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Team teaching

the other teacher works with individual learners or small groups. While these formats, and flag problems early Discuss roles before each lesson Set a time to reflect on lessons after, learnings that may have arisen from your team teaching. Team teaching pairings Sometimes, experienced teachers formed by teachers through shared interests, collegial relationships (note that approval from school/setting leadership may be required) year level groupings, cross-age groupings

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/collaborating-and-team-teaching

Submission to the Review to Achieve Educational Excellence in Australian Schools

all school related factors on student learning; an effect which is magnified in schools facing, to collectively consider how school funding can be targeted to achieve educational excellence in Australian, . Our recommendations clearly and unambiguously place student learning ‘front and centre’, guided, for success. Our approach is focused on what can be done at a national, system and sector level to improve, and school leaders. Further improvement requires an investment of teacher and school leader time

https://www.aitsl.edu.au/submission-to-the-review-to-achieve-educational-excellence-in-australian-schools

3b What is the role of evidence in effective teaching practice

feedback and learning from each other to improve their impact on students’ learning focus on improving, learning workshops/forums Graduate and postgraduate studies Further reading: Read Examples, for collecting and documenting feedback provides guidance on feedback following classroom, on observable behaviours Determine how and when feedback will be given Discuss action steps to follow up, teachers film themselves to start, evaluating the footage with a mentor or trusted colleague Providing

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

InSights - Literature review: Student-centred schools make the difference

core elements of learning environments that student-centred schools demonstrate, with a focus on leadership. They also link their findings to the five professional practices in AITSL’s Australian, student-centred schools. Drawing from Viviane Robinson’s work on the dimensions of student-centred school leadership, together with several further dimensions identified through an environmental scan

https://www.aitsl.edu.au/tools-resources/resource/insights---literature-review-student-centred-schools-make-the-difference

Experiencing success

Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. The teacher brings to her practice a family tradition of teaching in Aboriginal communities in the Northern Territory as well as prior experience as an Aboriginal education bilingual worker in a local primary school

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

Supporting your casual relief teachers to learn

of one full year being taught by casual relief teachers (CRTs) over the duration of their education. In this time, they can have a significant impact on improving learning outcomes. Seventy-five, (2018) found that they are undertaking less professional learning and at a lower quality. Offering, collectively towards common goals help build collective familiarity with programs in their setting help build relationships with staff help make CRTs feel more engaged with staff and learners

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/supporting-your-casual-relief-teachers-to-learn

Lifecycle of a star

The teacher sought the input of her students In determining the focus for a short program of work that would be additional to the core curriculum. In a previous class the teacher introduced the chosen topic of the lifecycle of a star through a series of physical activities. In this class she reviews and consolidates the learning from the previous class and works through a series of scaffolded activities. The students consolidate new scientific terms and definitions, apply the new terms, Northcote High School is a large co-educational school in the inner north of Melbourne. In 1996 the school became a Science and Technology Centre. The sustained focus on science ensures that students have access to a broad range of opportunities within and outside of the classroom, including through inquiry based projects, community projects that draw in expert practitioners, and partnerships with universities

https://www.aitsl.edu.au/tools-resources/resource/lifecycle-of-a-star-illustration-of-practice

Connecting rural, regional and remote teachers to high quality professional learning

. Consider filming your lessons and seeking feedback from teachers within your setting or network, professional learning. According to these teachers, a number of factors helped to support their learning: Increased availability of formal options including structured, face to face, and online choices, of the barriers rural, regional and remote teachers face. The following questions may help: What, opportunities Online forums Find out more AITSL Spotlight – professional learning

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/connecting-rural-regional-and-remote-teachers-to-high-quality-professional-learning

The Impact of COVID-19 on Teaching in Australia

The purpose of this synthesis is to identify and summarise research findings on the impact of COVID-19 on teaching in Australian schools. The review examines impacts on teachers and teaching practice, and students and learning, focusing on the lessons learned from these periods of remote learning, and the practices that are likely to continue

https://www.aitsl.edu.au/tools-resources/resource/the-impact-of-covid-19-on-teaching-in-australia

Using data to improve learning programs

At the start of the school year a curriculum coordinator leads and facilitates a discussion with a group of year 10 teachers to discuss and interpret the previous year’s National Assessment Program – Literacy and Numeracy (NAPLAN) results for the current year 10 cohort of students. The teachers analyse both internal and external data to identify specific learning needs of the students and to modify and improve the current year 10 English program, The school is a co-educational Christian school in the region of Port Stephens, New South Wales. It has an enrolment of almost 700 students from K–12. The school proactively offers its staff regular professional learning opportunities. This collegial meeting occurred at the start of the school year during scheduled teacher planning meetings

https://www.aitsl.edu.au/tools-resources/resource/using-data-to-improve-learning-programs-illustration-of-practice
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