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The gingerbread man

Two lessons, within a wider literacy unit on 'literary recounts', are taught by a pre-service teacher. In the first lesson, the teacher requires the students to listen and comprehend while she models a 'recount'. In the second lesson, smaller groups take the story of the gingerbread man, use or adapt it with puppets and models, and film it with a tablet computer. Following these lessons, the pre-service teacher discusses elements of the lessons with her mentor teacher, Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. During this period, she has been able to teach a group of younger students a literacy unit using a text based on the story of the gingerbread man

https://www.aitsl.edu.au/tools-resources/resource/the-gingerbread-man-illustration-of-practice

3c How to use effective feedback practices to support professional development

3c How to use effective feedback practices to support professional development, -Focused Feedback ReflectionConsider the following questions about the five enablers. Teacher, of the education setting. Further reading Feedback Factsheet Why is feedback important? An accurate self-image, feedback Feedback from parents and community members will most likely focus on the observed impact, Overview Feedback can help teachers and leaders understand their practice from new, . Feedback helps you to understand your teaching practice from the perspective of the people

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/3c

Evaluating personal teaching

The teacher outlines the varying ways in which she gets feedback about her teaching. From students she uses both formative and summative data to evaluate the success of her teaching strategies at a micro and macro level, adjusting approaches within and across the learning sequence. At year 11, approach. Her colleagues give her feedback based on classroom observation, as well as providing her with feedback about her overall goals and strategies, Centralian Senior College is the largest senior secondary education provider in Alice Springs. The school was established in 2005 and has approximately 600 students in years 10, 11 and 12. The video features a teacher of English, Drama and History at the College. She recognises the importance of using a range of data to improve her teaching approaches. She uses research, workplace knowledge, assessment data and feedback from her students and teaching colleagues to improve her understanding

https://www.aitsl.edu.au/tools-resources/resource/evaluating-personal-teaching-illustration-of-practice

Inclusive education fact sheet for teachers-Connecting with Teacher Assistants

Inclusive education fact sheet for teachers-Connecting with Teacher Assistants, Leadership Limited Printfriendly  Inclusive education fact sheet for teachers Connecting with Teacher Assistants This fact sheet offers tips to guide early career, full participation of students with disability. Download PDF, students to develop independence and ownership of their own learning. Offer feedback and create opportunities to receive feedback. Offer training, advice and resources where

https://www.aitsl.edu.au/lead-develop/induction/inclusive-education-fact-sheet-for-teachers-connecting-with-teacher-assistants

The Australian Framework for Generative Artificial Intelligence (AI) in Schools

The Australian Framework for Generative Artificial Intelligence (AI) in Schools, The Framework was developed by the National AI in Schools Taskforce, with representatives from the Commonwealth, all jurisdictions, school sectors, and all national education agencies - Educational Services Australia (ESA), Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Institute for Teaching and School Leadership (AITSL), and Australian Education Research Organisation (AERO)

https://www.aitsl.edu.au/tools-resources/resource/the-australian-framework-for-generative-artificial-intelligence-(ai)-in-schools

Framework for the Certification of Highly Accomplished and Lead Teachers

Framework for the Certification of Highly Accomplished and Lead Teachers, should be a positive experience for applicants and provide useful feedback that further, authorities must provide applicants with constructive, formative feedback at least once throughout, , teachers must maintain their full registration as a teacher. To renew status for a further five, Framework, certification and HALT status Framework for the Certification of Highly Accomplished and Lead

https://www.aitsl.edu.au/teach/understand-certification-and-halt-status/framework-for-the-certification-of-highly-accomplished-and-lead-teachers

Individualising student learning

The head of languages has led colleagues to identify and select appropriate teaching strategies to foster students’ achievements in learning languages and cultures, in particular through the innovative use of ICT. The teacher uses a range of ICT with her students to individualise student learning after reflecting on the struggles students were having in developing their Japanese skills. She supports colleagues to create a culture of learning in their classrooms that fosters an interest, St Patrick's College is a Catholic school for boys located in Ballarat with a diverse enrolment and students with a wide range of abilities in each class. The teacher has recently been taken part in an Action Research Project where she investigated the effect that a change in pedagogical style might have on students’ learning of Japanese script. She found that the use of ICT enabled her to effectively embed cognitive and constructivist pedagogical practices in her teaching and learning

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

Achieving explicit learning goals

The teacher structures his lessons around learning intention and success criteria, and utilises engaging and clearly defined tasks. The students investigate the various ways fractions can be described and expressed. At the end of the lesson, the teacher asks students to consider how their learnings can be applied to their everyday lives, Melton Primary School is located 44km west of Melbourne’s central business district. Melton Primary has developed a Professional Learning Community that is now deeply embedded into the culture of the school. Staff focus on learning rather than teaching, work collaboratively on matters related to learning, and hold themselves, and each other, accountable for the results that fuel continual, that students learn, building and maintaining a culture of collaboration, and focusing on results. Melton

https://www.aitsl.edu.au/tools-resources/resource/achieving-explicit-learning-goals-illustration-of-practice

Integrating science and culture

This teacher works with the cultural co-ordinators to deliver a unit on light and sound that combines modern scientific knowledge with traditional activities. The cultural co-ordinators plan the unit with the Principal and the school staff to integrate cultural knowledge with the curriculum. The clip shows a number of hands-on activities to deliver this outcome, such as using a didgeridoo, fire and torches, MacFarlane Primary School is one of five primary schools located within Katherine, and one of six schools that form part of a wider system, based on geographical groupings, known as the Rivers Cluster. Cluster schools work collaboratively to establish local educational priorities relevant to their communities. The school has resident cultural coordinators who work with teachers to run a whole school program to educate students about Indigenous culture, community and history

https://www.aitsl.edu.au/tools-resources/resource/integrating-science-and-culture-illustration-of-practice

In the Classroom - Feedback

In the Classroom - Feedback, In the Classroom See the Teacher Standards come to life In the Classroom, video commentary, feedback Ayse structures her learning environment by creating learning intentions and success criteria. Her learning maps provide opportunities for explicit feedback about how students are progressing in their learning

https://www.aitsl.edu.au/teach/improve-practice/in-the-classroom/feedback
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