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The teacher describes how she collaborated with a colleague to determine the differences between their classes and trial new approaches. They develop tasks appropriate to a range of ability levels to meet the learning needs of all their students. Students are supported to choose the task that is most appropriate for their level. Questioning plays a key role in determining students "point of need," when the teacher will provide further scaffolding. The teachers use data such as NAPLAN to track student progress and ensure their methods are effective.
Sunshine College is culturally diverse, co-educational, secondary school situated across 5 campuses in Melbourne. Teachers at Sunshine College are expected to effectively integrate Numeracy and Literacy development into all of their teaching and learning practices and to create innovative approaches to teaching and learning. These innovations are based on or derived from the understanding that students learn best through research & development processes and realistic applications. Staff have worked together to develop a “core plus” instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles: learning Intention articulated, readiness for Learning determined, activities that target individual success, quality Feedback, and reflection. The performance and development culture is based around professional learning teams where curriculum is collaboratively designed and consistently delivered.
  • What strategies do you use to ensure that the learning needs of every student are met?
  • What data could you and your colleagues share to improve teaching and learning?
  • What questioning strategies do you use to determine what students know and understand?
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Offline package - Teaching to the point of need