Quality Teaching: A Sample of Cases

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The first space to be modified was the specialist area. On a shoestring budget, the school opened up the space into a large, open, flexible learning area and was creative with furniture. Now a student can seamlessly work, for example, on designing and building a chair using a range of technologies and materials. Teacher desks were removed and teachers now use a teaching station when working in these spaces.

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Desks and chairs for students were removed and replaced with a variety of flexible furniture options. Breens Intermediate in Christchurch is a decile 7 school for year 7 and 8 students. The school operates out of prefabricated, relocatable buildings that were all built around The school focused on reflective practice. They started changing the management structure to a more coaching and mentoring lead-teacher model, each with their own strengths.

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The school participated in a lot of professional development, but were also proactive about things like teachers providing feedback to each other. In this way learning became more visible and collaborative. Woolston School is a decile 2 school in Christchurch that caters for years 1—8 age 5 to The school operates out of a mix of older and newer buildings. Years 1—2 and the bilingual classes are now located in newly established relocatable buildings which are open teaching spaces and an example of modern learning environments.

Years 3—5 are located in a learning studio-style block which has four teaching spaces that open into a common space and years 6—8 are located in s blocks which are single cell teaching spaces.

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Eventually, it leads to the consecration of your vision through classroom dynamics, which is an outstanding outcome for your efforts. I — How is a good teaching note structured? The following components are not all mandatory but strongly recommended: Synopsis: This part being the first contact with the case, the author should give a general view of the case. Learning objectives: This is a list of what the student should be able to do after having discussed the case.

Teaching plans: In this part, the case author explains the potential roadmaps for classroom discussion, by giving explanations mainly about the teaching phases, the work teams, the assignments presentations, role-plays… , the timetable of the session as a whole and the detailed timing for each phase.

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Placement of the case in the course: The author suggests possibilities of placing the case in the course, according to the learning objectives, the prerequisites, the audience and the case type. Case analysis: This is the key part of the teaching note.

Teaching aids: Here, the author lists and provides all the material that could help faculty to use the case: videos, presentations, Websites, worksheets, advertising material, product samples, annual reports… Teaching experiences feed-back: This part is written after the first classroom tests, which mainly aim to verify the following aspects: The case meets the announced learning objectives, The teaching plan is realistic, The students are able to deal with the case situation, The students are able to indicate the missing information, as well as organize, classify and combine available data, The students understand the usefulness of the case study, The placement of the case in the course is relevant.

Listing these elements helps the instructors to gain knowledge about how to manage discussion sessions, and get feedback about previous discussions of the same case errors, traps, misunderstandings, lack of information, typical mistakes made by the students, etc. Background reading: The author suggests some readings for the students to do prior to the case discussion, in order to prepare it correctly. II — What is the best drafting process for the teaching note? Starting with the teaching note also helps the author to structure the case and data collection.

Once this phase is over, the drafting of the case is done along with its teaching note. The teaching note is finalized only after one or two tests, preferably with different audiences. This stage provides feedback from the instructor as well as from the students, about possible errors or improvements. III- What are the frequent mistakes when producing a teaching note? The teaching note and the case are mismatched, especially when the teaching objectives are not achievable. The answers given in the teaching note are either impossible, or too easy for the students to find.

The teaching note has too little information to allow faculty other than the case author, to teach the case. The teaching note includes too few different solutions to the case questions, which prevents faculty from using the case optimally. The author omits to highlight some details considered as obvious. Only in nine out of the 47 countries more than two of the applied indices indicated an unsatisfactory model fit. Whether a teacher education program had had a major focus on mathematics or mathematics education did not significantly predict InQua.

Still, as with teacher education level, students in classrooms demonstrating stronger mathematics achievement were in the overall international analysis more often taught by a teacher who had majored in one of these fields. However, the current measures in both the teacher and the student questionnaires fail to fully represent the depth and breadth of the concept of instructional quality.

The three core aspects in the measure of InQua that we applied clarity of instruction, cognitive activation, and supportive climate are represented by two items only. Each of these aspects represents separate and relatively broad and many-faceted constructs by themselves, which should be reflected in future studies. Furthermore, classroom management is a vital dimension of instructional quality not included in the generic teacher questionnaire.

And not the least, as discussed already, the construct used in this chapter is based on generic questions, while it would provide more fidelity to the analysis if a measure specific to the quality of the mathematics lessons had been applied. In future surveys, priority should rather be given to the improvement of context sensitive measures of instructional quality. Frequency of different specific activities may not represent an ideal way to assess the quality with which these activities are carried through. Some actions probably occur relatively often in high quality teaching for instance, summarizing at the end of the lecture , while others would probably need to be used less often in order to represent an optimal quality for instance, working on problems with no obvious solution.

Alexander, R. Culture and pedagogy: International comparisons in primary education.


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West Sussex: Wiley-Blackwell. Google Scholar. Bandalos, D. Item parceling issues in structural equation modeling. Schumacker Eds. Bandura, A. Social foundations of thought and action: A social cognitive theory. Baumert, J. American Educational Research Journal, 47 , — CrossRef Google Scholar.

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Benware, C. Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21 , — Bishop, A. Mathematics education in its cultural context. Carpenter, J. Koehler Eds. Assessment of teacher knowledge across countries: A review of the state of research. Homogeneity or heterogeneity? Profiles of opportunities to learn in primary teacher education and their relationship to cultural context and outcomes.

ZDM, 44 , — Family background, entry selectivity and opportunities to learn: What matters in primary teacher education?

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      Quality Teaching: A Sample of Cases Quality Teaching: A Sample of Cases
      Quality Teaching: A Sample of Cases Quality Teaching: A Sample of Cases
      Quality Teaching: A Sample of Cases Quality Teaching: A Sample of Cases
      Quality Teaching: A Sample of Cases Quality Teaching: A Sample of Cases
      Quality Teaching: A Sample of Cases Quality Teaching: A Sample of Cases

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