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Palindromic numbers

In a grade 6 mathematics class a teacher plans for, delivers and reflects on a lesson focusing on Number and Algebra. In planning the lesson, she articulates a preference for using open-ended problem-solving activities and resources that can cater for a range of abilities. In designing activities, and in selecting resources, she anticipates how particular students will engage with these as learners. During the activity, students work at their own pace, transforming simple numbers, within the illustration will be followed by a lesson where students use notebook computers

https://www.aitsl.edu.au/tools-resources/resource/palindromic-numbers

5 tips to help parents navigate the unique needs of children with autism learning from home

5 tips to help parents navigate the unique needs of children with autism learning from home, Practical tips to share with parents / carers of children with autism learning from home

https://www.aitsl.edu.au/tools-resources/resource/5-tips-to-help-parents-navigate-the-unique-needs-of-children-with-autism-learning-from-home

Shifting Sands - what can we learn from the educational response to COVID-19

Shifting Sands - what can we learn from the educational response to COVID-19, In this article, Steve Laing, a Maths and Science teacher at Clarkson Community High School in Western Australia, draws on research on organisational change and professional communities, to suggest how recent experiences from COVID-19 have prompted increased collaboration among teachers within the school

https://www.aitsl.edu.au/tools-resources/resource/shifting-sands---what-can-we-learn-from-the-educational-response-to-covid-19

Rich conversations in mobile settings

A teacher drives a mobile preschool van to a school site, where her colleagues assist in setting up play-based learning opportunities. In this learning environment, the teacher scaffolds mathematics learning as children use coloured tiles to sort, create patterns and begin to match numerals to their collections of objects. She provides modelling and mentoring to her assistants, reviewing the teaching and learning program to identify children’s interests that can act as a springboard for further, The mobile preschool provides services within rural New South Wales, drawing families from a wide geographic radius. The teacher and the service value 'rich conversations' for learning and apply sociocultural theories to their interactions with children, scaffolding their learning from their Zone of Proximal Development (ZPD) to higher-level thinking. The team identify children’s interests, discussions about what they might focus on with their children. Parents are also encouraged

https://www.aitsl.edu.au/tools-resources/resource/rich-conversations-in-mobile-settings-illustration-of-practice

Reflections on teaching and learning

to the stage of development of individual students. With an educational leader from her local government area she discusses how she might further develop her teaching skills. She outlines the value, Atherton Gardens Preschool is located in the City of Yarra in inner-suburban Melbourne. At the preschool, the teacher who graduated from her course in the previous year teaches a part-time program for four-year-olds in a prior-to-school setting. The preschool is linked to other preschools and kindergartens in the local government area. In addition to gaining professional support from her colleagues, the teacher is able to gain support from a local government appointed educational leader

https://www.aitsl.edu.au/tools-resources/resource/reflections-on-teaching-and-learning-illustration-of-practice

Leading professional learning in Asia literacy

In this illustration the focus teacher, Lynn Jennison, delivers a Professional Learning workshop at Melbourne Zoo for primary teachers. The teacher demonstrates creating art works with an Asia focus and shows teachers how to incorporate Asia into their Arts programs. She discusses her experiences of Asia including travel, study programs and work done at school. The teacher is a Primary Arts coordinator and studies of Asia Arts specialist. She has travelled extensively throughout Asia, Dingley Village Primary School is in the southeast of Melbourne. The school is using the Australian Professional Standards for Teachers and has aligned its Teacher Performance and Development Process to align with the AITSL framework. Teachers at this school observe each other’s lessons and work collaboratively towards achieving student change. Teachers are encouraged and supported by school leadership to extend their knowledge and skills. The focus teacher is a lead teacher in the school

https://www.aitsl.edu.au/tools-resources/resource/leading-professional-learning-in-asia-literacy-illustration-of-practice

The Framework animation

The Framework animation

https://www.aitsl.edu.au/tools-resources/resource/the-framework-animation

The Framework overview

The Framework overview

https://www.aitsl.edu.au/tools-resources/resource/the-framework-overview

Starting a teaching career during COVID-19

A beginning teacher's experience delivering lessons remotely for the first time and transitioning to face-to-face teaching

https://www.aitsl.edu.au/tools-resources/resource/starting-a-teaching-career-during-covid-19

Reciprocal teaching

Here an expert literacy practitioner works with Year 3 and 4 students at Wyndham Park Primary School. In a reading workshop she models for a number of teachers how to improve students' comprehension by using the four strategies of 'Reciprocal teaching': predicting, clarifying, questioning, and summarising. The model lesson allows her to identify reading interventions at the clarifying and questioning stages, which the teachers can then address with their students through follow-up practice, At Wyndham Park Primary School, the Principal and leadership team support high quality professional learning opportunities for colleagues. One strategy involves expert mentoring to improve student learning in literacy. Classroom teachers are given the opportunity to observe the mentor working in a classroom environment. The school was established in 2011. Its over 300 students are drawn from diverse socio-economic and cultural backgrounds

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