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March 2002 |
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Productive pedagogy
A new approach to teaching is reassembling
familiar classroom techniques into a workable model that
focuses on high quality student learning and improved
outcomes.
Every few years, a new way of
thinking is thrust upon teachers as the Next Big Thing in
learning and development. Think Bloom's Taxonomy, de Bono's
Six Thinking Hats or Gardner's multiple intelligence approach.
However, the latest approach to catch the attention of
educators is not really new at all. There are no new theories
to learn or strange concepts to grapple with.
Instead,
Productive Pedagogy pays simultaneous attention to already
existing aspects of classroom practice and focuses teachers
back on the vital elements of student learning. Professor
Jenny Gore, from the University of Newcastle, says,
'Productive Pedagogy draws teachers' attention to what really
matters in helping kids to learn. In the past we've put too
much emphasis on things like the learning environment,
specific skills, the syllabus and all of the details that add
up to teaching. But we have tended to lose sight of the big
picture - a focus on challenging, intellectually demanding
learning for all students.
'That's why Productive
Pedagogy is different from other approaches. It's very
comprehensive and doesn't focus on just one aspect of
teaching. It requires attention to many essential aspects of
classroom teaching.'
These aspects are divided into
four 'dimensions':
- Intellectual quality
- Relevance (or connectedness)
- Socially supportive classroom environment
- Recognition of difference.
In essence, Productive
Pedagogy takes existing techniques and learning concepts, and
groups them into this simple model. Explained this simply,
Productive Pedagogy almost seems too basic to have any real
effect. However, it is the measurement and evaluation of these
factors, combined with the increased awareness of teachers of
the most effective techniques that contributes to the
program's success.
Enhancing intellectual quality
involves recognising that knowledge isn't a fixed body of
information. It encourages students in higher-order thinking
and has a problematic approach to knowledge which involves
communicating ideas and arguments as opposed to a 'give'
approach. 'It's about getting students to do learning work
rather than busy work,' says Jenny, 'but most of all it's
about engaging students in big ideas and complex
understandings.'
Relevance (or connectedness) is
simply helping students to make connections between different
aspects of school learning as well as connections to their
past experiences and the world beyond the classroom.
A
socially supportive classroom environment is one where
students are able to influence activities and how they are
implemented. It also involves a high degree of self-regulation
by students.
It's about making sure the classroom
supports learning,' says Jenny. 'It's not just making it a
warm, happy place to be, but an environment that has high
expectations of students and which encourages them to take
risks in learning.'
Recognition of difference
encompasses inclusivity of non-dominant groups, and positively
developing and recognising differences and group identities.
'Here, it's important to be conscious of ways teachers can
support students who come from non-dominant groups, to be
aware of how to best support their learning.'
The
Productive Pedagogy program was initially developed by the
Queensland School Reform Longitudinal Study, a team that was
led by Dr James Ladwig and included Professor Jenny Gore from
the University of Newcastle.
The four dimensions above
cover the core framework of the Productive Pedagogy approach,
but Jenny emphasises that it connects with many other
frameworks. 'It is not some weird 'out there' new way of
thinking. There is an incredible amount of overlap with other
frameworks. But what Productive Pedagogy does - which the
others don't - is bring the concern of equity back together
with the concerns of quality.
'If you look at other
approaches, some of the dimensions are there. But the
'recognition of difference' dimension is usually not present
in other models. Nor is the intellectual quality dimension as
refined.'
Although the initial research was done in
Queensland, two NSW schools took part in a study with the
University of Newcastle last year. Since then, various primary
and secondary schools in the state have begun to introduce
aspects of the program. Some principals and teachers are
adopting the approach gradually, focusing on one aspect at a
time, while other schools have embraced the whole concept
resulting in more radical change.
Kootingal Public
School and Callaghan College's Waratah Campus took part in the
study last year. It was initially aimed at investigating the
value of Productive Pedagogy as a model for the professional
development of practising teachers. However, the results have
been more far-reaching.
Teachers who participated in
the study were observed up to five times by a member of the
research team. An observation tool - much like a scoring sheet
evaluating the various components of the four dimensions -
helped to determine the strengths and weaknesses in each area.
Kootingal Principal Ben van Aanholt says: 'After our
first series of observations, feedback indicated that we were
very strong in the area of a socially supportive classroom
environment, but that we could improve in some of the areas in
the other three dimensions. After a series of professional
development activities, further observations indicated that we
we had substantially improved in those areas and that the
level of pedagogy in our school in all four areas is
particularly strong.
