Quality Teaching Sandy Harrop 09

12 April 2023© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 1

What is Quality

Teaching?

(at this point in time)

Sandy Harrop 2009


WHAT DOES IT MEAN TO BE LITERATE?

•Literacy is the ability to use and understand those language forms required by society and

valued by individuals and communities.

• Ministry of Education 2000 Literacy Leadership in New Zealand Schools

Sandy Harrop


So … how would we describe practices that promote learning?

•Record 3 thoughts you have on a piece of paper

•Find 3 others to make a group of 4

•Take turns sharing your ideas

•Record your agreed set of ideas – no more than 3

Sandy Harrop


What do you need to know and do for this to occur?

•Use your three ideas in turn to consider what you need to know and do

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What are some of the “things that work?”

• Formative assessment, feedback, feed forward.

• Co-construction of the curriculum content and goals for learning.

• Teachers believing, and acting on the belief, that all students CAN and WILL learn, and forming respectful relationships with them on this basis.

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Components of a Literacy Programme

•Teacher Reads

•Teacher writes

•Shared reading

•Shared writing

•Guided reading

•Guided writing

•Independent reading

•Independent writing

Guiding Literacy Learners – Focus on Literacy Susan Hill 1999Sandy Harrop


Effective LiteracyPractice

Expectations

Instructional Strategies

Engaging the learners with

texts

Partnerships

Knowledge of the learner

Knowledge of literacy learning

Effective Literacy Practice Handbook Tears 1- 4 and 5 - 8


What would we see happening in our classrooms?

Teachers:

• Identifying learning needs (oral, written and visual literacy)

• Planning key teaching / learning points that use deliberate acts of teaching

• Developing learning intentions and achievement criteria

• Reading to children, reading with children and we see children reading independently

• Shared Reading, Guided Reading, Independent Reading programmes

• Shared Writing, Guided Writing, Independent Writing progammes


Strategies ...

• Feedback and feed forward

• Co-operative learning

• Questioning techniques

• Wait time

• Reciprocal teaching

• Peer coaching

• Paired activities

• Sharing of learning intentions with students

• Co-construction


We would see more of:• Individual and group teaching

• Feedback and feed forward

• Acknowledging prior learning

• Teacher interacting with students

• Co-constructing the learning

We would see less of:• Whole class teaching

• Monitoring

• Instruction / transmitting information

• Teacher at the front of the class.


Big Idea: We are learning to write

PURPOSE - what

AUDIENCE - who

Persuade or Argue Recount

Instruct

Narrate

Describe

Explain

Analyse

Content and Ideas

Structure and Organisation Language

Resources

Surface Features

Deep Features

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All new writing should begin with reading

Models Texts, teacher,

student

Knowledge

Co-constructing criteriaFor our own writing

Analysis

How this text type works

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““Would you tell me please Would you tell me please which way I ought to walk from which way I ought to walk from

here?”here?”“That depends very much on “That depends very much on

where you want to go to,” said where you want to go to,” said the cat.the cat.

“I don’t much care where –,” “I don’t much care where –,” said Alice.said Alice.

“Then it doesn’t matter which “Then it doesn’t matter which way to walk,” said the cat.way to walk,” said the cat.

From: Alice’s Adventures in Wonderland