Many students get the correct answers to mathematics tasks, even though their thinking is incorrect. Teachers need to be aware of the possible misconceptions their students may have.

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.

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

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.

Drawing parallels between Othello's choices and those of Anakin Skywalker in Star Wars; character stereotypes in Back to the Future. Educator Hedley Willsea explains how pop culture references in English units can help students.

Themes of ‘luck’ and ‘superstition’ are explored in the EYLF and Australian Curriculum. Little J & Big Cuz begins a conversation around these themes and provides teacher resources.

How can educators help to enhance students’ scientific literacy? A museum-based creative science education program may offer some answers.

This school implemented trauma informed practice to support learners with a refugee background, but it’s an approach that’s benefiting all students, staff and parents.

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

A new Mitchell Institute policy roundtable report says young people are ill-prepared for the future of work and suggests that cognitive, social and emotional skills should contribute to ATAR.