Knowledge base for teaching

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Teacher’s Bookshelf: Twice-exceptional students – the perplexity of high ability without high-level outcomes
Teacher’s Bookshelf: Twice-exceptional students – the perplexity of high ability without high-level outcomes

A new book from Associate Professor John Munro shares high-impact strategies that can be the focus of improving high-level outcomes for gifted and talented students in school. In this exclusive extract for Teacher readers, we share a snippet from Chapter 5, Twice-exceptional students.

Research news: Preparing teachers to be inclusive educators
Research news: Preparing teachers to be inclusive educators

‘The intention of the research was to … enhance beginning teachers’ readiness for the profession as inclusive educators, working with students with disability.’ In this article, we explore some findings of a new open-access paper that identifies areas of inclusive education where teachers perceived they weren’t sufficiently prepared.

Teacher Staffroom Episode 50: Teacher planning
Teacher Staffroom Episode 50: Teacher planning

In today’s episode of Teacher Staffroom, we’re going to be talking about teacher planning, drawing on 3 articles written by educational leader Michael Rosenbrock, as well as some of the other highlights from Teacher this month.

Teacher planning – manipulatives and representations in STEM
Teacher planning – manipulatives and representations in STEM

So far in a 3-part series on teacher planning, educational leader Michael Rosenbrock has looked at how teachers can pro-actively plan to tackle student misconceptions in STEM and support them to build and use their vocabulary in science and mathematics. In this final article, he explores how teachers can best plan to make effective use of manipulatives and representations to help students build understanding.

Expert Q&A: Tricky science concepts for primary students
Expert Q&A: Tricky science concepts for primary students

In our latest expert Q&A we talk to Kristy Osborne, a physicist, former pre-service teacher and Research Fellow at the Australian Council for Educational Research (ACER) about the science concepts that primary students struggle with and why it’s important for teachers to identify and address student misconceptions early on.

Teacher planning – building student vocabulary in STEM
Teacher planning – building student vocabulary in STEM

‘Deliberately planning to support students to build and use their vocabulary is critical to ensuring that students can both access the curriculum content and effectively demonstrate their understanding.’ Educational leader Michael Rosenbrock shares what this might look like in practice for maths and science teachers.

Teacher planning – working with student misconceptions in STEM
Teacher planning – working with student misconceptions in STEM

‘Teacher knowledge of misconceptions and explicitly planning to uncover and address them is vital for supporting student learning growth.’ Educational leader Michael Rosenbrock looks at how teachers can pro-actively plan to tackle student misconceptions in STEM, and steps though an example from the forces and motion topic in physics.

Helping teachers to design a rubric – a school example
Helping teachers to design a rubric – a school example

‘At Dromana College we had an issue with only a few teachers having the confidence to write a decent rubric…As a school, we therefore came up with our own guidelines on how to construct rubrics for years 7-10.’ In this reader submission, Assessment and Reporting Coordinator Jodi Wilson shares how the Victorian secondary school has been helping teachers to improve their own rubric design skills.

Infographic: Duration of initial teacher education in years
Infographic: Duration of initial teacher education in years

The newly-released Education at a Glance 2022: OECD Indicators reports on the state of education in OECD and partner countries. In this infographic, we take a look at the duration (in years) of initial teacher education for teachers in public institutions around the world.

What does the latest global research evidence tell us about impactful professional development?
What does the latest global research evidence tell us about impactful professional development?

‘PD needs to be well-designed, selected, and implemented so that the investment is used well.’ In our latest reader submission, Hannah Matthews and Susannah Schoeffel from Evidence for Learning share the mechanisms of professional development, and how schools can consider the overall quality of PD programs for their school setting.