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Transformative Educative Practice

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Matt Schultz

on 16 February 2015

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Transcript of Transformative Educative Practice

Transformative Educative Practice
EDU5703 Assignment Two

Transformative Teaching Practice in a Secondary Setting - Whole School Context
How pedagogy and curriculum is determined in a secondary setting
What is Pedagogy?
Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations and students.

Different strategies are used in a variety of combinations with diverse groupings of students.

Some strategies are used to teach certain skills and fields of knowledge. Others are better suited to certain student backgrounds, learning styles, and abilities.
Collaboratively developed and research validated
Explicit Instruction (Archer and Hughes, 2011)
Dimensions of Teaching and Learning (Education Queensland)
Gradual Release of Responsibility (Pearson and Gallagher, 1993)
Symphony of Teaching and Learning (Hodgson and Sippell, 2011)
Australian Professional Standards for Teachers (ATSIL)
Blooms Taxonomy
High School's 8 Key Literacy Strategies
Positive Behaviour for Learning (PBL - formally known as SWPBS)

Pedagogy relationships within a Secondary school setting
By Sue Schultz Student Number Q1020825
What is transformative teaching?
A Positive
and Productive School
Expert teaching
Strong Learning Culture
Quality curriculum
Assessment and reporting
Positive participation
High standards of academic and behaviour
Personal bests
Focussed teacher development
Enhanced Learning Model
Comprehensive and accurate student data profiles
A Positive and Productive School Community
Safe and productive learning environment
values learning
actively participates
Positive Behaviour for Learning (PBL)
Parent and community engagement
Contributes to decision making
Collegial support
Communication between school, home and community
Transitions and
Beyond school
Transitions between junctures
Junior Secondary action plan
QCS Preparation
NAPLAN preparation
Alternate programs
The elements of effective pedagogical practice include:
Quality Teaching and Learning
Student Centred Curriculum Planning
Purposeful Monitoring and Assessment
Productive Classroom Environment
Quality Teaching and Learning
Student Centred Curriculum and Planning
Know every student on a personal and developmental level
Deep knowledge of assessment, teaching and curriculum
Design learning programs to deliver on learning goals
Forefront assessment
Explicit Instruction
Collect and analyse data
Master Teacher Programs
Frequent monitoring - diagnostic, formative and summative
Check for understanding
Feedback - formal and informal - teacher, peer self
High quality, rigorous, real life and challenging
Consistent templates, task sheets and criteria
Provide exemplars and explicit criteria
Participate in moderation activities
Provide feedback to parents
How to develop Teacher's practice in providing the best pedagogy and curriculum
Instructional Leadership
Classroom Walkthroughs
Peer and supervisory lesson observations
Classroom profiling
Coaching - Behaviour Coach and Pedagogy Coach
Master Teacher
Professional Development
Developing Performance Planning (DPP)
Productive Classroom Environment (PBL)
Establish and communicate consistent expectations
Recognise and reward positive and improverd behaviour
Utilise purposeful behaviour management strategies
Explicitly teach behaviour expectations
Establish and maintain appropriate and effective relationships
Display relevant stimuli including exemplars and student work
Essential Skills for Classroom Management
Behaviour Walls
Evidenced based strategies including explicit instruction
E-Learning tools - to facilitate learning and engaging students
Scaffold learning - gradual release of responsibility
Differeniated learning
Higher order thinking opportunities
Deep understanding - planned and skillful questioning
Targeted literacy and numeracy skills and strategies
Individual student goals
Short to long term memory - reviews, warm-ups and homework
Positive Behaviour for Learning
High School Strategic Priorities for decididing appropriate curriculum and pedagogical practice
Purposeful Monitoring and Assessment
Education is meant to change/transform the individual/student
Education looks at transforming the student to fit within society
Ultimately a transformative education should lead students to bettering themselves and society
A Positive and Productive
School Community
Evidenced based strategies including Explicit Instruction
E-learning tools to facilitate and engage learning
Scaffold learning - gradual release of responsibility
Differentiated learning
Higher order thinking opportunities
Deep understanding - planned and skillful questioning
Targeted literacy and numeracy skills and strategies
Individual student goals
Short to long term memory - reviews, warm-ups homework
Positive behaviour for learning (PBL)

