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Happy and Enthusiastic learning from home

Happy and Enthusiastic learning from home, Edubabble is an education-focused podcast. This episode explores how parents can help their children learn from home

https://www.aitsl.edu.au/tools-resources/resource/happy-and-enthusiastic-learning-from-home

Linking theory and practice

In this Year 8 science class at St Mary's College the science teacher leads the students through a chemistry class on molecular structure. The class commences with a review to activate prior learning which includes questioning and the students physically representing the parts of an atom. The students experiment with chemical reactions that produce colour effects, similar to those used in fireworks. The teacher establishes clear safety rules and circulates among the group to help students, St Mary’s College in Hobart was founded in 1868 and provides a K-12 education for girls (and K-2 for boys). The college has implemented the Australian Curriculum for science from Foundation to Year 10 and offers a wide variety of science subjects at the senior years including biology, chemistry and earth sciences. The college has established a Women in Science Centre and participates in a range of events including the University of Tasmania Science Fair to increase opportunities for students

https://www.aitsl.edu.au/tools-resources/resource/linking-theory-and-practice-illustration-of-practice

Resources to support parental engagement

A survey of parents / carers showed that parents had little awareness of student progress outside of regular reporting periods. Therefore, the school adopted Edmodo as a way of increasing communication with parents / carers, and also offered professional learning to parents / carers on how to use the software. The collaboration between the school and families builds in supports for students, such as letting families know when assessment tasks have been set. The school also supports personalised, The school’s Highly Accomplished Teacher runs classes for parents / carers to train them in the use of Edmodo, and oversee its implementation. This facilitates greater involvement in their children’s education. If students are falling behind, they might also be assigned a staff mentor who is then involved in liaising directly with parents

https://www.aitsl.edu.au/tools-resources/resource/resources-to-support-parental-engagement-illustration-of-practice

Intercultural understanding

The teacher of Indonesian is shown in a range of situations where her commitment to, and development of intercultural understanding is demonstrated on a classroom, whole school, intra-school and international level. Four illustrations of this include: the development of cultural task-based curriculum design; the use of a Voice Over Internet Protocol Service (VOIP) to facilitate teacher, Government school; and support for a local ‘feeder’ network of primary teachers, . She is able to transfer this understanding to teachers from neighbouring schools that she mentors. The transition from primary to secondary school can be problematic, especially with multiple languages programs. Her work with feeder primary schools is another example of her work in building

https://www.aitsl.edu.au/tools-resources/resource/intercultural-understanding-illustration-of-practice

Music connects language and social skills

The teacher greets parents as they bring children to preschool. He supports children as they engage with play activities. His warm, gentle manner is evident as he creates a climate of inclusion and quiet enjoyment. He uses music to invite children to join the group and engages them in songs and circle games where they practice English language and learn to follow instructions and work together. He reads a story to introduce concepts about similarities, differences and opposites. The teacher, Atherton Gardens Preschool is located in the City of Yarra in inner-suburban Melbourne. In this linguistically and culturally diverse setting, most children and their families have English as a Second Language. The teacher therefore focuses on fostering students’ language learning and social skills and puts considerable effort into building strong, trusting relationships with families and the community. He has developed effective strategies to involve parents in their child's learning as well

https://www.aitsl.edu.au/tools-resources/resource/music-connects-language-and-social-skills-illustration-of-practice

Seeking professional learning

The teacher explains the importance of ongoing professional learning to her development as a teacher. She describes the additional training and development she undertook as a graduate teacher at university and how that more fully prepared her for her first year of teaching. In her current school, she takes advantage of a mentoring relationship with another teacher, which involves weekly, and or fortnightly meetings to discuss teaching approaches and strategies. She also is able to view her, The teacher is an English-Spanish teacher in an Adelaide specialist language school with over 1200 students in years 8 to 12. The school is committed to high academic achievement and is also determined to meet the needs of its culturally diverse students. Fifty per cent of the students at the school have a language background other than English. The school has a policy of supporting teachers new to teaching through providing mentoring support

https://www.aitsl.edu.au/tools-resources/resource/seeking-professional-learning-illustration-of-practice

Inquiry learning in play spaces

An early childhood teacher shares how she plans for and implements a structured inquiry program working from students’ interests to achieve curriculum goals. The teacher is highly organized and has clear intentions for children’s learning. She structures and sequences children’s ‘investigations’, maintaining their engagement and scaffolding their learning. She builds in reflection, and analysis of learning captured in a Learning Story format, The two hour block called ‘Investigations’ operates four mornings a week and integrates literacy and numeracy, creative construction and arts exploration with Science Understanding and Science Inquiry Skills. The five and six year old students, who are highly motivated and self-organised, elect, problems, develop fine motor skills at the clay table, use writing and digital cameras to communicate, inquiry skills; literacy and numeracy understandings; and foundational dispositions for learning

https://www.aitsl.edu.au/tools-resources/resource/inquiry-learning-in-play-spaces-illustration-of-practice

Student experts

The teacher articulates how student experts plan and communicate with other students, in both a partner school in Indonesia, and with their peers. Students have developed their own Quick Response (QR) markers to interpret local scientific features in English and Indonesian. Student experts lead younger student groups along a bilingual nature trail interpreting the history, flora, fauna and geology of the Knocklofty trail, Lansdowne Crescent Primary School is a Foundation to Year 6 school with approximately 400 students. The school has adopted an approach to teaching science that promotes collaboration with experts in the local community and encourages students to take responsibility for their learning through peer teaching program delivery

https://www.aitsl.edu.au/tools-resources/resource/student-experts-illustration-of-practice

Learn from practising leaders

Learn from practising leaders, on their school leadership pathways, and provide fascinating insights into this rewarding role. Find out more Learn from practising, Learn from, Learn from practising leaders Take a leaf out of another school leader's book to develop and improve your own practice. Scroll screen to next content area Learn from

https://www.aitsl.edu.au/lead-develop/develop-yourself-as-a-leader/learn-from-practising-leaders

The no-language method

The teacher draws on teaching strategies informed by indigenous Australian culture, that she feels are relevant for all of her students. She uses a no-language activity to tune the students in to maths and to remove any potential confusion for EAL/D students, generated by language. The teacher also incorporates drawing into the activity, inspired by sand-drawings, to facilitate the sharing of knowledge and collaboration, of the surrounding community with a large number of families who speak English as a Second Language. 25% of students identify as Aboriginal and Torres Strait Islander, and a further 30% of the students have Vietnamese, Thai, Filipino, Japanese, Indonesian, Cambodian, Spanish, Dutch or Chinese cultural, with a current focus on literacy improvement and the implementation of Visible Learning approaches

https://www.aitsl.edu.au/tools-resources/resource/the-no-language-method-illustration-of-practice
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