Week Three

Instructional Practice: three components that can minimise behaviour problems (De Nobile et al., 2017, p. 116).

Curriculum: what is taught

Pedagogy: how it is taught

Assessment: why you know it is taught

Plan-Implement-Review

Plan: 1. assessment of what students know, 2. use knowledge of syllabus to design work, 3. timing of tasks, 4. evidence of progress tracking, 5. gather resources.

Implementation: 1. deliver engaging lessons, 2. explicit teaching, independent learning, monitoring performance, providing feedback, 3. ensure pedagogy is involved.

Review: 1. make judgements on curriculum and learning, 2. possible re-planning and redesigning of curriculum, 3. inform evaluation of curriculum.

Pedagogy: how students are taught (De Nobile et al., 2017, p. 122).

Quality Pedagogies: focus on improving student achievement, and reflect research-proven strategies that teachers use in their teaching (De Nobile et al., 2017, p. 123).

Technical Pedagogies: strategies that aim to optimise effective teaching time and minimise the propensity of inappropriate behaviour (De Nobile et al., 2017, p. 127).

Engaging Every Learner (AITSL 4.1.: Support student participation)

Specific questioning

Assigning specific roles to students

Precise questioning

Group discussions

Differentiation is a teachers proactive response to learner needs, shaped by mindset (Tomilson & Moon, 2013, p. 2).

Teachers can differentiate through content, process, product and environment.

Teachers are able to differentiate according to student's readiness, interests and learning profile.