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Girls writing club

At a school in remote Western Australia, the teacher has identified a group of Aboriginal girls from years 4, 5 and 6 who require further English literacy support. The teacher takes the group of girls out of their regular classes to work in a small group on planning, drafting, editing and ‘publishing’ a story. The teacher has created a safe environment where the students can have their individual literacy needs met and create a piece of work in the form of a book which can be viewed, The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a transient and diverse student population due to the town’s mining industry. In the Girls Writing Club, the students have previously watched short films to plan their creative writing stories and the teacher has used craft to engage the students in the task of publishing a book

https://www.aitsl.edu.au/tools-resources/resource/girls-writing-club-illustration-of-practice

Engaging all students

A group of colleagues work collaboratively to evaluate a recent mathematics unit that they taught and plan next steps in the teaching and learning process. The teacher guides the professional conversation to focus on engaging all students in mathematics lessons. She shares ideas from her own exemplary practice and knowledge, and structures the meeting to model specific strategies to fully engage the teachers in the evaluation and planning process, The school is a non-government school in a provincial setting. The teachers involved in the planning meeting teach Year 5 classes of between 20 and 25 students. The teachers meet weekly to evaluate and plan their mathematics program together. They are implementing a new program this year, which features an inquiry methodology with central ideas explored by students, through structured, authentic, with enhancing student learning and teacher professionalism as the focus

https://www.aitsl.edu.au/tools-resources/resource/engaging-all-students-illustration-of-practice

Wrap around care supports learning

In this classroom comprising 3–5 year olds, the teacher and assistants greet each child warmly and help them settle to a learning activity. The focus teacher interacts with several children as they engage in different tasks. One child is constructing a car out of boxes, another is working on a mathematics activity to record large numbers, and a third is matching cards with visual similarities and differences. The teacher demonstrates quiet patience, courtesy and responsiveness as she scaffolds, and family’s needs. Every day, they greet arriving families and establish a close attachment with each, The setting provides sensitive 'wrap around' care for vulnerable children and families who encounter multiple disadvantages and who would not normally access a preschool program. Educators work, to continue the child’s progress. Learners at the Centre work towards learning outcomes from approved early years learning frameworks

https://www.aitsl.edu.au/tools-resources/resource/wrap-around-care-supports-learning-illustration-of-practice

Summer Chill List

, Phosphorescence.” – Paula, Project & Policy Officer, People & Culture Strong Female Character by Fern, and inflections add an extra layer to what’s already a fascinating and funny read.” Lessons in Chemistry, : Freediving, Renegade Science, and What the Ocean Tells Us about Ourselves by James Nestor “Just finished this wild ride on free diving, our connection to water, understanding marine life, fringe science, by Tom Greever "While focused specifically on life as a UX designer, I found this book to be really

https://www.aitsl.edu.au/campaign/end-of-year/summer-chill-list

Inventions and discoveries in Asian studies

Kate Huon is a Grade 3 teacher at McKinnon Primary School. In this illustration Kate team teaches with a colleague who has attended professional learning about Asian studies. The lesson is linked with an inquiry-based unit of work about modern inventions and discoveries. The focus of this lesson is about discoveries in China and the central idea is that exploration leads to discoveries. All teachers at the school plan collaboratively and often team-teach in each other’s classes when, McKinnon Primary School is a Primary Years Program (PYP) school with 780 students, teaching the International Baccalauréat (IB). All learning at the school is based on the IB inquiry methodology. The school is finding ways to implement the Asia priority within the existing PYP curriculum especially in the Community Engagement domain of the IB. The school is implementing the Asia priority in the Australian Curriculum and it is implementing it within a PYP framework. The school is not formally

https://www.aitsl.edu.au/tools-resources/resource/inventions-and-discoveries-in-asian-studies-illustration-of-practice

Leading science and mathematics at ASMS

The teacher provides the context of the school, discussing the use of contemporary teaching and learning spaces and ways of teaching STEM (Science, Technology, Engineering and Mathematics). She discusses how the ASMS is able to use the 'fertile question' to teach English in an interdisciplinary science- and mathematics-based context. This is a model of how science is conducted outside of school. The students have a voice and contribute to the construction of the fertile question. The school, The Australian Science and Mathematics School has a specific focus on science and mathematics education, while at the same time embedding other curriculum areas such as the humanities into that learning. It is located on the Flinders University campus. The teacher is the senior leader of interdisciplinary curriculum

https://www.aitsl.edu.au/tools-resources/resource/leading-science-and-mathematics-at-asms-illustration-of-practice

‘Who am I?’ puzzles

Here, the graduate teacher outlines her plans for an English lesson about fairy tales and nursery rhymes. In teaching these, she uses language appropriate to her students’ language levels. She experiments with group work and technologies to deepen their understanding and to engage them in the learning. In a later reflection following the lesson, she expresses confidence in her choice of resources to support her teaching, As part of a wider introduction to, and study of fairy tales and nursery rhymes, the graduate teacher deepens her students’ understanding of character and narrative through experiential learning. She divides the class into small groups, where each student must select a prop and be photographed for a ‘Who am I?’ puzzle. Each digital photo is displayed on the IWB during the class. The teacher reflects that the use of ICT increased student engagement and provides opportunities for the reuse

https://www.aitsl.edu.au/tools-resources/resource/who-am-i-puzzles-illustration-of-practice

CEO Blog July - Unlocking the transformative potential of virtual reality for preparing future teachers

CEO Blog July - Unlocking the transformative potential of virtual reality for preparing future teachers, reality for preparing future teachers From the CEO Artificial intelligence, and augmented reality. And some of our universities are at its forefront. Over the past few months, we, teaching competencies. I’m looking forward to seeing further development and expansion of innovative, the transformative potential of virtual reality for preparing future teachers You are currently, feedback, and develop inclusive teaching practices in a safe and supportive setting. The benefits

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog-july---unlocking-the-transformative-potential-of-virtual-reality-for-preparing-future-teachers

Dictogloss for EAL/D students

The teacher guides the class to develop their English language proficiency through a Dictogloss activity that involves listening, talking together, writing and reading back. The teacher directly scaffolds students’ learning through explicit explanation of the task, reading of a model, facilitating oral reconstruction, providing requested vocabulary and sentence structure, and helping students negotiate meaning. The activity provides progressive layers of support, building students’ confidence, The multilingual students in this Year 8 class have been assessed as needing targeted support to develop their English proficiency and are working with an English specialist as an additional language/dialect (EAL/D) teacher. The teacher has designed a program that provides cultural and English language content with a focus on accessing the mainstream curriculum and mastering the socio-linguistic demands of its assessment tasks. Here the unit of work is on folktales from around the world

https://www.aitsl.edu.au/tools-resources/resource/dictogloss-for-eal-d-students-illustration-of-practice

Moderating student work

Here a Year 1 teacher works with a colleague to analyse a sample of student work. The teachers identify the strengths and areas for improvement in writing and set learning foci and instructional teaching strategies for future learning, The school has an increasing number of students from language backgrounds other than English. Staff regularly work together to analyse student learning. A range of tools are often used to determine the learning needs of students

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