The Teacher team is on the road this week at the ACER Research Conference 2018 in Sydney. In this special podcast episode, we share highlights from the ‘In Conversation’ session on evidence-based teaching practices between Laureate Professor John Hattie and ACER CEO Professor Geoff Masters AO.

This year’s International Mathematical Modeling Challenge (IMMC) required students to measure and choose the ‘best hospital’. Here, Ross Turner explores how teams from Australia approached the task.

Teacher magazine celebrates its 100th podcast by taking a closer look at some of our audio highlights over the last four years. Stay tuned for more from John Fleming, Dr Bill Rogers, and more.

In today’s Q&A we speak to three teachers from Fairholme College in Queensland about how they’ve been using real world scenarios and a team teaching approach to STEAM learning.

Students from two Australian secondary schools have received international recognition for their problem solving skills in the International Mathematical Modeling Challenge (IMMC), which asked them to produce an original mathematical model to solve a real-world problem.

When two senior Music teachers saw a need to improve the quality of student’s home practice of chosen instruments, they implemented a strategy of solitary, deliberate music practice. In consultation with the school’s Master Teacher, they developed a model aimed at improving student learning outcomes.

Teachers play a central role in supporting children who are starting formal schooling for the first time to settle in. University of Wollongong researchers have been studying how early years educators can help smooth the transition from preschool.

When building basic number fluency in children, strategy choice is the key to effective practice, according to Monash University’s Sarah Hopkins. In today’s article Hopkins shares findings from research to suggest what teachers can do to target children’s individual difficulties in developing basic number fluency.

For the last three years school leaders and staff at Jordan River Learning Federation Senior School have been focusing on evidence-based teaching and reflection. It’s included the development of a professional learning approach called CCRP – Connect, Collect, Reflect and Progress.

Online learning environments have been a game changer for Australian distance educators. The technology allows teachers to provide one-to-one support and immediate feedback to students who are struggling with issues such as anxiety, helping to build their confidence and self-esteem and re-engage with learning.