Productive Pedagogies

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Educational environments that provide opportunities for meaningful and insightful conceptual understanding are essential for effective student learning. Teaching practices have progressed beyond didactic teacher-focused methodologies and now aim to actively engage students in the learning environment. The Productive Pedagogies framework emerged from the Queensland School Reform Longitudinal Study, a 4 year observational study of teaching practices in Queensland classrooms (Queensland School Reform Longitudinal Study, 1999). Productive Pedagogies provides a set of educational principles for teachers to use to guide lesson design and facilitate critical reflection to ensure that all students are intellectually challenged in the classroom.
There …show more content…
And what are these people doing to the size of the snacks?”
Students: “Making them bigger.”
While the students demonstrate understanding of the concepts within the article, this discussion does not develop into deeper discussion of the theories that underlie the objectives of the lesson. While the dialogue at this stage of the lesson progresses marginally beyond Initiate-Respond-Extend sequences in that the student responses are not monosyllabic, there is little development of intellectual substance and the questions that are raised following the exchanges are again initiated by the teacher. There are broader concepts within this dialogue that the teacher could have used to extend the students’ knowledge within the context of the lesson, however the teacher moves swiftly on to the experimental aspect of the lesson at this stage.
A further example of the absence of substantive conversations occurs as the teacher models the experiments the students need to carry out on their food samples. After adding the chemical components to control samples the teacher asks the students to observe the reaction.
Teacher: What’s happened to that?”
Students: …show more content…
There is no provocative or even guided questioning from the teacher that would facilitate higher order thinking (e.g. “what do you think the cloudiness indicates?” or “does anyone know what might be happening here?”), hence the students do not generate new meanings from the lesson, nor develop deep understanding linking the experiments with the lesson objectives. The learning environment does not challenge the students to generate hypotheses about the outcomes of the experiment they are asked only to replicate the tasks the teacher has modelled to them. While deep reflection on the outcomes of the experiments is not demanded, the students are required to demonstrate some higher-order thinking and present their conclusions from the experiments. Experimental results obtained between groups in the class differ, however these discrepancies are not acknowledged or debated although this would provide an opportune occasion to challenge the students thinking and initiate substantive discussion to facilitate knowledge transfer and retention. A strategy that may have been useful to facilitate a lesson that achieves higher intellectual quality, may have been to use the Predict-Observe-Explain teaching strategy (ref). Had the students been asked to predict
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