- Gwinnett County School District
- Quality-Plus Teaching Strategies / SEL
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Quality-Plus Teaching Strategies
SEL Crosswalk
Introduction
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Social and emotional needs serve as a foundation for achieving academic goals. The Quality Plus Teaching Strategies (QPTS) are at the core of academic instruction. This QPTS/SEL Crosswalk provides an opportunity to teach and model social and emotional competencies needed to engage in the learning process.
Why Have Quality-Plus Teaching Strategies?
The Quality-Plus Teaching Strategies, originally developed by Gwinnett County Public Schools educators in 2006, identify the evidence-based pedagogical strategies supported by the district for use in every classroom. Quality-Plus Teaching Strategies are strategies that lead to optimal student learning. These strategies are based on the study of effective teaching, or pedagogy. When these sound pedagogical strategies are used in the classroom, they will address the needs of the learner and, therefore, be the most efficient and effective path to learning.
By identifying a core of cross-subject, cross-grade level strategies that are proven to be effective, Gwinnett County Public Schools is assuring that all students have the very best opportunity to learn the Academic Knowledge and Skills in their courses of study. The Quality-Plus Teaching Strategies represent the priority instructional methods that Gwinnett teachers will use for students to learn the content, and this helps teachers know how to focus their instruction.
In order to use the strategies effectively, teachers need to become well versed in the practical application of each strategy. They need to know how to select among the strategies for what is most effective for the specific content they are teaching and the characteristics of the learners. And then, they need to know how to best implement the selected strategy(ies) to result in optimal student learning.
Why Refresh Now?
The Quality-Plus Teaching Strategies have been a part of how Gwinnett does teaching and learning for more than ten years. The original strategies were selected based on:
- the evidence in research and practice for their high degree of effectiveness;
- the effectiveness of the strategies across grade levels and subject areas;
- use of strategies by schools that experience high levels of student achievement, especially those with the most challenging populations of students.
Although there is no question that the original strategies continue to be effective, district leadership recommended a review of current research – what has been compiled in the last ten years – to confirm the continued use of the strategies, and/or to update the selection of the strategies if the research supported it.
After a review of the current body of literature on effective, evidence-based pedagogy, the task force charged with the work determined that the original thirteen strategies continue to represent the best in pedagogical practice. However, the research pointed to some areas where the original strategies could be clarified and enhanced, and where teacher training and practice could be expanded.
A Look at the QPTS Coherence Framework
The Instructional Core
The instructional core at the center of the QPTS wheel demonstrates the cyclical relationship between the teacher – his/ her choices for and delivery of instruction, the student – his/her identified learning needs and learning preferences, and the content expectations. Effective instructional planning takes all of these factors into consideration, determining which QPTS should be used for instruction based on the content and the student’s learning needs.
Three Foundational Strategies
The outer ring of the QPTS features the three foundational strategies – Literacy (Listening, Speaking, Reading, Writing), Assessment and Feedback, and Student Goal-Setting. These three strategies should be present throughout each instructional unit. Planning for instruction should begin with an understanding of where students are in their learning of the content (through assessment), assuring that students understand their learning goals and are able to communicate and plan for their own learning, and identifying students’ literacy needs in relation to the content (i.e., do they have the literacy skills needed to make meaning of the content). Students’ engagement with and success learning the content should be assessed and feedback provided throughout the learning activities, in order to assure students are meeting learning goals and gaining required literacy skills. The three foundational strategies thus interplay throughout an instructional unit and reinforce all other strategies.
Frequently Used Strategies
The inner ring of the QPTS wheel identifies the frequently used strategies that research has shown to be most effective in student learning across subjects and grade levels. These strategies should be selected and used based on the specific content to be learned and the characteristics of the students (including prerequisite learning and learning preferences). The frequently used strategies may be used together as many of these strategies are interdependent. However, there also are times when a single strategy will prove most effective.
Technology—Enhancing and Supporting the Other Strategies
Technology, the final strategy, is interwoven between and among the foundational and the frequent-use strategies. The use of digital content and digital resources for instruction should enhance and support the other QPTS. Technology does not stand alone, but rather is a method for employing the other strategies. Technology can enhance instructional effectiveness through increased student engagement, differentiation of instruction and learning, and/or giving students ownership of their own learning.
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For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.
