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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

Number patterns

In the video, the graduate teacher is shown using iPads to teach an activity on number patterns. Each student in the class has previously been provided with an account by the teacher, which allows them to interact with the activity on the whiteboard. The teacher subsequently outlines her lesson preparation. This includes the selection and adaptation of the interactive mathematics resources that students used in completing the four activities, At Our Lady of Mt Carmel Primary School, a graduate teacher, plans a mathematics lesson on number patterns. She sets up four learning activities to teach number patterns. As the students will be using iPads to complete the activity, she creates an account for each student before the lesson begins. The activities include 'dot to dot' number sequencing, dragging numbers onto a hundreds number board, . The planned activities reinforce the four and nine times tables

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

inquiry (-nada)

forms of inquiry, and using a particular model or process can help structure a unit for flow, question and how you will collect and store data Become familiar and follow school policies and procedures, fjsahkjh, can be messy and not limited to a step by step approach in cycles. It moves back and forth between, is to improve student outcomes. By following the inquiry approach, you will get a deep understanding

https://www.aitsl.edu.au/secondary/comms/drapeau/prototyping/inquiry-(-nada)

Leadership Pathways

, often teaching him in the small country towns they lived in. Geoff followed in his father’s footsteps, as a teacher first and foremost. She balanced the demands of teaching around her family commitments, at 31 as founding Head he built his first school from just 24 to 1,500 students. Paul’s first, came from Ireland on a working holiday and took up her first teaching position here. She was amazed, as an outdoor education specialist with his first formal exposure to school leadership running an outdoor

https://www.aitsl.edu.au/lead-develop/develop-yourself-as-a-leader/learn-from-practising-leaders/leadership-pathway

School leadership in rural and remote contexts

has over 150 students with most travelling by bus from farming properties. Fiona Byrne, Principal, the full transcript here Open Sharing links dropdown Twitter Facebook Linkedin, key areas: building relationships in the first few months, as a leader Learn from practising leaders School leadership in rural and remote contexts, the school and community. View the full transcript here Open Sharing links dropdown

https://www.aitsl.edu.au/lead-develop/develop-yourself-as-a-leader/learn-from-practising-leaders/school-leadership-in-rural-and-remote-contexts

Improving teaching in Aboriginal and Torres Strait Islander education: Australian Professional Standards for Teachers

Examines the current and future provision of teacher professional development in the field of Aboriginal and Torres Strait Islander Education in consideration of the Australian Professional Standards for Teachers, in particular Focus Areas 1.4 and 2.4, at the national and state and territory local levels

https://www.aitsl.edu.au/tools-resources/resource/improving-teaching-in-aboriginal-and-torres-strait-islander-education-australian-professional-standards-for-teachers

3d How can mentors and leaders support the implementation of the development cycle

. Generally, the former needs coaching while the latter will benefit more from mentoring. Further reading, understand the purpose of feedback, so you don’t find it confronting find someone you respect, the mentee doesn’t have access to the mentor for informal feedback or advice establishing five-minute, opportunities, monitor and evidence progress, and provide formal and informal feedback and recognition, for and focus on the positives in situations and people, without ignoring the negatives. Further reading: Read

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

Information literacy

, the final product, formal assessment and opportunities for student self-reflection. The teacher, that the students can use in the information gathering and a note-taking process. Following the delivery of the planned lessons, the teacher librarian and her colleagues formally evaluate the unit

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