Connect learning to what is meaningful and interesting to particular students e.g. relate the – significant ideas to, and include, people with expertise in the field, community events, issues or trends. Ask: What do I want the students to do to achieve deep understanding or to demonstrate learning? 2.3 High Expectations Identify the prior learning of students and monitor their progress in order to support the development of appropriately challenging work for all students. Model language and behaviour, which demonstrate respect for others’ ideas, opinions and work. 2.4 Social Support skills in teamwork, consensus building, active listening and positive feedback. Ensure activities are purposeful and interesting with clear goals that students perceive to be worthwhile. Quality 2.5 Students’ self-regulation Encourage student self-evaluation of progress and achievement on learning tasks. Learning Ensure students understand the consequences of choices and their behaviours. Environment Incorporate scaffolded choices within class learning activities e.g. tiered activities with multiple – entry and exit points so that students can determine where they begin and what challenges they will 2.6 Student direction meet. Negotiate learning tasks and be open to ideas suggested by students for learning activities. Identify and acknowledge the out-of-school background knowledge of students by gaining familiarity with the students’ life outside school 3.1 Background Knowledge Incorporate background knowledge in learning activities through reference to family, community, previous experience and popular culture. Develop an understanding of diversity by using a range of resources (human and material) within and across social groups. 3.2 Cultural Knowledge Provide opportunities for students to look beyond stereotypes used to describe different social groups. Significance Plan to make explicit the connections between topics within a subject using themes or large problems where they can strengthen the learning of key concepts. 3.3 Knowledge integration Plan and/or teach collaboratively units of work and learning activities in cross-KLA tams e.g. – map common outcomes in order to promote links between subjects or lessons. Know and the social and cultural backgrounds of students in your class 3.4 Inclusivity Make greater use of the cultural knowledge of the groups represented in the class in the design and development of learning activities.
Connect learning to what is meaningful and interesting to particular students – e.g. relate the significant ideas to, and include, people with expertise in the field, community events, issues or trends. 2.3 High Expectations Ask: What do I want the students to do to achieve deep understanding or to demonstrate learning? Identify the prior learning of students and monitor their progress in order to support the development of appropriately challenging work for all students. Quality Learning Environment 2.4 Social Support Model language and behaviour, which demonstrate respect for others’ ideas, opinions and work. skills in teamwork, consensus building, active listening and positive feedback. 2.5 Students’ self-regulation Ensure activities are purposeful and interesting with clear goals that students perceive to be worthwhile. Encourage student self-evaluation of progress and achievement on learning tasks. Ensure students understand the consequences of choices and their behaviours. 2.6 Student direction Incorporate scaffolded choices within class learning activities – e.g. tiered activities with multiple entry and exit points so that students can determine where they begin and what challenges they will meet. Negotiate learning tasks and be open to ideas suggested by students for learning activities. Significance 3.1 Background Knowledge Identify and acknowledge the out-of-school background knowledge of students by gaining familiarity with the students’ life outside school Incorporate background knowledge in learning activities through reference to family, community, previous experience and popular culture. 3.2 Cultural Knowledge Develop an understanding of diversity by using a range of resources (human and material) within and across social groups. Provide opportunities for students to look beyond stereotypes used to describe different social groups. 3.3 Knowledge integration Plan to make explicit the connections between topics within a subject using themes or large problems where they can strengthen the learning of key concepts. Plan and/or teach collaboratively units of work and learning activities in cross-KLA tams – e.g. map common outcomes in order to promote links between subjects or lessons. 3.4 Inclusivity Know and the social and cultural backgrounds of students in your class Make greater use of the cultural knowledge of the groups represented in the class in the design and development of learning activities.