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Modelling focus group teaching

Modelling focus group teaching, A classroom teacher who is also a literacy leader models teaching strategies she uses in a Year 1 literacy writing session to ensure students’ literacy requirements are met. Here the teacher demonstrates the instructional strategies used when working with a small focus group to extend and improve their literacy skills, This is a Year 1 writing lesson 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 is observing how her colleague structures the writing hour. A post-lesson discussion allows the current Year 1 teacher to clarify her understanding of the purpose of a focus group as an instructional strategy

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

Preparing future leaders fact sheet

Preparing future leaders fact sheet, AITSL’s report Preparing future leaders: Effective preparation for aspiring school principals looks at how well principals in Australia are prepared for the job. These are some of the findings

https://www.aitsl.edu.au/tools-resources/resource/preparing-future-leaders-fact-sheet

Using Google meets and Forms for assessment and feedback

Using Google meets and Forms for assessment and feedback, A short video from nationally certified HALT Kym Wilton with tips on using Google meets and Google forms to assess and give feedback

https://www.aitsl.edu.au/tools-resources/resource/using-google-meets-and-forms-for-assessment-and-feedback

Learning through feedback

Learning through feedback, In a senior school Media class, the teacher uses a range of targeted feedback strategies to progress the students’ understanding of the requirements of an assessment task. He uses specific assessment criteria to provide teacher feedback, to enable peer evaluation and allow for self-reflection. Self, of where they can improve. The teacher also uses data from previous external assessments to inform his feedback to students, This school for girls is located in inner northern metropolitan Melbourne. It has a strong professional learning culture, with a focus on peer mentoring, coaching and collegial activities. Timely, targeted feedback to students is seen as an important part of the learning and teaching process. Feedback from peers is included as part of the learning process in many classrooms

https://www.aitsl.edu.au/tools-resources/resource/learning-through-feedback-illustration-of-practice

Australia in the First World War

Australia in the First World War, The teacher, in collaboration with the school’s Humanities team, has developed a unit for colleagues, which incorporates the use of Information and Communication Technology (ICT) to encourage research of an historical period. The assessment task involves the production of a podcast that demonstrates students’ development of both historical research and communication skills. A primary aim in the use of technology to present students’ learning is to appeal to those students who find written work, Students in the class come from a range of cultural backgrounds and are adept in and connected to the use of modern technology. The teacher is aware of the opportunities for structuring learning activities using such technology. In collaboration with the Humanities team, the teacher incorporates a podcast into the assessment to promote student engagement in presenting research and historical knowledge

https://www.aitsl.edu.au/tools-resources/resource/australia-in-the-first-world-war-illustration-of-practice

Teaching Futures Background Paper

Teaching Futures Background Paper, and developing educators of the futureDeveloping a future-focused workforce, including issues of technology, Futures You are currently: Home Research & evidence Teaching Futures Teaching Futures, . The background paper has helped shape the future direction of Education Ministers’ national and collaborative work on teaching. Teaching Futures (pdf, 4652 KB) Explore the key focus

https://www.aitsl.edu.au/teachingfutures

Flash dance

Flash dance, Gungahlin College is a senior secondary school for years 10–12 in the ACT. It has over 800 students studying traditional and vocational studies. The school includes a performing arts theatre with dance and drama studios. It also has high standard music and arts facilities. This visual and performing arts focus allows teachers at the school to work collaboratively within the discipline in areas such as planning, evaluation and assessment

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

Farmers' market

Farmers' market, The subject being studied is Food and Hospitality. The students in the include both boys and girls and include students with special needs. The teacher structures lessons to encompass practical work and research-based learning which involves a high mastery of literacy, numeracy and information and communication technology (ICT) skills

https://www.aitsl.edu.au/tools-resources/resource/farmers'-market-illustration-of-practice

Framework for the Certification of Highly Accomplished and Lead Teachers

Framework for the Certification of Highly Accomplished and Lead Teachers, The Framework outlines the 8 national elements for certification incorporated by all certifying authorities, Certification of Highly Accomplished and Lead teachers at the higher career stages enhances the professionalism of teachers by recognising the quality of their teaching and supporting career progression. The Framework for the Certification of Highly Accomplished and Lead Teachers (the Framework) will ensure certification of teachers is rigorous and based on the Australian Professional Standards for Teachers (Teacher Standards), noting the way in which certified teachers may be recognised

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

Focused on learning

Focused on learning, Here an early childhood teacher establishes class rules and expectations and sets up procedures that keep young children consistently focused on classroom tasks. Children transition smoothly between activities and maintain engagement with a sense of ‘ownership’ of the space and control over, of the students and supports students from low socioeconomic backgrounds through strong partnerships with families

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