# data[].attributes.body
lots of HITS used
student felt 'safe' not getting the answers correct, but were willing to try
HINT from the teacher "so close", "not quite" "what does this do to the sentence?"
Use of Problem solving model VERY clear, with multiple exposures using HITS

# data[].attributes.body
(GARM) using a variety of strategies to recap and reflect on previous lesson content, to activate prior knowledge.
Includes strategies like gamification, turn and talk, brainstorms, and challenges.

# data[].attributes.body
A great lesson on jointly creating an example response to a text response prompt, with particular focus on topic sentences.

# data[].attributes.body
Gimkit https://www.gimkit.com/me

# data[].attributes.attachment_link.description
Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

# data[].attributes.body
HOPC presented a fantastic resource on student feedback and reflection, this would be greatly beneficial to all staff in best practice rotations particularly those who teach VCE.

# data[].attributes.headline
Learning Environment - Lifting the Weights

# data[].attributes.subject
Learning Environment - Lifting the Weights

# data[].attributes.body
Having students "lifting the weights" to create whole-class quizzes that can be used as lesson starters, formative assessment etc.

# data[].attributes.body
A list of reflective question prompts that can be copied and pasted into the compass lesson plan to remind me to do the reflective part. Also when the students see it on compass they will be reflecting to themselves.

# data[].attributes.body
Maths students were provided with an engaging topic-related Kahoot starter to review previous content and build confidence for the completion of the GAT which followed. This was an effective 'buy in' for students who were known to engage in avoidance tactics.

# data[].attributes.body
(PEAL) presented Powerpoint content with handouts that aided understanding and skill development. I saw the use of mnemonics given to students to remember names of parts of the musculoskeletal system for example all of the vertebrae of the spine. Students discussed alternative mnemonics and acronyms that they could use.

# data[].attributes.body
Observed a fantastic exemplar delivered in VCE Accounting to students. Students had ample opportunity to ask questions to the teacher and each other. The exemplar had clear structure and was easy to follow, which allowed students to expand their answers and knowledge of the topic.

# data[].attributes.body
Great use of Digital dialects which I haven't seen used before, interesting new resource for language teachers.

# data[].attributes.body
Students are quizzed with a question or two. Students give their answers on little slips of paper and the teacher quickly sorts the answers into "yes" and "no" piles (correct and incorrect). The teacher then selects their favourite wrong answer and writes it up on the board. The class then points out the good parts of the answer. What did they get right about their answer? The class then identifes and corrects the error.

Great for targeting common misconceptions. Celebrates the mistakes that we can learn from.

https://youtu.be/srJWx7P6uLE

Amber Palmer & Bryce Taylor

# data[].attributes.body
I had the opportunity to observe a HHD lesson on discrimination. The activity required student to 'take a walk in another's shoes'. This was a great activity to evoke empathy and to have students understand that different people may have different circumstances. This activity enabled students to think critically about the repercussions of discrimination and to visibly see the effects.

# data[].attributes.body
I saw a "bus stop" activity. This was a great collaborative activity where students worked in pairs adding information to a topic written on A3 paper. Pairs had 1 mins to write down what they could. Each min students would move on to the next A3 paper and read what their peers had written down before adding more information themselves. The small groups kept the student accountable and some great discussions were had.

# data[].attributes.body
A stylus was used to demonstrate the 'thinking' involved in solving Chemistry problems. Students were prompted to reflect on their own thinking and understanding of content, and determine where to direct their future learning

# data[].attributes.body
lots of pre-preparation- not just printing etc, but general classroom atsmosphere
open/confident class room - kids felt safe to ask questions, it is OK to not know something, but safe environment
ongoing conversations obvious
'focus' list - not what you don't know - stuff to work on, wording really matters

# data[].attributes.body
A reflective environment asks students to go beyond the result they received. Students should be given time to reflect on and share their learnings, but also their factors such as how they prepared for an assessment. Students should be given a chance to explain their thinking, and share this with their peers.

