This document outlines a framework for developing teacher knowledge and skills. It discusses several key aspects of effective teaching and instruction including: 1) focusing on student learning and understanding learning theories; 2) using research-based instructional techniques and strategies tailored to meet student needs; and 3) creating a positive learning environment that supports high expectations, diversity, and meaningful student engagement. The goal is to identify the essential knowledge, skills, and practices that teachers need to improve student learning outcomes.

1. Teaching and Instruction – A Developing a Framework for Teacher Knowledge and Skills (V1)
Pedagogy – definitions, specific content pedagogy Concepts – knowledge and skills
Student learning is the fundamental purpose of schooling.
Sarason – What keeps children eagerly pursuing knowledge?
Success. If it is to be, then it’s up to me!
Leadership for curriculum and Understanding the principles for effective T & L - Intelligence is variable, multifaceted
instructional improvement Micro level – classroom, identify a shared vision for learning
What is it? How do you do it? Knowledge of conceptual base/s
What are the essential knowledge, skills Knowledge and skills of continuous improvement process, dialogue, dialogue, and common goals
and understandings? (SREB). How to engage teachers? Develop capacity, enable, expand expertise, lead an inquiry
approach
Needs, priorities, where are we now, we do we want to be? How do we get there?
Models for learning and inquiry Framework or cycle, explicit and systematic model/s, sequence, chunking, monitoring
Learning theories – cognitive development Theory/research to practice, concept to classroom. Implications fir classroom
Creating meaningful discussion about how to improve student learning, identify effective models,
instructional strategies, methods and skills
Brain-based, MI, learning styles, multisensory methods, need to match what is learnt and how it is
learnt. Help students to learn through a range of “styles”. Perception and processing, concrete v
abstract, reflect v action
Creating connections in the brain – meaningful patterns, hooks, create new meaning
Attention and memory – participation and practice increases learning, learning re/organises the brain
Motivation for active engagement, ability to persevere, persistence with success
Developmentally appropriate – adolescent development, scaffolding (structure, support, sequence)
Identify current beliefs and effective practice, align action
Emotional intelligence
Success of earlier learning - self esteem, self concept, self efficacy
Teaching – effective instructional Direct, interactive, moderate challenge, active, constructivist, scaffolds, research and information
techniques and strategies based on processing skills
research and experience What are the conditions of transfer? Transfer of learning promoted by knowledge of principles
which can be applied in new contexts
Small steps
Standards framework Curriculum: Depth v breadth
Assessment: formative
Outcomes, content, skills, marking guidelines, feedback
Assessment, evaluation – performances, portfolios
Integrated curriculum - themes

2. Learning Environment Culture, ethos, learning community, learning talk
Student/learning centred
High expectations for student achievement. All students can learn.
Class organisation/composition
Support systems for students
Feedback – examination of work samples
Recognition
Implications of diversity
Differentiated for diversity – many factors, enrichment, meet special needs, under-achievement
Flexible grouping: Independent, cooperative teams, collaborative interactions and meaningful
projects, hands-on,
Choice of instructional materials/resources
Homework, study skills, tests skills
Prior learning Baseline assessment/testing, find starting point, identify readiness, diagnose needs, make
connections. Strategies- advance organisers, anticipation guides, pre-teach
Use current knowledge to construct new knowledge – may help or hamper learning
Focus on literacy and numeracy Reading, writing, spelling, grammar, social purpose and text types
Thinking Higher –order, critical, creative, metacognitive, self-awareness, reflection, self regulation and
evaluation, lifelong learning (how to learn) skills. Strategies for learning, decision making, problem
solving and generating, communication and interpersonal skills. Wait time.
Questioning Convergent and divergent, open-ended, promote discussion, promote exploration and inquiry, teach
active listening, value of difference and controversy. Guide on the side, “How do you know that?”
Contextual learning Real world/life examples, and applications, interests, use of rich resources, authentic
Technology Use to promote and improve learning
Professional development Focusing on learning - Tchart, expectations, use of data, school-based action research. Team
teaching
Starting point for thinking and discussion. Can be explanded.
Elaine Talbert. 6/05. Updated Feb 2006. Reviewed. Feb 2010.