This document discusses improving learning through consistent practices across subjects at a school. It focuses on developing common frameworks for literacy learning, numeracy skills, technology use, study skills, differentiation, self-directed learning, assessment, and classroom conditions. Specific practices mentioned include using graphic organizers, explicit instruction models, inquiry learning, higher-order thinking, and differentiation strategies. The document advocates agreeing on shared concepts and language around these practices to promote student learning.

1. Improving Learning: Agreeing on Consistent Practices across all Subjects
Focus Issues
Stage 4/5 syllabuses Common framework, modeled in BOS documents
Cycle of learning/teaching, QT model
Explicit and systematic approaches to: scaffolding certain text types, writing process, information process, strategies to read
complex texts - before, during, after reading. Visual learning - graphic organisers. Questioning. All teachers use the “model for
literacy learning”
Numeracy skills Reading graphs and charts, measurement – other
Technology-ICT Basic applications for presentation, agreed formatting standards, research and information process
Subject-related ICT content – routine class use
Year 10 Computing Skills Assessment 2006
Emerging: smartboards, blogs, podcasts, e and m learning
Study and learning SQ3R, skim/scan, note making, test taking – multiple choice & short/extended response
skills Thinking skills, memory skills, reflection and self evaluation
Homework for practice and performance –use of diary. Nature and quality of tasks
Differentiating work Agreed, shared programming framework principles using planning pyramid
for different learning Content, process, product
styles and abilities Agreed, shared lesson format – 3/4 part lesson
Self-directed School-home agreements
learning Structured inquiry learning opportunities – individual and group – G & T
Promote independent learning of seniors
Effective organization – workbooks, equipment
Outcomes and Rich assessment tasks
standards Knowledge of CPD/DLAs and Band descriptors – Stage 5/6
programming & Assessment for learning, marking guides, rubrics & checklists, effective feedback, reflection, self and peer evaluation
assessment Engaging, motivating and monitoring across subjects
-TLAR Standard of report comments
Conditions for Engaging classroom, learning style awareness, prior knowledge, connections
learning
Quality of learning environment Facilities & resources enhancement Healthy Lifestyle Attendance Discipline
Presentation Class behaviour
Achievement gaps: assist students School image and promotion
Expect success Set high standards Support low achievers Cooperate & persist E Talbert 5/05

2. What works in the classroom? Implications for Teaching and Improving Student Learning
Aspect Elements QT Opportunities for shared language and consistent practice
Guiding Essential elements of school improvement to
principles improve student learning
• High expectations
• Outcomes and standards for performance
defined and communicated
• Success for all
• High challenge, high support
• Early intervention with additional support
• Partnerships – community, school
• Quality ongoing, classroom focussed,
teacher professional development
• Effective leadership – instructional,
learning culture
Learning styles MI, VAK, intelligence, social and emotional
intelligence
Thinking and Blooms taxonomy, open-ended, higher-order,
questioning metacognitive skills, learning how to learn
Constructivism Project, problem, inquiry, research-based
learning, use of ICT
Real world Contextual, active learning, authentic
connections
Differentiation Meet individual needs – content, process,
product
Graphic Visual representations, KWL, PMI, Venn,
organisers concept maps
Basic skills: Model of explicit, systematic teaching, prior
Literacy and knowledge
numeracy Wide repertoire of literacy teaching strategies
Learning alone Cooperative learning, self –directed, capacity
and in groups for reflection, self and peer assessment

3. Elaine Talbert. June 2005 and reviewed February 2010
Teaching and Learning
Concepts and Strategies to meet Diverse Learner Needs
Please consider each of these items carefully and rate your current understanding of them and the capacity
you believe you currently have to coach members of your staff in their successful application in classrooms.
H = high, M = moderate, L= low, U = Unfamiliar with concept
Concept, strategy Rating – my current
capacity to effectively
coach my staff
H M L U
1. Active learning
2. Advance organisers
3. Anticipation guides: see prior knowledge
4. Assessment for learning
5. Attention focussing
6. Authentic tasks, assessment
7. Automaticity
8. Bloom’s taxonomy
9. Brain-based learning
10. Chunking
11. Concept learning, development, mapping
12. Constructivism, constructivist theories and principles
13. Convergent thinking, questions
14. Cooperative learning
15. Critical thinking
16. Cycle of learning, inquiry
17. Deductive reasoning
18. Differentiated curriculum: process, content, product
19. Discovery learning
20. Emotional intelligence
21. Explicit and systematic model of teaching for literacy – model, guide,
independent practice
22. Expository teaching
23. Graphic organisers: KWL, PMI, Venn, cause and effect

4. 24. Higher – order thinking skills (HOTS)
25. Information literacy and process skills
26. Inquiry learning
27. Integrated curriculum
28. Instructional models, design: direct, interactive, inquiry
29. Knowledge – declarative, procedural, conditional
30. Learning how to learn
31. Learning logs/journals
32. Learning styles: inventories
33. Literacy strategies: three level guide, planning pyramid
34. Memory: nature of, schemas, skills and techniques, mnemonics, short, long
35. Metacognition, metacognitive skills
36. Modelling
37. Motivation: theories, approaches, to learn
38. Multiple intelligences theory
39. Multisensory teaching: VAK, visual, auditory, kinesthetic
40. Outcomes focused teaching and assessment – standards framework
41. Note making, taking: Cornell,
42. Peer assessment
43. Prior knowledge - anticipation guides
44. Portfolios for learning
45. Problem solving, finding
46. Project, problem, inquiry, research based learning
47. Questioning: open-ended, fat v skinny,
48. Reading processes and skills: SQ3R, word attack
49. Real life connections: practical applications of authenticity
50. Rubrics: performance criteria and marking guides
51. Scaffolding learning
52. Self direction and assessment – planning, goal setting, reflection
53. Self-regulation, self-evaluation, self-monitoring
54. Study skills: note- making, summarising, reading texts,
55. Structured overview
56. Test taking skills
57. Text types for writing
58. Thinking skills: critical, creative, 6 hats

5. 59. Writing process
60. Zone of proximal development