ce02b039_on_PDHPE_programs_and_practice__Element
To what extent are students regularly engaged in sustained conversations (in oral, written or artistic forms) about the concepts and ideas they are encountering? Teach and model skills and protocols for substantive communication e.g. active listening, turn-taking, open-ended questioning, giving constructive feedback, debating and using body language. Frame questions that facilitate reciprocal interaction, rather than just information recall and error correction e.g. ask students Why do you think that? How did you come to that point of view? How might your response differ if…? [Element] 
Substantive communication
D e e p k n o w l e d g e
D e e p u n d e r s t a n d i n g
P r o b l e m a t i c k n o w l e d g e
H i g h e r - o r d e r t h i n k i n g
M e t a l a n g u a g e
S u b s t a n t i v e c o m m u n i c a t i o n
Using the NSW model of pedagogy as a framework to reflect on PDHPE programs and practice
Element