others, such as family members and members of the community, who may have particular expertise or knowledge that can inform the learning. Encouraging Supporting, particularly when children are making an effort, through making comments that motivate and encourage them to persist. Explaining Making ideas and requests clear for children. This is useful at times when children want or need to understand a concept or idea, often about their own and others’ or rights. safety Identifying Drawing attention to new ideas and topics. Pointing out children’s things of interest may generate areas for exploration and investigation. Imagining Creating an environment where children are encouraged to use imagination and creativity to investigate, hypothesise and express themselves. Teachers plan for children to have opportunities where there is freedom to engage in experiences with no set expectations for outcomes, and where children can explore their own possibilities. Instructing Using techniques that engage children and are respectful of ideas. Teachers use direct instruction when other children’s strategies might not be appropriate. For example, teaching children about road safety on an outing requires teachers to be clear about their expectations for children, and to identify the safe practices needed in these types of situations. Listening Encouraging children to lead conversations through listening deeply and thoughtfully to what they are saying. Through actively responding to contributions, teachers create opportunities children’s for authentic and sustained conversational exchanges. Making connections Assisting children to see relationships and incongruities. Teachers contribute to thinking by comparing and contrasting children’s experiences and ideas. Modelling Demonstrating a skill or how a task is done. Modelling should always be supported with opportunities for children to have a go at
others, such as family members and members of the community, who may have particular expertise or knowledge that can inform the learning. Encouraging Supporting, particularly when children are making an effort, through making comments that motivate and encourage them to persist. Explaining Making ideas and requests clear for children. This is useful at times when children want or need to understand a concept or idea, often about their own and others’ safety or rights. Identifying Drawing children’s attention to new ideas and topics. Pointing out things of interest may generate areas for exploration and investigation. Imagining Creating an environment where children are encouraged to use imagination and creativity to investigate, hypothesise and express themselves. Teachers plan for children to have opportunities where there is freedom to engage in experiences with no set expectations for outcomes, and where children can explore their own possibilities. Instructing Using techniques that engage children and are respectful of children’s ideas. Teachers use direct instruction when other strategies might not be appropriate. For example, teaching children about road safety on an outing requires teachers to be clear about their expectations for children, and to identify the safe practices needed in these types of situations. Listening Encouraging children to lead conversations through listening deeply and thoughtfully to what they are saying. Through actively responding to children’s contributions, teachers create opportunities for authentic and sustained conversational exchanges. Making connections Assisting children to see relationships and incongruities. Teachers contribute to children’s thinking by comparing and contrasting experiences and ideas. Modelling Demonstrating a skill or how a task is done. Modelling should always be supported with opportunities for children to have a go at
qklg_pd_intentional_teaching_reflecting.docx