Sequence teaching and learning
Explicit instruction is structured, systematic and effective methodology for teaching academic skills. It is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target and supported practice with feedback until independent mastery has been achieved. (Archer & Hughes, 2011.)
Curriculum is all the planned learning that a school offers and enacts. Curriculum intent is what we want students to learn from the mandated curriculum.
Teachers decide to plan and deliver the curriculum to ensure that all students have opportunities to engage in meaningful learning. Effective teachers plan and enact curriculum that meets the learning needs of the diverse range of students in their class.
Teachers and students use standards to make judgements about the quality of learning based on the available evidence. It is the process of judging and evaluating the quality of performance and depth of learning. Teachers make judgements against specific year-level standards based on criteria.
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance.
Feedback can be written, spoken or gestured.
Three types of feedback (Hattie):
- Feed-up: Where am I going?
- Feed-back: How am I going?
- Feed-forward: Where to next?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgements about student learning. Systems, teachers, students and principals use assessment information to support improvements in student learning.
Diagnostic: planning and using assessment for learning
Formative: planning and using assessment as learning
Summative: planning for assessment of learning
A diagrammatical representation of the Pedagogical Framework is available in the Related links section.