‘Learning is complex – students need explicit and implicit knowledge, skills, and dispositions to succeed across the diverse and often crowded curriculum. But do our students actually know which learning strategies are the most effective?’ Today’s article shares details of the Learning to Learn program and Learner’s Toolkit at Goulburn Valley Grammar School.
In today’s article, Dave Tout, Justine Sakurai and Carly Sawatzki discuss numeracy and its relationship with mathematics, and the importance of real-world contexts. They’ll also share a problem-solving cycle to help students develop their skills, and a classroom example of health numeracy, using trampolining as a focus for mathematical investigation.
In today’s article, Dr Erin Leif, Dr Laura Alfrey and Dr Christine Grove describe how teachers can integrate the Universal Design for Learning framework and High Impact Teaching Strategies in a complementary way in the classroom in order to teach more inclusively.
What challenges do teachers face when delivering inclusive education? How could we begin to address this? In the first of two articles on the topic, Dr Erin Leif, Dr Laura Alfrey and Dr Christine Grove from Monash University explore these questions.
The Learning Specialist role in Victorian schools is aimed at building excellence in learning and teaching. At this high school, the Learning Specialist Team looks through a leader and teacher lens to utilise the strengths of staff, and meet individual professional learning needs.
‘The change over the last 20 years in what and how students read has emphasised the importance not only of assessing students’ capacity to read, but also what they have learned about the credibility of what they read.’ In her latest Teacher column, Dr Sue Thomson delves into international PISA 2018 data on reading literacy and digital literacy skills.
A new study involving students in Grades 1 and 2 from three primary schools in Melbourne has assessed the impact of implementing active breaks throughout the school day on the focus and learning of students.
In their series for Teacher on Virtual Reality in education, Dr Susan O’Donnell and Adrian Rayner have explored the potential of VR technology and five elements of a successful school program. In this final instalment, they share feedback from students and staff who have been using the technology in their learning and teaching.
Findings from an action research project in three West Australian schools suggest the use of quality mentor texts when explicitly teaching how to write narratives can improve students’ storytelling ability. Ron Gorman and Dr Sandy Heldsinger share more details about the teaching and assessment strategies used, and samples of student writing.
Dr Karen Maras, from the University of New South Wales, has been presenting on the opening day of ACER’s Research Conference 2021. In this Q&A with Teacher she talks about student learning progressions in visual arts, and shares some examples of how their conceptions of art change with age.