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Quality Teaching and Learning Model (1st Dimension (Intellectual Quality),…
Quality Teaching and Learning Model
1st Dimension
Intellectual Quality
1st element
Significant Knowledge
Refers to
important ideas
deep knowledge
has three components
component one
basis of a subject made up of concepts, central ideas and principals
component two
web of relationships between central idea
component three
relationship that exists between central ideas other disciplines or subjects knowledge
basic idea
if knowledge is not understood then it wont make sense in bigger picture
2nd element
Deep understanding
key idea
Being able to unpack concepts with understanding
teachers must teach for understanding
done by
don't focus on memorization but rather understanding
provide detailed explanations
Encourage reflective thinking of topics learnt
Provide opportunities to test understanding and give feedback
explain the difference between deep and surface understanding on concepts
Put deep understanding int a realistic and relevant context
3rd element
Conditional knowledge
basic idea
knowledge that is circumstantial
Encourage learners to ask questions
What are the conditions to knowledge being true?
Any Assumptions?
Which perspective are we backing?
Why is information given or shown in this manner?
Who are the believers?
Why do people believe this knowledge
knowledge is not fixed
4th element
Higher order thinking
basic idea
critical thinking with application to content
blooms taxonomy
accounts for modern theories
continuum of cognitive processes
remembering
processing
applying
analysing
evaluating
creating
requirements from learners
explin
generalise
synthesise
hypothesise
interpret
construct new knowledge
5th element
In-depth Communication
basic idea
meaningful interaction and collaboration
Teachers and students to open a dialog
dialog is created from quality thinking
aim
extend understanding
critical actions
thinking
questioning
probing
challenging
debating
comparing
hypothesizing
focus on whats important
develops deep understanding
undestanding is tested and refined
collaboration and debate encouraged
6th element
Language awearness
basic idea
mastery of language in relation to students capability
understanding conditions
teacher ability to explain ideas
students language capabilities
requirements
knowledge on how language works
influence on thinking, emotions and understanding
language grounded in knowledge
metalanguage
2nd dimension
Quality Learning Environment
1st element
Explicit quality criteria
academic expectations made known to learners
criteria of expectations
broken down
explained
constantly made reference to
2nd element
High Expectations
acknowledge
not all learners achieve same level of understanding
not all learners have similar skill levels
expectations
learning outcomes should be being met
routed in OBE
set them high
foster necessary support
tasks set
aim
create relationships
carry's interest in learning
strengthen ability and interest
3rd element
Academic engagement
procedural engagement
surface level
not enough
not quality learning
learners not active
does not link to achievement
undesired level
Substantive engagement
serious engagement
sustained interest
deliberate application
links to achievement
active learners
desired level
4th element
Social Support for learner achievement
classroom characteristics
fosters participation
fosters collaboration
breeds success
trustful atmosphere
respectful atmosphere
sense of community
climate of mutual respect
backgrounds, views and beliefs are respected
learners
encouragements
to take risks
to make attempts
hypothesise
approximate
to experience failure
educators
attitude towards learners
encouraging
accepting
value attempts and efforts
responsive
5th element
Learner self regulation
aim
learners control and direct own learning behavior
achieved by
goal setting
deliberating over learning strategies
tracking own progress
acting autonomously
taking initiative
purpose driven modification
persistence
teachers to provide a scaffolding support structure
social and individual process
6th element
Learner Choice
learners
given as much choice as possible
creates better understanding and involvement
teacher
to act as guide
to focus students
3rd Dimension
Significance
1st element
Background knowledge
basic idea
know learners prior knowledge and build on it
prior knowledge
foundation for new learning
influences
beliefs
preferences
learning styles
self efficacy
procured through
personal experience
prior study
community knowledge
2nd element
Knowledge integration
basic idea
integrate subjects of learning to help create a deeper understanding
make meaningful connections
across subject concepts
see the whole subject
as related ideas
not isolated concepts
engage in classroom discussion
3rd element
Connectedness
content needs to be relevant to learners
connect content to the real world
Ways to make connections
base on personal experiences
center learning around real world problems
share work with audiences outside of classroom
4th element
Cultural knowledge
some knowledge is privileged
some knowledge is discredited
cultural prejudices
cultural inequities
cultural groups
differnt worldly experiences
distince cultural knowledge
based on
ethnicity
gender
religion
age
socioeconomic status
must be acknowledged
why
creates learning experiences
makes content meaningful
5th element
Inclusivity
involve all learners
embrace diversity
encourage uniqueness
embrace all backgrounds
embrace all cultures
foster collaboration across a multitude of platforms
6th element
Narrative
use cultural knowledge as a teaching strategy
what
stories that bring concepts to life
based on
constructionist approach
3 characteristics
believable
entertaining
memorable