In this episode, we’re joined by two international guests ahead of their presentation at ACER’s Research Conference 2022, Louisa Rosenheck from Kahoot! and YJ Kim from the University of Wisconsin-Madison. They share what playful assessment is, and how teachers can embed this practice in the classroom.

‘Understanding how students construct information from their prior knowledge … allows classroom educators to determine the extent and type of unlearning needed before introducing new, challenging and truthful information.’ Associate Lecturer Justine Grogan shares some of the findings of her research in Indigenous Education.

Attending a professional learning event is a great way to reflect on what’s happening in your own school and improve practice. For leaders at this Brisbane college, it prompted a new approach to supporting and retaining pre-service and early career teachers. Find out more in today’s Q&A.

‘For those Australian teachers affected by remote delivery of teaching, many found the value and utility of engaging their students through Instructional Video.’ English and History teacher Steven Kolber shares the six common approaches to apply Instructional Video within a classroom or educational setting.

‘One way of making full use of reclaimed classroom spaces, whilst building collaborative and pro-social skills and behaviours, is Socratic Circles.’ English and History teacher Steven Kolber explains how to use this technique in your own classroom, the benefits and outcomes for students, and the role of the educator.

‘The metaverse is upon us. Soon it will be as omnipresent as TikTok, Instagram, and Facebook (now Meta).’ So reads the first line of a new Policy Brief exploring the potential of the metaverse to enhance teaching and learning in the future, and why we need to start planning for it now.

How effectively are you acting on feedback given to you by students? In this episode of School Improvement, we speak with Dr Ilana Finefter-Rosenbluh about her recent research into the impact of student perception surveys on teachers’ practice, and she shares some strategies teachers and schools can employ in order to improve their practice in this area.

Students have a diverse range of personal and contextual factors that influence their access to and achievement in their education. A new global study calls for a re-evaluation of education systems to promote personalised education.

‘To say that teachers have a significant impact on students’ motivation and engagement is not controversial, nor particularly enlightening. Trucks can be filled with the research papers that show this.’ In this reader submission, Professor Andrew Martin says a more informative exercise is to dig into the ways teachers make a difference to students’ motivation and engagement.

Involving leaders, teachers, students, families and the wider community in the design and build of schools is relatively commonplace nowadays. However, a new study from the UK highlights that ‘collaboration in itself does not necessarily lead to effective innovation,’ sharing lessons learnt from three schools.