Quality Teaching Model Analysis

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The NSW Department of Education (DoE) has developed a Quality Teaching Framework (QTF) to assist in ensuring students experience quality learning whilst benefiting those of all abilities, regardless of cultural and linguistic differences. This paper will demonstrate the relationship between the QTF and those students with English as an additional language/dialect (EAL/D).

According to research on Quality Teaching by Killen (2009), there has been a continuous strive in refining teaching models to improve on the outcomes of student learning whilst providing teachers with sufficient techniques to ensure that there is effective and high quality teaching practices and quality learning environments. The Quality Teaching model presents pedagogy as the core business of the profession of teaching and this is reiterated in the Department of Education and Training, Professional Learning and Leadership Development Directorate (2008), ‘Students can learn substantial concepts and skills given the appropriate support, a stimulating environment and the expectation that they can succeed in learning’. Killen (2009) further draws upon effective pedagogical practices by referring to three main dimensions: intellectual quality, quality learning environment and significance. These dimensions or domains form the QTF and within each domain there are six elements. The element ‘Engagement’ under the domain ‘Quality learning Environment’ will be further discussed in relation to EAL/D students. Alford and Jetnikoff (2011) state that syllabus frameworks can be ultimately used to cater for EAL/D learners’ language and literacy needs by using ‘intellectually-engaging and critical literacy pedagogy that consider the language proficiency of learners within the required curriculum’. This notion is touching base with the element of ‘engagement’ described as deep involvement and personal commitment by Nystrand and Gamoran (1991). Alford and Jetnikoff (2011) further state that the importance of active engagement is primarily through talks. For example, jigsaw activities incorporate the use of various media giving the opportunity for EAL/D students to use images, use of music and sound or videos such as those found on YouTube. In this way the students are able to associate with each other and communicate in varying ways prior to a class performance or presentation. Before presenting students are able to build ideas and the confidence to speak. In this occurrence language becomes less of a barrier and more of a progressive learning tool. The use of jigsaw activities prove to be beneficial as the concept of engagement becomes evident through participation due to the structure of the learning plan/program. As stated in NSW DET (2003), for a high quality-learning environment, it is required that there is high engagement with behaviours such as continuous interest and attentiveness, enthusiasm and working seriously with a sustained focus. Killen (2009) reiterates that there must be a sustained interest alongside specific cognitive strategies. This occurs when students are actively being engaged and participate as seen through group activities like
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Taylor (1997) refers to the three major components of Vygotskys theory similarly, but rather describes the first two as: internalization of auxiliary culture means and the interpersonal or social process of mediation. ZPD appears in literature numerous times as being a very prominent component of Vygotsky’s theory specifically in Gibbons (2002) and Swan …show more content…
It closely relates to education. As cultural tools are not genetically inherited, education is prime in introducing children to cultural tools whilst developing new psychological qualities, as a consequence, translating to abilities of the child. Through others, such as teachers, who provide children with cultural tools for thinking and creating, it creates a space for them to ‘become’ themselves. Swan (2006) recognizes teachers, as one to deliver ‘scaffolding’ for learning and this is vital when considering how much interaction is needed for these resources to become internalised. Kozulin (1990) describes internalisation as a process where cultural artifacts, including language, take on a psychological function. Further to this point, the work of Light et. Al (1991) explains Vygotsky’s view of ‘Through others we become ourselves’ as a process of cultural development expressed in a logical form. Essentially, the author speaks of creating ‘personality’ from individual functions. This happens at an external and internal level. It is important to keep in mind now how ZPD works. VanPatten and William (2015) simply describe this component of Vygotsky’s theory as the difference between what an individual can do independently and what they are able to do with mediation such as adult guidance and assistance. The ZDP is vital when considering education as it demonstrates that children in

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