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 ·
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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