This was viewed through TAYJ, who had students in small groups answering questions from a recent SAC where students made common mistakes. This allowed students to collaboratively reflect on different ways to approach SAC questions, and their own thinking.

HOPC demonstrated individualised feedback for a recent SAC that students were then tasked with reflecting on their progress, feedback and preparation.

# data[].attributes.body
I saw students actively participating in a class activity. They worked together in small teams to answer questions 'Jeopardy' style using the site jeopardylabs.com. Students worked together to solve problems and this helped them, particularly while revising for tests. Using metacognitive questions that asked students to guess how many marks exam questions are worth and then justify really got students considering how to answer questions.

# data[].attributes.body
HAIC and PALA observed TAYB conducting a progress quiz with his extension maths students. It was a good check in to make sure students understood the concepts and provided another opportunity for students to identify area's they need more practice on. At the end of the quiz students were asked to write what they needed more practice on promoting good study habits.

# data[].attributes.body
I saw that with detailed structure students can move through exemplars to end up with individualised examples that can deepen understanding for multiple process and multi-levelled questions.

# data[].attributes.body
Using exemplars to extend student work and contribution.
Using brainstorms to focus on the growth of skills, and make connections to prior knowledge and real-world applications.

# data[].attributes.body
I had never seen Padlet in action before and enjoyed watching students being assigned a task and it popping up on the Padlet. Students who aren't always engaged were on task and taking ownership over their work.

# data[].attributes.headline
It would be great to see how someone else speaks to students about study and revision techniques 

# data[].attributes.subject
It would be great to see how someone else speaks to students about study and revision techniques 

# data[].attributes.body
Bus stop activity-
Had students in small groups moving around the room. At each stop, there was an A3 sheet with a key word from the topic. The students had 1 minute at each activity to write down all they know on that key term. By the end each sheet was filled with different ideas and concepts.

# data[].attributes.body
Observed a cooking teacher. Excellent the way they were able to keep track of all the kids in the non - traditional classroom environment. Expectations were set and repeated verbally. The students also clearly had an established routine which meant that they quickly got on with the tasks.

# data[].attributes.headline
Engaging Environment: Modification of team games in PE

# data[].attributes.subject
Engaging Environment: Modification of team games in PE

# data[].attributes.body
I saw JOHN modify and take rules and tactics from several games to maximise participation and optimise differentiation so that students were able to participate at their own level in a practical setting. Different point scoring was also utilised to incoporate numeracy goals to the PE class.

# data[].attributes.body
Alternative brainstorm activity's that all more inclusive to all students. For example, not all students may be comfortable writing on the whiteboard, so a snowball like activity may be more inclusive and engaging.

# data[].attributes.body
Starting the lesson with a fun activity that was hands on! Had students on task straight away.

# data[].attributes.body
* Viewing of Queen scene - montage archival footage and how to use it in regards to Ransom
* Many opportunities for students to contribute and connect the links between the movie and the text
* Comparative explanations and the need for similarities AND differences
* Students were able to contribute to discussion - of a class of 20 more than 12 contributed to the discussion or asked questions
* Students super engaged

# data[].attributes.body
It was great to observe a practical class in PE. The students were engaged and the vibe of the lesson was really positive and inclusive. There were many different teaching points to facilitate the activities and kids had good clarity around what they were doing.

# data[].attributes.body
I really enjoyed watching a teacher use maths magic to engage the students.

# data[].attributes.body
TURA ran a practical depth perception science class with year 9 students. I saw students engaged and having fun with the content. Students wore eye patches and participated in throwing and catching of tennis balls. Students were discussing the reasons why this is occurring and allowed for learning outside the normal classroom environment.

# data[].attributes.headline
Multiple Exposure - Engaging Environment

# data[].attributes.subject
Multiple Exposure - Engaging Environment

# data[].attributes.body
REGJ delivered a topic in a way that included many multiple exposures such as using videos, whiteboard, verbal and learning groups. This was great as it catered to a range of different learning styles

# data[].attributes.body
Year 11 Psychology Class - teacher had 1:1 chats/engagement with students & prompted questions that were specific to students' level of ability/level of understanding. Prompts changed from student to student & allowed students to reflect on their multiple exposures of the topic (i.e. diagram, practice questions & brain dissection), to lead them to the answer independently.

