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What works in online distance teaching and learning

with family, learn civic responsibility, and focus on social health. While barriers to online learning, their classrooms from business as usual, face-to-face learning to online or remote education. Principles, (Holmberg, 2005; Picciano, 2017). Together, these components (Figure 1) foster a learning community, , within the field of distance education there are three forms of interaction widely recognised, .) Posting update videos or lectures Using frequent formative assessments to stay up to date

https://www.aitsl.edu.au/research/spotlights/what-works-in-online-distance-teaching-and-learning

How to Do the Feedback Loop in Distance Learning

How to Do the Feedback Loop in Distance Learning, Practical tips on how to give effective feedback to students when teaching online/by distance

https://www.aitsl.edu.au/tools-resources/resource/how-to-do-the-feedback-loop-in-distance-learning

Observation and feedback - Dandenong North Primary School, VIC

Observation and feedback - Dandenong North Primary School, VIC, Dandenong North Primary School use observation and feedback as a central component of their performance and development work

https://www.aitsl.edu.au/tools-resources/resource/observation-and-feedback---dandenong-north-primary-school-vic

Primary Specialisation - Graduate outcomes stimulus paper

The paper identifies possible features of graduates with a primary specialisation. It is not intended as a comprehensive list, and is not binding. In considering the skills and knowledge of graduates with a primary specialisation, it is important to note that graduate teachers are required to meet the Graduate career stage of the Australian Professional Standards for Teachers (APST), and it is not an expectation that graduates with a primary specialisation will surpass this career stage, ). The Guideline: Primary Specialisation further explains the requirements of this Program Standard, specialisation. Providers have flexibility to design the program structure to best suit their context. In the assessment of this Program Standard at accreditation, the focus is on ensuring that graduates

https://www.aitsl.edu.au/tools-resources/resource/primary-specialisation---graduate-outcomes-stimulus-paper

Guided professional learning

The teacher describes the contributive leadership model that is used in her school. The staff conduct action research and inquiry as part of their professional learning. They explore innovation and interdisciplinarity in a science and mathematics curriculum. Each staff member has a personal professional learning plan. During a professional learning meeting, a staff member reports on team teaching and the inquiry learning surrounding it. Student feedback is a key part of the evaluations, 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 Director of Professional Learning

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

Formative assessment and online teaching- three principles and five strategies

Formative assessment and online teaching- three principles and five strategies

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-and-online-teaching--three-principles-and-five-strategies

Formative assessment and online teaching- three principles and five strategies - Dylan Wiliam

Formative assessment and online teaching- three principles and five strategies - Dylan Wiliam

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-and-online-teaching--three-principles-and-five-strategies---dylan-wiliam

Achieving learning goals

Following a science lesson by two pre-service teachers on the 'particle model', their supervisor provides them with feedback about their planning and delivery of the content. The teacher emphasises the importance of structuring the lesson to adequately meet the explicit and implicit learning goals, technologies to understand that content. Following a discussion of the lesson, the supervising teacher assists the pre-service teachers to articulate what needs to be incorporated in the follow-up, Golden Square Primary School, located in Bendigo, Victoria, is a government school with over 400 students. The school is partnered with La Trobe University and provides placements for pre-service teachers on their practicum. The school's partnership with La Trobe University extends into a program that is designed to enhance the teaching of science using ICT. The focus teacher in this video is mentoring two of the teacher candidates

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

Engaging parents/carers

The teacher outlines the importance of engaging for parents/carers in her school and demonstrates how this can be achieved responsively and respectfully. In a formally scheduled parent/carer interview, she reports clearly and accurately about a student’s progress and uses work samples to demonstrate the student’s development within her teaching program. Informal interactions with parents/carers who are visiting the class regularly, or who are involved in teaching activities, have developed, Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. The teacher has been at the school for four years. She currently teaches a Transition/year 1 class. She recognizes the importance of parent/carer engagement due to the somewhat transient nature of Alice Springs’ and thus the school’s population. Previously she has found it challenging to engage with parents/carers, and community members, but this year she has

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

Strengthening parent engagement to improve student outcomes

attend. Parents from culturally and linguistically diverse backgrounds may feel further welcomed, , such educators can help to build trust, advocate for families and the school, and facilitate further, that prioritise parental engagement can form a positive, collaborative culture that values input from, school staff, found that the vast majority of parents felt supported by the school to help, (adapted from Barker & Harris, 2020, p. 12) shows the shared responsibility between families and schools

https://www.aitsl.edu.au/research/spotlights/strengthening-parent-engagement-to-improve-student-outcomes
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