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Dispelling scientific misconceptions

The teacher uses models to teach a Year 7 class about eclipses. She engages the students by encouraging the building of individual knowledge followed by a quiz to gauge understanding and to adjust the pace of the lesson. Student-built props are used to demonstrate students’ understanding and to dispel misconceptions. The students' literacy and comprehension skills are strengthened using a tactical reading strategy, The teacher uses models to teach a Year 7 class about eclipses. She engages the students by encouraging the building of individual knowledge followed by a quiz to gauge understanding and to adjust the pace of the lesson. Student-built props are used to demonstrate students’ understanding and to dispel misconceptions. The students' literacy and comprehension skills are strengthened using a tactical reading strategy

https://www.aitsl.edu.au/tools-resources/resource/dispelling-scientific-misconceptions-illustration-of-practice

Building a sustainable teaching workforce

%) and dropped further for the period from 2015 through 2017 (55-58%). Four-year completion rates, teacher education (ITE) commencements decreased by 19% from 2017 to 2018, with a further 1% drop from, and has promised 1.5 fewer face-to-face teaching hours for each teacher next year at a cost of $700, programs in recent years, falling completion rates are likely to worsen as fewer pre-service, considerably in 2018 by 19% (28,894) and dropped a further 1% in 2019 (28,694). By all indications from

https://www.aitsl.edu.au/research/spotlights/building-a-sustainable-teaching-workforce

Leading science at Telopea Park School

The leaders and teachers in this Canberra school describe the central focus on inquiry learning in the International Baccalauréat program. Their efforts to support this through science teaching and learning are based on robust research and method. They discuss the importance of students developing essential scientific skills through broad exposure to experiments, data collection, analysis and reporting. They confirm the emphasis placed on scientific literacy and the contexts – both local, Telopea Park School was established in 1923, and since 1984 it has been a bi-national French-Australian school. The school operates with three streams, a K–6 bilingual stream, an English-French Stream 7–10 leading to the French Baccalauréat and a comprehensive 7–10 English stream. All secondary students undertake the Middle Years Program of the International Baccalauréat. The school is located in central southern Canberra, and has an international character with over 70 nationalities

https://www.aitsl.edu.au/tools-resources/resource/leading-science-at-telopea-park-school-illustration-of-practice

Using the Internet for research

. When implementing the lesson, the teacher emphasises the need to follow a sound, agreed process when undertaking research online. The colleague observes the lesson in order to give feedback, Santa Maria College is a years 5–12 Catholic school for girls. It has an enrolment of approximately 1200 students. The College is located between Perth and Fremantle. To ensure consistency in teaching safe, responsible and ethical use of ICT, teachers at the school have developed lesson plans that can be adapted to a range of teaching contexts. Within the school, teachers use collegiate discussion and classroom observation to share experiences of what teaching strategies are useful

https://www.aitsl.edu.au/tools-resources/resource/using-the-internet-for-research-illustration-of-practice

Authentic teaching techniques

The course being taught, Body in Question, is an interdisciplinary course that includes elements of biology, physics and the humanities. Because the school utilises team teaching, the teacher examines what the students have retained from the previous lesson with a different teacher. She manages her classroom through respect and amiability, rather than the exercise of power. She works systematically towards specific learning goals. Activities often include innovative practical tasks that engage, The Australian Science and Mathematics School (ASMS) has a specific focus on science and mathematics, while at the same time embedding other curriculum areas such as the humanities in that learning. It is located on the Flinders University campus

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

Using success criteria

The teacher is working towards full registration at the Proficient career stage of the Standards. She uses a number of activities to engage students in using mathematical skills, particularly multiplicative thinking. The teacher uses questioning techniques that encourage students to select or develop their own approaches to solving the maths problems. The teacher tracks student progress against the lesson's success criteria as a means of responsive, ongoing assessment. Particular note is made, that is now deeply embedded into the culture of the school. Staff focus on learning rather than, , accountable for the results that fuel continual improvement. Their shared mission, vision, and values, of collaboration, and focusing on results. Melton Primary School staff meet for an hour each week to engage

https://www.aitsl.edu.au/tools-resources/resource/using-success-criteria-illustration-of-practice

Art room 2.0

for the development of a painting but in a different form. The collection of students’ work online along with the feedback they provide each other allows the teacher to target the learning needs of those students who require further development of technical or critical thinking skills, Daylesford Primary School is located in a historical town 100 km north west of Melbourne in the Central Highlands area. The school has a current enrolment of 275 students from a diverse community drawn from the extensive hospitality industry, rural outlying locations and the small commercial town centre

https://www.aitsl.edu.au/tools-resources/resource/art-room-2.0-illustration-of-practice

Cyberbullying

The Health Education teacher highlights some of the sensitivities involved in teaching issues such as cyberbullying. She begins her lesson by drawing on students’ prior knowledge and understanding and with a group thinking strategy. The teacher organises students into small groups based on learner characteristics so that no individual dominate discussions. She feels that her selection of a range of ICT resources supported learning, stimulated discussions and enhanced the topic, This edited video is extracted from a Health Education lesson on cyberbullying. The actual lesson formed part of the mandatory Years 7–10 Personal Development, Health and Physical Education curriculum in New South Wales. The lesson was developed and taught to a Year 8 all girls class. The class was comprised of students from performing arts and non-performing arts programs. The students in the class were deemed by the teacher to be at different developmental stages and to exhibit a range

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

Modelling literacy conferencing

A classroom teacher who is also a literacy leader models effective teaching strategies that address the learning strengths and needs of students from diverse linguistic and cultural backgrounds. Here the teacher models the strategy of conferencing and the use of a ‘running record’ to record anecdotal evidence of the student’s literacy needs, The school has many students from diverse language and cultural backgrounds. This is a Year 1 writing session where the students are using the recount instructional strategy to write their own stories about a recent excursion. A Year 3 teacher who will teach Year 1 the following year has come in to observe how her colleague structures the writing hour. A post-lesson discussion allows the teacher to clarify her understanding of the strategies used in the lesson to further improve student

https://www.aitsl.edu.au/tools-resources/resource/modelling-literacy-conferencing-illustration-of-practice

Teaching - A valued profession

generally do not feel appreciated for their work. In contrast, teachers from Asian countries report, ). This was a 4-percentage-point increase from 2016, and a new record high for the profession since the survey was first, was exemplified in a 2019 study performed by researchers from Monash University. Only 29% of teachers felt that the Australian public appreciated them (Figure 1), whereas 82% of the public felt teachers were respected and 93% of the public felt that teachers were trusted (Figure 2) (Heffernan et al., 2019

https://www.aitsl.edu.au/research/spotlights/teaching-a-valued-profession
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