Student Learning
Quality Feedback
Positive Relationships
High Expectations
Productive Classrooms
Attending School
Model for effective Professional Pedagogical Practice
Whole School - Secondary Settings and Considerations
Critical Views of Curriculum and Pedagogy
Giroux's utopian approach to education portrays teachers as being 'transformative intellectuals'. Primarily, teachers hold the power of knowledge, skills, values and attitudes, and how to appropriately question, investigate and challenge ideas. Globally teachers act as agents of change, empowering students positively to influence the social inequalities suppressing their greater community (Giroux, 1998). Transformative intellectual teachers enable students to actively determine their educative pathway. According to Giroux (1998), this entails developing a critical language that is responsive to student's everyday problems, particularly when these relate to pedagogical experiences associated with classroom practice. By establishing the 'idealogical and material conditions' in both schools and the greater community, students are empowered with opportunities to become instruments of transformative change.(Aronwoitz and Giroux, 1985, cited in Demetrion, 2001).
Henry Giroux (1943 - )
Peter McLaren (1948 - )
McLaren has created and shaped a reputation for his uncompromising political evaluations influenced by Marxist humanist philosophy, his distinctive literary style and his partnership of ideological and theoretical ideas with Paulo Freire. McLaren is one of the leading founders of critical pedagogy and for his academic articles on critical literacy, the sociology of education, cultural studies, critical ethnography, and Marxist theory (McLaren, 2005).
Incorporating transformative educative practice to curriculum and pedagogy
Learning together
Utilise Feedback
Engage in coaching
Engage in mentoring
Deliver High Quality pedagogical practice
Deliver consistent pedagogical practices
Conduct diagnostic testing
Utilise data to plan for- individual students, class, cohort
Embed explicit instruction
Further more teachers can....
Subject unit overview
How the Secondary School has incorporated transformative teaching, curriculum and pedagogy at a whole school level

Transformative teaching at a subject level
Year 7 Maths Unit 1 - 10 weeks
Transformative teaching begins at a whole-school level involving all members of the school community. When planning, curriculum must reflect local needs and suit the local context. The secondary setting has implemented, combined and collaboratively supported teachers capacity to build, improve and sustain student outcomes and students life-long learning skillls. These two factors are imperative when developing transformative teaching practices (Giroux, 2002).
This secondary school has developed a strong curriculum approach underpinned by several crucial principles:
Literacy is critical in all learning areas
Teachers are transformative intellectuals and learners
Students need to develop a sense of agency to be able to act for the 'common good'
Students and teachers must uphold and reciprocate high expectations
The school has developed a framework under which teachers can choose and develop strategies in relation to what what they teach and how to teach to the variable backgrounds of the students. As supported by Giroux's (2002) philosophies, the school supports:

Teachers developing intellectual quality (eg. deep knowledge and substanive conversations
Connectedness (eg. knowledge integration, connectedness to the world
Supportive classroom environment (eg. academic engagement, explicit teaching, quality performance criteria
Recognition of difference (eg. cultural knowledges, active citizenship
In order to support high quality curriculum, pedagogy and teacher development, school leaders have provided significant financial and human resources. Experienced and expert teachers have been employed to mentor, support and demonstrate how to develop and deliver quality curriculum. How to process the demands of the curriculum and transform it into relevant content befitting the context and requirements of the community.
Finally, at a whole school level strong and trusting relationships have been developed between administration, curriculum leaders (Heads of Departments) and teachers. The school has structures in place that ensure teachers have support for working with colleagues and experts to design, evaluate and implement quality curriculum to ultimately improve teaching and learning.
Supporting teachers to work collaboratively and with experts to develop and implement quality curriculum whilst fostering high levels of student engagement and participation is the ultimate goal of transformative curriculum pedagogy and teaching.
At a subject level transformative practices have involved:

High expectations, explicit instruction and student centred goals
Quality and explicit student feedback, monitoring and assessment
Intervention and specialist support
Classroom teaching strategies
Appropriate data collection methods, analysis of data and actions based on data
Creating life long learners
'Literacy is everybody's business', improving the literacy skills of all students is not just the English teachers priority. Embedding a literacy focus across all subject areas has emphasised and delivered the importance these skills have to make sense of the greater world we live in. Teachers have been supporting students to master the meta language associated with specific subjects by modeling, providing opportunities to practice and encouraging feedback.
Finally developing quality data and assessments that count as valid and useful evidence of student learning, understanding and application of knowledge. Purposeful use of data to inform future teaching programs, tracking of student's relative gains and as indicators of student achievement has been a major faculty priority. Linking learning and assessments to real life situations validates and gives purpose to the student teacher transference of knowledge relationship.
A successful approach to transformative pedagogy and curriculum includes a limited number, but intensely focused strategies concerning administrators, teachers and students. Effective transformative pedagogy and curriculum strategies must begin at a whole school level being initiated by administrators. Collaboratively, the whole school must be motivated by strong curriculum leadership, targeting innovated resource allocation, high expectations of both students and teachers and relevant curriculum and literacy links with the greater community. Teachers must also be supported by trusted mentors, feel a sense of collegiality and participate within relevant professional development programs. Ultimately a successful transformative approach to curriculum and pedagogy will benefit the
students with improve learning outcomes, less student
disengagement and higher attendance rates.
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