Bourdieu and the findings of theproductive pedagogies research The absence of intellectual demand particularly in schools serving disadvantaged communities has social justice implications Indeed, this absence of intellectual demand works in ways which Bourdieu suggests schools reproduce inequality, that is, by demanding of all that which they do not give, those with the requisite cultural capital are advantaged through schooling Also decontextualised knowledge: knowledge not scaffolded and linked to students life worlds Impact of NAPLAN. Differential impact across schools positioned differently in relation to NAPLAN and My School tables Pedagogies are a social justice issue: need redistribution of capitals: give them the code </li> <li> 6. Alignment: Curriculum, Pedagogy and AssessmentCentral to socially just schoolingAssessment practices and pedagogies aligned in terms of dimensions and with higher order purposes of curriculumAssessment: scaffolding, give them the codes, criteria sheets, examples of essay structures, good assignments etc.Central because this message system can steer the others (e.g. high stakes testing)Alignment and assessment need to be on the equity agenda </li> <li> 7. Background to Productive PedagogiesPart of the Queensland New Basics projectDeveloped in QueenslandBeing used interstate and internationallyBroad themes about what counts as good (in the sense of supporting student learning) teachingNot prescriptive (or proscriptive) of certain approaches to teaching </li> <li> 8. Productive Pedagogies and MYSIntended to be used at all levels of educationHave particular value for Middle Years of Schooling as a way of responding to perceptions that MYS is dumbed down by comparison with the traditional junior high school approach and doesnt adequately prepare students for higher level studyHelp teachers to attend to high educational quality and excellent outcomes in combination with the key philosophical ideas of MYSEmbed many of the key philosophical ideas of MYS </li> <li> 9. Categories20 Productive Pedagogies in totalDivided into 4 categories: Intellectual quality Connectedness Supportive classroom environment Recognition of difference </li> <li> 10. Intellectual quality Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage </li> <li> 11. ConnectednessKnowledge integrationBackground knowledgeConnectedness to the world Problem-based curriculum </li> <li> 12. Supportive classroom environmentStudent directionSocial supportAcademic engagement Explicit quality performance criteria Self-regulation </li> <li> 13. Recognition of differenceMost difficult to address and observe in classroomsRemoved from the NSW adaption of Productive PedagogiesCultural knowledgesInclusivityNarrativeGroup identity Active citizenship </li> <li> 14. Web AccessThe Productive Pedagogies framework is available at: New Basics project more broadly, which offers significant teaching resources, is at: </li> </ul>