A quick case study using the IOI Pedagogical Quality Framework

A quick case study using the IOI Pedagogical Quality Framework

In yesterday’s post I outlined the IOI pedagogical quality framework. In today’s post I will use the IOI pedagogical quality framework to retrospectively define pedagogical quality at a school at which I taught. Note: it has been more than six years since I taught at this school, and therefore this most is not meant to describe the school’s current beliefs about what constitutes pedagogical quality. Also, my views are a singular view based on my experience, there are many aspects of student learning that occurred off campus that I was not involved in.

This school was a specialist school for students with mild to moderate intellectual disabilities in Melbourne’s north.  I was employed as the ICT Leader, and it was my role to promote technology-based innovation across the school. You can read about some of the things we did in the document Concord School Web-Based Social and Collaborative Learning.

Using the IOI Pedagogical Quality Framework how would I describe pedagogical quality that I was advocating? Let’s explore each of the four dimensions:

1. Educational Goals
In Victorian schools at the time the Victorian Education Learning Standards set the curriculum. Given our school cohort, we also created extra lower levels to complement the VELS for english and mathematics. That said, curriculum goals that covered skills, competencies and ways of thinking were given a lower priority than they are given at most mainstream schools. Developing students as creative individuals wasn’t a really a priority either, however developing students as positive members of society definitely was. For our students priority was given to developing social, communication, and travel skills; skills that other students would develop outside of school, in order to prepare them to positiving participate in society in their post school lives.

2. Teacher Role and Moral Purpose
Having previously taught at a mainstream primary school, my beliefs about teaching and learning, and my role as a teacher, was probably an even mix between developing positive relationships, imparting knowledge, and searching for new ways to improve student learning. At this new school my role as teacher and school leader definitely was much less about imparting knowledge to students and much more about developing relationships, and finding new ways to improve student learning and teaching practice.

My personal beliefs viewed modern technologies, particularly one to one laptops, as a driver for student learning that was more inquiry-based, enabling students to follow their passions.

3. Student Needs
For students with mild to moderate intellectual disabilities a major need is to have age appropriate learning experiences. For example, a fifteen year old who reads at the level of a seven year old has trouble finding age appropriate texts. Mostly due to this many of the higher functioning students in particular didn’t deeply engage in their learning. Their awareness of their situation and their post school options led to many of them lacking confidence. Additionally as most of society assumes people do not have disabilities, many services and groups that others take for granted are difficult for these students to access, and fully participate with.

4. Compelling Opportunities
Around this time, I was began teaching at this school in 2006, Web 2.0 was just starting and I believed that it provided a compelling opportunity for student learning. Social communication and micro communication, such as liking, offered simple age appropriate and interest appropriate learning opportunities. Social communities such as Flickr, social bookmarking, blogging, and other web 2.0 activities appeared to offer powerful opportunities for learning that would enable students to engage in rich social interactions beyond their immediate community and circle of friends.

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This post has hopefully illustrated how the IOI Pedagogical Quality Framework can be used to measure pedagogical impact. Participants at the IOI Weekend will gain expertise in using this framework.

You can download a printable version of the IOI Pedagogical Quality Framework which is creative commons licensed here.

A free fast paced three-hour taster on Friday night will provide you with a shorter experience of the IOI Weekend. This is a free event and will be held at:

May 15th 6PM – 9PM at New Era Melbourne
Level 2 141 Capel Street North Melbourne VIC 3051

Over three hours we will give you a taste the IOI Process highlighting:

  • IOI Pedagogical Quality Framework,
  • IOI Learner Development Profile,
  • the Modern Learning Canvas,
  • how pedagogical quality, effectiveness and capacity can be measured,
  • and get you on your way to develop an Innovation Thesis.

Please RSVP to if you intended to join us to help us with catering (light finger food and drinks.)

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