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1. INTELLECTUAL QUALITY
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1.1 HIGHER ORDER THINKING
- EG) TEACHING SET THEORY USING ACTIVITY - ORDERING MISCELLANEOUS OBJECTS IN HOOLA HOOPS
- ARE STUDENTS USING HIGHER ORDER THINKING SKILLS WITHIN A CRITICAL FRAMEWORK?
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1.2 DEEP KNOWLEDGE
- DOES THE LESSON COVER OPERATIONAL FIELDS IN ANY DEPTH, DETAIL OR LEVEL OF SPECIFICITY?
- EG) DESIGN A CREATURE ADAPTED TO THE RIVER ECOSYSTEM
- ESTABLISH RELATIVELY COMPLEX CONNECTIONS TO THE CENTRAL CONCEPTS
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1.3 DEEP UNDERSTANDING
- DO THE WORK AND RESPONSES OF THE STUDENTS DEMONSTRATE A DEEP UNDERSTANDING OF THE CONCEPTS AND IDEAS?
- YEAR 12 ART CLASS WORKED COLLABORATIVELY TO DESIGN A 3D INSTALLATION FOR A PUBLIC SPACE
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1.4 SUBSTANTIVE CONVERSATION
- Does classroom talk lead to sustained conversational dialogue between students, and between teacher and students, to create or negotiate understanding of subject matter?
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FEATURES
- INTELLECTUAL SUBSTANCE
- DIALOGUE
- LOGICAL EXTENSION AND SYNTHESIS
- A SUSTAINED EXCHANGE
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1.5 KNOWLEDGE AS PROBLEMATIC
- ARE STUDENTS CRITICALLY EXAMINING TEXTS, IDEAS AND KNOWLEDGE?
- understanding of knowledge not as a fixed body of information, but as being constructed
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1.6 METALANGUAGE
- ARE ASPECTS OF LANGUAGE, GRAMMAR, AND TECHNICAL VOCABULARY BEING GIVEN PROMINENCE?
- FOCUS ON HIGH INTELLECTUAL QUALITY IS NECESSARY FOR ALL STUDENTS TO PERFORM WELL ACADEMICALLY
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2. SUPPORTIVE CLASSROOM ENVIRONMENT
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2.1 STUDENT DIRECTION
- DO STUDENTS DETERMINE SPECIFIC ACTIVITIES OR OUTCOMES OF THE LESSON?
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2.2 SOCIAL SUPPORT
- IS THE CLASSROOM CHARACTERISED BY AN ATMOSPHERE OF MUTUAL RESPECT AND SUPPORT BETWEEN TEACHER AND STUDENTS, AND BETWEEN STUDENTS?
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2.3 ACADEMIC ENGAGEMENT
- ARE STUDENTS ENGAGED AND ON-TASK DURING THE CLASS?
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2.4 EXPLICIT QUALITY PERFORMANCE CRITERIA
- ARE THE CRITERIA FOR JUDGING THE RANGE OF STUDENT PERFORMANCE MADE EXPLICIT?
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2.5 SELF-REGULATION
- IS THE DIRECTION OF STUDENT BEHAVIOR IMPLICIT AND SELF-REGULATORY?
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3. RECOGNITION OF DIFFERENCE
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3.1 CULTURAL KNOWLEDGE
- ARE NON-DOMINANT CULTURES VALUED?
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3.2 INCLUSIVITY
- ARE DELIBERATE ATTEMPTS MADE TO ENSURE THAT STUDENTS FROM DIVERSE BACKGROUNDS ARE ACTIVELY ENGAGED IN LEARNING?
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3.3 NARRATIVE
- IS THE STYLE OF TEACHING PRINCIPALLY NARRATIVE OR IS IT EXPOSITORY?
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3.4 GROUP IDENTITY
- DOES THE TEACHING BUILD A SENSE OF COMMUNITY AND IDENTITY?
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3.5 ACTIVE CITIZENSHIP
- ARE ATTEMPTS MADE TO ENCOURAGE ACTIVE CITIZENSHIP WITHIN THE CLASSROOM?
- ACTIVE PARTICIPATION IN CONTEMPORARY ISSUES EXTERNAL TO THE SCHOOL.
- ACKNOWLEDGING THAT IN A DEMOCRATIC SOCIETY ALL INDIVIDUALS AND GROUPS HAVE RIGHTS AND RESPONSIBILITIES
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4. CONNECTEDNESS
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4.1 KNOWLEDGE INTEGRATION
- DOES THE LESSON INTEGRATE A RANGE OF SUBJECT AREAS?
- EXPLICITY ATTEMPTS ARE MADE TO CONNECT TWO OR MORE SETS OF SUBJECT AREA KNOWLEDGE
- NO BOUNDARIES BETWEEN SUBJECT AREAS ARE READILY SEEN
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4.2 BACKGROUND KNOWLEDGE
- ARE LINKS WITH STUDENT BACKGROUND KNOWLEDGE MADE EXPLICIT?
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4.3 CONNECTEDNESS TO THE WORLD
- IS THE LESSON, ACTIVITY OR TASK CONNECTED TO COMPETENCIES OR CONCERNS BEYOND THE CLASSROOM?
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CONNECT THROUGH
- 1. REAL WORLD PUBLIC PROBLEMS
- 2. STUDENTS' PERSONAL EXPERIENCES
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STUDENTS TRY TO INFLUENCE LARGER AUDIENCE OUTSIDE THE CLASSROOM BY
- 1. COMMUNICATING KNOWLEDGE TO OTHERS
- 2. ADVOCATING SOLUTIONS TO SOCIAL PROBLEMS THAT PROVIDE ASSISTANCE TO PEOPLE
- 3. CREATING PERFORMANCE OR PRODUCTS WITH UTILITARIAN OR AESTHETIC VALUE
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4.4 PROBLEM-BASED CURRICULUM
- IS THERE A FOCUS ON IDENTIFYING AND SOLVING INTELLECTUAL AND/REAL-WORLD PROBLEMS?
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STUDENTS ARE PRESENTED WITH SPECIFIC PRACTICAL OR HYPOTHETICAL PROBLEMS TO SOLVE.
- NO SINGLE CORRECT SOLUTION
- REQUIRE CONSTRUCTION OF KNOWLEDGE BY STUDENTS
- REQUIRE SUSTAINED ATTENTION BEYOND A SINGLE LESSON
- REFERENCES
- IS A BALANCED THEORETICAL FRAMEWORK ENABLING TEACHERS TO REFLECT CRITICALLY ON THEIR WORK