Professional learning The teacher assesses and assessment activities transfer of knowledge and activities focus on building student competence at each that incorporate multiple deep understanding. understanding of stage and provides timely exposures. teachers’ An integrated, whole-school evidence based high impact feedback to remediate Teachers analyse a range approach to using high teaching strategies. student misunderstandings of data, including student impact teaching strategies and/or mistakes. feedback, to measure the is implemented, and regular Teachers work in impact of multiple monitoring and evaluation Professional Learning exposures on student processes ensure teacher Communities to develop learning and to evaluate accountability. multiple exposures learning their effectiveness. activities in different contexts which support transfer of learning. Evidence Base Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Gardner, H. (1999). The disciplined mind: What all students should understand. New York, USA: Simon & Schuster. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, USA: ASCD. Nuthall, G.A. (2000). role of memory in the acquisition and retention of knowledge in science and social studies ‘The Cognition and Instruction, 18(1), 83-139. units.’
Professional learning activities focus on building teachers’ understanding of evidence based high impact teaching strategies. The teacher assesses student competence at each stage and provides timely feedback to remediate student misunderstandings and/or mistakes. Teachers work in Professional Learning Communities to develop multiple exposures learning activities in different contexts which support transfer of learning. and assessment activities that incorporate multiple exposures. Teachers analyse a range of data, including student feedback, to measure the impact of multiple exposures on student learning and to evaluate their effectiveness. transfer of knowledge and deep understanding. An integrated, whole-school approach to using high impact teaching strategies is implemented, and regular monitoring and evaluation processes ensure teacher accountability. Evidence Base Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Gardner, H. (1999). The disciplined mind: What all students should understand. New York, USA: Simon & Schuster. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, USA: ASCD. Nuthall, G.A. (2000). ‘The role of memory in the acquisition and retention of knowledge in science and social studies units.’ Cognition and Instruction, 18(1), 83-139.
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