Our Teaching 
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Our Teaching 

Teacher actions promoting student learning

While there is no formula that will guarantee learning for every student in every context, there is extensive, well-documented evidence about the kinds of teaching approaches that consistently have a positive impact on students’ learning. This evidence tells us that students learn best when teachers:

  • Create a supportive learning environment

  • Encourage reflective thought and action

  • Enhance the relevance of new learning

  • Facilitate shared learning

  • Make connections to prior learning and experience

  • Provide sufficient opportunities to learn and inquire in a positive teaching-learning relationship.

What should this look like in our classrooms?

Students are likely to:

  • Take an active role in decisions about the content, process and assessment of learning

  • Take an active role in learning

  • Wait less and learn more

  • Be interested in their learning

  • Feel empowered to make suggestions

  • Ask questions of themselves, the teacher and others

The teacher is likely to:

  • Notice, recognise and respond to learners - which may necessitate adapting plans in the teaching moment

  • Give quality feedback and feed-forward that relate to the learning areas as well as the thinking behaviours

  • Alter and adapt plans in response to learners

  • Revisit learning plans with students

  • Show themselves as learners and to model thinking behaviours

Content, topic or foci are likely to:

  • Be (or become) interesting to students 

  • Draw on authentic contexts - related to things that are happening in the local and global community 

  • Relate to students' existing knowledge and experience 

  • Broaden students' competencies

Resources are likely to:

  • Come from a range of sources - local, national and global

  • Draw on diverse perspectives  

  • Include a range of media 

  • Be sourced not only by teachers, but also by students, parents, community members and others

Activities are likely to: 

  • Take students into real, authentic contexts  

  • Be flexible and adaptable 

  • Be dynamic - activities that lead to and generate other unforeseen activities 

  • Be for other individuals and groups  

  • Be purposeful and worthwhile 

  • Be aligned to important outcomes

The classroom culture is likely to: 

  • Develop creative, critical or reflective thinking  

  • Focus on learning  

  • Embrace flexibility 

  • Feel like a place where students are confident to have a say  

  • Encourage questions, contributions, suggestions, learning from mistakes and successes