Rob Proffitt-White shares his experiences working on a large-scale, research informed professional development project and the conditions necessary to scale it up to involve a large number of schools and teachers.

We share highlights from the ‘In Conversation’ session at Research Conference 2019 between ACER CEO Professor Geoff Masters AO and Professor Neil Selwyn on preparing students for life in the 21st Century.

In Teacher’s latest reader submission, Year 9 Learning Leader Rachael Williams discusses student agency and shares details of a project at her own school that offers teens a learning experience that’s relevant to their own lives and gives them the opportunity to work with community experts.

Over 60 primary educators from schools across New South Wales have attended a day of hands-on workshops, interactive discussions, professional panels and practical applications of the NSW Curriculum for Digital Technologies.

A new study examines the types of questions preschool teachers ask during classroom-based shared book reading. It found that they were far too simple for students and didn’t provide the appropriate level of challenge. In today’s podcast, we speak to Dr Tricia Zucker to find out more.

Preparing students for life and the workforce includes equipping them with skills such as problem solving, collaboration, critical thinking and creative thinking. But, how do these capabilities develop over time and what do they look like in terms of teaching and assessment?

Emeritus Professor of Educational Psychology at the University of New South Wales, John Sweller, has spent decades researching cognitive load theory, and says there are a large number of instructional procedures teachers can employ to lessen extraneous cognitive load.

These past couple weeks at Teacher have been jam-packed. We welcomed a number of guests – from the eSafety commissioner to the ARIA Music Teacher of the Year – and we also featured a lot of content on the topic of literacy. Catch up on anything you might’ve missed in today’s podcast.

In her first article, New South Wales teacher Michelle Lucas shared an approach to drive student agency and improve learning skills. In this final instalment, she discusses how student feedback has helped refine the model, its impact in the classroom, and a whole-school rollout.

Why should cognitive load theory be of interest and importance to K-12 teachers? Emeritus Professor John Sweller has been fundamental to the formulation of cognitive load theory, and in this Q&A he outlines the essential components of cognitive load theory for educators.