'Although we don't have
quantitative results on students' outcomes yet, there has
definitely been an increased awareness of what exactly
contributes to Productive Pedagogy. Teachers are now more
familiar with what they need to provide in terms of quality
teaching and learning environments. With further professional
development, we will be able to put more effective strategies
into place.'
Principal of Callaghan College's Waratah
Campus Robyn Cragg says participating in the study also
increased their awareness of the four dimensions, particularly
in the area of intellectual quality.
'We've now
rewritten our assessment tasks so they are based on higher
order thinking and deep knowledge and understanding,' she
says. 'Being part of the study was very eye-opening. We
realised that some of our teaching and assessment practices
didn't line up. We were teaching one thing and assessing
another. Now we've adjusted our approach quite radically.'
In fact, Waratah has embraced the four dimensions to
such an extent they have restructured the school's strategic
plan around them. 'Our BST and ELLA results have lifted and
there has been an overall improvement in results,' says Robyn.
'Equally important is the improvement we've seen in our
attendance levels and our suspension rate has been
dramatically reduced.'
One of the practical projects
Waratah implemented has been the introduction of portfolio
assessments for every student. Each student accumulates
progressive on-going work throughout the year - on paper and
in digital form. Furthermore, each faculty produces a
different schedule of assessment tasks and then use the
Productive Pedagogy tools to see if the tasks are appropriate.
'We're emphasising being creative, cooperative,
working academically and being aware of the community and
life-long learning. Now, students place their portfolio work
under one of those headings - it no longer comes under
English, maths, history, or whatever. They need to recognise
the relevance of their learning.
'At the end of the
year, all students do 15-minute presentations of their work at
a round table involving younger peers, parents and teachers,
explaining what they have learnt. It's been very successful.
Students have pursued teachers to find out if their work has
been marked. In the past, students would get their assessment
tasks back and it would go into the wardrobe or the bin and
never be seen again. This approach means they reflect on their
learning.'
Robyn emphasises that the program is one of
a number of initiatives the school has adopted in its
restructured strategic plan, but the Productive Pedagogy
approach incorporates many concepts into a single
user-friendly framework.
'Every single thing in
Productive Pedagogy has been around for years, there's nothing
new with this, but it synthesises everything and integrates
them all.'
Principal of Auburn Girls High School Brian
Ralph says they have adopted a less radical approach. The
school is one of four in the Granville District which is
involved in action research which can draw Productive
Pedagogy, an initiative which only started over a year ago.
The four dimensions are further subdivided into 20
different elements. Rather than tackle all aspects of the
program at once - and try to include all four dimensions into
classroom practice at the one time - they have decided to
focus on each of the dimensions separately, before bringing
them together as an integrated teaching approach.
'Teachers meet in professional learning groups to
explore each dimension and will introduce them one by one,'
says Brian. 'We're encouraging teachers to experiment with
their teaching in the classroom and have professional dialogue
with their colleagues about this. It is our intention that it
will change their way of thinking and develop their awareness.
We are introducing our teachers to individual elements and
groups of elements and then asking them to implement, reflect
and report back in a collegial and non-threatening way.'
Whatever implementation approach is used, James Ladwig
confirms the Queensland studies, as well as studies of
Authentic Pedagogy in the US (which prefaced Productive
Pedagogy in Australia), point to positive outcomes. James
Ladwig says: 'The research shows convincingly there is a
strong link between Productive Pedagogy and student outcomes,
regardless of whether they are measured and if they are,
whether this is through standardised tests or school
assessment tasks.
'Productive Pedagogy reassembles our
understanding of what good teaching is and changes the
emphasis from issues we've concentrated on in the past - the
processes and techniques of the classroom, which are
important, but not ends in themselves. It captures the essence
of what is really important - a focus on student learning
that's of high intellectual quality.'
The four dimensions of Productive
Pedagogy
Intellectual Quality
- Higher order thinking
- Deep knowledge
- Deep understanding
- Substantive conversation
- Knowledge as problematic
- Metalanguage
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Relevance
(Connectedness)
- Connectedness to the world
- Problem-based curriculum
- Knowledge integration
- Background knowledge
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Social Support
- Student control
- Student support
- Engagement
- Self-regulation
- Explicit criteria
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Recognition of
difference
- Cultural knowledges
- Inclusivity
- Narrative
- Group identity
- Citizenship
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