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Authentic learning contexts

The teacher uses a flexible range of learning strategies to engage a diverse group of learners in her class. While teaching mainstream subjects she is willing to adopt innovative approaches to ensure that her students are engaged active learners. One of the aims of her teaching has been to use ICT to transform her students from being passive users of technology into active creators. To support this aim, she brings individuals with skills from the community into her class to work with her, 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. Almost 50 percent of the student population has an Indigenous background with English being in some cases a second, third or fourth language. As a teacher within the College's Gateways Program, the teacher believes in the importance of authentic learning experiences for students, particularly for those whose

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

Teacher Wellbeing & Career Intentions

were asked how often they had felt certain feelings in the past 4 weeks, on a scale from ‘none, or always (happy: 11%, enthusiastic: 11%; Figure 2). Fewer respondents reported rarely feeling, or always (worried: 15%, miserable: 10%; Figure 3). Fewer respondents reported rarely feeling worried, -wellbeing-and-career-intentions Copy citation In Focus FACEBOOK LINKEDIN X, people learn and thrive. The findings presented in this publication suggest that a continued focus

https://www.aitsl.edu.au/atwd/in-focus/teacher-wellbeing-and-career-intentions

Making learning interesting

The teacher emphasises the need to think about how students will engage with the curriculum at the lesson planning stage. This allows her to plan for and implement teaching strategies that are relevant to her students' interests, abilities and developmental stage. In her year 10 Science class she uses analogy, group work and a practical class to teach Newton's Third Law. At a more senior level, she introduces and uses adult learning principles to support her Food and Hospitality students, 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 teacher works with a range of subjects at the College, including year 10 Science, year 11 Biology and year 12 Food and Hospitality. In both her year 10 and 12 classes she attempts to engage students by linking abstract concepts and assessments to real life contexts

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

Promoting independent learning and thinking

The teacher uses a guided inquiry-based method to support students' learning about chemical reactions. Students are given minimal instructions to perform experiments and to encourage engagement and direct observations. In addition to the teacher, the Science by Doing resources provide instructions and information. The students’ critical thinking is further developed through the process of writing their own notes, St. Mary Star of the Sea College, located on the South Coast of NSW, is a large Independent Catholic Secondary College for girls. The focus at the College is to develop students who are critical thinkers in a global context. The main feature of their Science program is the emphasis on Scientific Enquiry skills. Classroom teachers utilize the 5 E's (Engage, Explore, Explain, Elaborate, Evaluate) embedded in the teaching resource “Science By Doing” as a template that informs their pedagogical

https://www.aitsl.edu.au/tools-resources/resource/promoting-independent-learning-and-thinking-illustration-of-practice

Home and school support learning

, literacy and numeracy areas. An imaginary 'café' provides a forum for the use of literacy, oral language and numeracy skills in a real-world context. As it is towards the end of the foundation year, the teacher highlights sentence structure, punctuation, 'finger spacing' between words and approximation to conventional spelling as goals for her students. The teacher is firmly convinced, and writing success of the two focus boys, referring to assessment data and congratulating the parents

https://www.aitsl.edu.au/tools-resources/resource/home-and-school-support-learning-illustration-of-practice

Responding to challenging behaviours

A teacher in a remote school in Western Australia has developed a behaviour management plan that responds to the needs and abilities of students. The program is characterised by teacher consistency, clear and accurate record keeping, and the use of rewards for improvements in learning and behaviour. Because the school has a number of teachers who have recently 'graduated' to become full-time members of the teaching staff, she adopts a mentoring role that assists inexperienced teachers use, Hedland Senior High School is situated in South Hedland, approximately 1700kms from Perth, and has a population of almost 700 students. The school population fluctuates due the transient nature of work in the mining industry. The town's population is comprised of 58 nationalities, which is reflected in the school population. The district is a traditional centre for Aboriginal and Torres Strait Islander persons who represent about 37 per cent of the school population. There are 52 teaching staff

https://www.aitsl.edu.au/tools-resources/resource/responding-to-challenging-behaviours-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

High-Quality Professional Learning for Australian Teachers and School Leaders

) (Figure 5). Formal study was an uncommon professional learning focus (3%) as was undertaking teaching, and future-focused, and based on a strong foundation of reflective practice that is guided, -focused, and based on a strong foundation of reflective practice that is guided, ), capturing firsthand professional learning experiences from 796 teachers and school leaders[1] from, ’. Negligible importance was placed on ‘To fulfil administrative and bureaucratic requirements’ (Figure 2