Quality Teaching Framework (QTF) Review of Class Lesson and occurrence of QTF elements
QTF Dimensions
Intellectual Quality 1. Deep knowledge · · ·
Is new knowledge being related to the old? Is new material continually being fitted into a framework? Are past knowledge and concepts used to clarify new concepts?
2. Deep understanding ·
Are students given the opportunity to make new knowledge "their own" by expressing it in their own words and relating it to other situations?
3. Knowledge as problematic ·
·
·
Is time given to look at how knowledge has been constructed and encoded through language? Is there discussion on how the construction of knowledge relates to power and who has constructed the knowledge? Is there an awareness that knowledge changes according to various cultural and social influences?
4. Higher-order thinking ·
Is higher-order thinking occurring, such as analysis, evaluation, design, synthesis and decision-making?
5. Metalanguage ·
To what extent does the teacher talk about or discuss explicitly how language works, aspects and characteristics of language and text?
6. Substantive conversation · · · · ·
Are student questions and input valued? Is time set aside for questions and discussion? Are students encouraged to build on each other's ideas? Does the teacher make efforts not to monopolise talk? Does the teacher give credit to all other insights?
Occurring (Yes/No)
QTF Elements observed. Justify
QTF Dimensions
Significance 7. Background knowledge ·
Are links with students' background knowledge made explicit?
8. Cultural knowledge ·
Does the lesson acknowledge and value subgroup cultures?
9. Knowledge integration ·
Does the lesson integrate a range of subject areas?
10. Inclusivity ·
Are deliberate attempts made to increase the participation of the range of students?
11. Connectedness ·
Is the lesson connected to competencies or concerns beyond the classroom?
12. Narrative ·
Does the lesson include personal experiences, biographies or historical accounts?
Quality Learning Environment 13. Explicit quality criteria · · ·
Are the objectives of the lessons made explicit? Are the criteria for judging student performance made explicit? Are students made aware of expectations and standards?
14. Engagement ·
Are students engaged and on task during the lesson?
15. High Expectations ·
Are students encourages to take intellectual risks?
16. Social support ·
Is the classroom characterised by an atmosphere of mutual respect and support among teacher and students?
17. Student’s self – regulation ·
Are the students engaged with the activity so that the teacher does NOT make explicit comments on student behaviour?
18. Student direction ·
Do students determine specific activities or outcomes of the lesson?
Occurring (Yes/No)
QTF Elements observed. Justify