To be successful in their learning, students need to understand the language of the curriculum – not only to comprehend what’s being said, but also what’s being asked of them.

We ask students to do it every day, but when was the last time you ventured out of your comfort zone to learn something new? Here’s what I learned from a Rubik’s Cube challenge.

Ahead of his 2017 Australian Learning Lecture, Charles Fadel joins Teacher to discuss the skills young people today will need in order to thrive as members of the workforce and of society.

In the second of two articles, Dr Tim Patston shares examples of how it’s possible to teach in more creative ways while still meeting curriculum requirements.

How do you teach students who say, ‘I hate maths’? Through an intensive, self-motivating brain-based program – and with the help of some Lego – as Dr Ragnar Purje explains.

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

Since Eltham High School began using a collaborative problem solving assessment tool to collect meaningful data, they now have a clear idea about students’ skills in both of these areas.

Educators working across the school age range can now access a new teaching resource to help them develop the financial literacy skills of Indigenous students.

Could some of the strategies being used as a way to get more students into STEM learning actually be making the gap wider? That’s what one teacher found on a study trip to the US.

What effect do different classroom seating arrangements have on student participation? Should teachers or students decide who sits where? We take a look at what the research says.