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Cybersafety

The teacher uses a digital resource to teach the concepts of cybersafety, and digital learning activities to enable students to practice communicating safely and effectively in an online environment. Together, the teacher and students participate in an online forum to make sense of and reinforce the key messages of cybersafety, The class comprises both Year 5 and 6 students in a metropolitan government school from the inner west of Melbourne. The teacher has used a variety of engaging activities to explore and reinforce the key messages about how to communicate safely online

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

Using social media for professional learning

media platforms LinkedIn Facebook Twitter Further information https://files.eric.ed.gov, a professional learning network (PLN) to share and learn from build relationships that can foster your identity, and make the distinction between friends, family, and work. It is essential to work out boundaries, to follow the conversation. You can find 'chats' by seeing what's trending, through Google searches, community. You can use Twitter to: find educators to follow who share your interests follow

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/using-social-media-for-professional-learning

Improving numeracy practice

A teacher of grade 1 discusses with a colleague how she can improve her students' literacy levels. The discussion, and the feedback she elicits, explores the ways in which her teaching program can be modified to meet her students' learning needs. The collegial discussion encompasses teaching and learning strategies, classroom organisation and the timetabling factors that will impact on the implementation of the proposed numeracy interventions, Dominic College is a Catholic, kindergarten to year 10, co-educational, independent school in Hobart. At the school, a grade 1 teacher discusses with a colleague how they can draw upon learnings derived from their successful implementation of a literacy program to improve the teaching and learning of numeracy skills. The teacher acknowledges the value of her colleague's previous advice about how to use groups to support student learning in literacy, and together they explore the potential

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

Investigating water quality

At Sydney Adventist College, a graduate teacher begins her lesson in science by asking her students to discuss whether a stream in a photograph is clean or dirty. She identifies students’ responses as potential ‘characteristics’ of the water’s quality, and organises these in a concept diagram. In the next lesson students undertake a practical investigation of a nearby creek’s water quality using data sampling equipment. This data is collated in the following lesson, logging technologies for the fieldwork

https://www.aitsl.edu.au/tools-resources/resource/investigating-water-quality-illustration-of-practice

Exploring the world

for learning when children do not feel safe and secure within their learning environment, Rona Glynn Preschool is part of the Ross Park Primary School complex in Alice Springs. It caters for children turning 4 by June 30th. Two groups attend preschool for 15 hours per week per group. The teachers at the school are committed to understanding how students learn and use research, collegiate discussion and workplace observation to improve their understandings. The Bush Pre School initiative is the first of its kind in the area, and is intended to benefit preschoolers' social

https://www.aitsl.edu.au/tools-resources/resource/exploring-the-world-illustration-of-practice

CEO Blog - Addressing Australia-s teacher workforce challenges

a sense of fulfillment and gratification from their work.1 But we all know expectations on teachers, . At the Roundtable, we heard directly from teachers about the challenges they're facing, status. As a former teacher and principal, I know first-hand how dedicated teachers, on teacher workforce strategy, Teaching Futures, outlines a conceptual framework for a national teacher, of the problem we are facing and can ensure fit-for-purpose solutions. Australia needs to take

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog---addressing-australia-s-teacher-workforce-challenges

3a How to set goals and reflect on your practice

on critical and creative thinking, offers four lenses that can help you reflect on your practice from, (Lunenburg, 2011). This section takes you through a five-step approach to your goal setting. Further, tool for guidance. Consider feedback from previous Performance and Development reviews Reflecting, reports, vision and mission statements and/or strategic plans. Consider feedback from leaders, peers, and assumptions. Evaluate formal feedback such as observations, surveys and student achievement results

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/3a

What makes a good review?

This learning sequence is specifically targeted at skill building and developing student confidence in regard to critically analysing and then writing a review. The teacher poses the question, ‘What makes a good review?’ and then uses a ‘gradual release of responsibility’ model to assist students in gaining a critical understanding of the features of review writing, including language, tone and structure, The students in the class, for which the lesson sequence was developed, were from a diverse range of backgrounds. In developing, and scaffolding the learning activities within the sequence, the teacher structured the learning to enable students from a variety of backgrounds to grasp key English procedural and conceptual knowledge. The approach used by the teacher includes a range of text types

https://www.aitsl.edu.au/tools-resources/resource/what-makes-a-good-review-illustration-of-practice

At home activities

There are plenty of fun DIY activities that can be done from home to encourage girls to become more interested in STEM

https://www.aitsl.edu.au/tools-resources/resource/at-home-activities

Improving teaching using student data

The teacher analysed student data from an assessment task using a guide to identify strengths and weaknesses in student understanding. The teacher modified a unit plan to include learning experiences to address identified concerns. A range of teaching strategies was incorporated into lesson plans with an emphasis on inquiry-based learning. A new assessment task and rubric provide information on a subsequent opportunity, enabling the teacher to evaluate achievement gains and thereby the success, The Year 9 Science class is in a small secondary government school (210 students) in a rural and remote location. In the class there are 9 girls and 7 boys. Fifteen per cent of the students are Indigenous and there is an 80 per cent attendance rate overall. The school is designated low SES. The 2010 National Assessment Program – Literacy and Numeracy (NAPLAN) results placed 46 per cent of students in the lower quartile (compared to 25 per cent nationally) and 10 per cent in the upper quartile

https://www.aitsl.edu.au/tools-resources/resource/improving-teaching-using-student-data-illustration-of-practice
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