# data[].attributes.body
Establishing explicit connections among the stimulus (booklet), success criteria, worked example, and practical class.

# data[].attributes.headline
Students involved despite the introduction of a new topic 

# data[].attributes.subject
Students involved despite the introduction of a new topic 

# data[].attributes.body
Comparing against prior knowledge and getting the kids involved despite the introduction of a new topic. Board notes were a table - contrast against prior knowledge. Introducing this knowledge without it simply being direct instruction.

# data[].attributes.headline
Peer moderation on GATs working in teams (MERT)

# data[].attributes.subject
Peer moderation on GATs working in teams (MERT)

# data[].attributes.body
Create a playdoh figure of a protagonist and write a sizzling start for your character.

# data[].attributes.body
SAC/ GAT/ TEST reflection activities, worksheets, etc.

# data[].attributes.body
Hands on maths activity based on surface area and measurement of shapes. Students were provided with nets of various shapes and were required to choose one based on their level and find the surface area and volume before creating the solid

# data[].attributes.body
Students completed a reflection sheet attached at the end of a topic. A revision lesson was then developed from what the students had written in the THORN section.

# data[].attributes.body
Showing worked examples for students is critical as it shows what high quality work looks like. It motivates students to work to a higher standard and therefore, allows them to improve and progress through their outcomes.

# data[].attributes.body
Best practice -
Token economy for students bringing the correct equipment to Y7 English class (pencil case, diary, charged laptop + book to read). 5 ticks in a row = reward, 2 crosses in a row = lunchtime. This is a consistent routine in this class.

Row competitions - split the class up into groups according to their table rows. Discuss what type of behaviour will earn groups 'points' on the board. Group with most points wins at end of class. This supports respectful classrooms.

Explicit instruction - 'I do, we do, you do', for gradual release of responsibility.

# data[].attributes.headline
Reflective Environment: Peer and Individual Feedback 

# data[].attributes.subject
Reflective Environment: Peer and Individual Feedback 

# data[].attributes.body
Students worked in small groups of 2-3, using an A3 sheet with questions they worked together to answer these using the question formula. Peers supported each other by elaborating their peers examples. The teacher then walked around and provided individual feedback.
To improve, exemplars should be provided to students.

This was a technique taught during the feedback PD by WILJ

# data[].attributes.body
I saw that moving students between individual work, to whole-class discussions, back to individual work, kept students more engaged with the content and practical skills being developed in the lesson. Short brain breaks between certain activities was also a good way to break up the lesson and activities as students seemed to pay attention more frequently and for longer periods of time.

# data[].attributes.headline
Critical thinking through verbal communication

# data[].attributes.subject
Critical thinking through verbal communication

# data[].attributes.body
Prompts were used effectively to allow students to think deeply into the themes of the novel and how they linked to society of the time. When it became apparent the the same students were responding cold calling was introduced to include everyone in the class. A first response was never just accepted further questions were given to make students think even deeper and question their first response. This was a very interesting and engaging class and the students very engaged.

# data[].attributes.body
"I love this class"
"She's a 10/10"
"Don't like her music taste"
"7/10 but nothing wrong"
Students were relaxed and engaged with the teacher and lesson. Lots of collaboration happening and students were lifting the weights. They had their own goals for the lesson and were consistently encouraged to stay on them/complete them.

# data[].attributes.body
It would be good to see some good work exemplars rather than just GAT exemplars.

# data[].attributes.body
A non traditional classroom had very clear expectations and process in place that made for an effective and efficient start to the lesson.

# data[].attributes.body
PEAL observed REGJ using effective "cold calling" strategies that promotes attention, engagement and participation. This ensured all students were ready to answer questions. I was also able to see how this strategy could be used to build the confidence of learners (lower level questions) as well as extending high ability students (difficult questions). This strategy was great as it meant that we didn't see the same high ability students always answering questions.