Students need frequent opportunities to engage in purposeful use of oral language. Teachers must plan explicit, systematic, purposeful and structured lessons. There should be recognition of our of students’ diverse backgrounds, and selection of content should be that which is relevant for them and connected to their world. Teaching and learning strategies must embed the modelled, guided and independent learning cycle.
Learning intentions and success criteria should be visibleStudents should be able to articulate what the learning is about, the purpose of it, and what it requires to be successful (Hattie; Siraj & Taggart; Halbert & Kaser; William) Edward Groves et al also notes the importance of students not only being able to articulate the intention and purpose of learning but also having a knowledge an deep understanding of why the learning and the learning processes, are important for them as learners.
Making learning transparent may be through the development of a whole class focus, using strategies such as the co-creation of learning intentions and success criteria to make intended learning specific. Alternatively, it may be through an individual focus with an emphasis on reflection on individual goals to identify the next step in learning (Halbert & Kaser; Wiliam). Hattie describes this as “visible learning”. The success criteria should be a combination of surface and deep learning leading to developing students’ conceptual understandings. It is important to ensure the learning relating to the intentions is inclusive for all students. |
It is essential to plan for the teaching cycle: modelled, guided and independent learningA lesson must begin with an understanding of what each student knows and can do. Teachers need to take time to understand students’ ways of thinking and strategies for thinking before they can assist them to construct knowledge and understanding (Vygotsky cited in Davydov). Then instruction is aimed at increasing the progress and achievement of each of the students.
Teaching moves through the modelled, guided and independent learning cycle. This enables students to be introduced to new knowledge and skills; practise and consolidate new learning; transfer and apply it.
|
Teachers should structure many opportunities for students to talk about their thinking and learning
|
The class program should include the development of skills in inquiry, creativity and self regulation
The program we plan for our students should be consistent with their developmental stage. In the early years, activities specifically designed for learning through play provide a platform for the development of skill acquisition and oral language. In the later years, opportunities for open-ended inquiry, such as through a project-based approach, provide for increased student engagement, authentic learning, and the development of responsibility (Walker Learning). The inclusion of opportunities for students to show curiosity, take risks, generate new ideas and discover possibilities promotes creative thinking (ACARA). The ultimate goal of our teaching is to have students learn the skills to self-regulate their learning. This requires students use learning strategies to progress from surface and deep knowing to conceptual understanding. In order to achieve this, teachers should engineer activities and give feedback so that self-regulation is emphasised (Hattie; Wiliams). |
Technology should be used purposefully
Research shows that the most important factor affecting the learning outcomes of technology applications is not the kind of technology used, but the design of the learning experience which makes use of these application. Further is has been found that learning programs requiring students to think, develop in-depth understanding, and apply academic learning to important, realistic problems boost student achievement equitably for students from all social backgrounds (Hayes & Harriman). At GEPS the use of technology should match the pedagogy described throughout this framework. |