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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

Using ICT to teach Languages

In this Year 12 language class, ICT is used as a diagnostic tool to informally assess students understanding of the vocabulary required for an oral assessment. The teacher draws on students’ prior knowledge and understanding with the use of ICT. With the use of hand-held devices and an interactive whiteboard, she is able to assess, provide feedback and report back instantly. The ICT helps the teacher easily check off what the students know and are able to do. It provides a concrete example, from basic revision and learning to higher order thinking tasks. She uses a software program to promote full-class participation and engagement throughout the lesson, while encouraging ongoing, real-time assessment of student progress. She gives students constructive feedback during the lesson

https://www.aitsl.edu.au/tools-resources/resource/using-ict-to-teach-languages-illustration-of-practice

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

A school leaders guide for inclusive practices within schools

improvement Implementation Final remarks Where can I find out more? Introduction, to school management? Thinking about future state What can be done from enrolment through, and foster diverse friendships? How can students’ guardian/s, : Be fair - treat everyone within the school community fairly by providing equal, (RTI) - a schoolwide framework used in many contexts to facilitate the monitoring

https://www.aitsl.edu.au/teach/supporting-students-with-disability/leaders-supporting-students-with-disability/a-school-leader-s-guide-for-inclusive-practices-within-schools

Aboriginal and Torres Strait Islander Teachers

(AITSL, 2023a). Figure 6 : 25+ hours of face-to-face teaching per week (full-time classroom teachers, funding tied to priority fields including education (Department of Education, 2023b). Future ATWD, Copy citation In Focus FACEBOOK LINKEDIN X EMAIL REDDIT PINTEREST, workforce, and their future career intentions. This is the first time that such comprehensive data has, First-year attrition Conclusion References Appendix Key findings There were

https://www.aitsl.edu.au/atwd/in-focus/aboriginal-and-torres-strait-islander-teachers

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

Informing teaching - navigating and translating education best practice

with their students to further investigate the findings from the survey data. This method would provide a mix, of Evidence https://qed.qld.gov.au/publications/management-and-frameworks/evidence-framework/foundations, ). Balancing Fidelity with Flexibility and Fit: What Do We Really Know About Fidelity, -FOR-THE-FRONTLINE-FINAL-5-June-2013.pdf Stains, M., & Vickrey, T. (2017). Fidelity of Implementation, . This Spotlight is focused on a few topics that can guide the interrogation of research papers

https://www.aitsl.edu.au/research/spotlights/informing-teaching-navigating-and-translating-education-best-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
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