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1. Be explcit about why - teaching purposefully
2. Making connections - variety of sources
3. Actionable, timely, relative feedback  to the learners
4. Mentor taks/ quality exemplars - modelling what we are looking for

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1. Higher Order thinking
2. Clear learning intentions and success criteria
3. Using deliberate  effective evidence based strategies
4. Connecting across curriculum areas and daily life

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1. Modelling
2. Learning goals based on feedback and assessment
3. Target Zone of Proximal Development
4. Differentiated teaching strategies and success criteria

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1. Subject specific vocab - teaching it explicitly and finding resources accessible to students
2. Valuable learning time: deciphering written texts
3. Scaffolding - know where your students are at and helping them move forward
4. Providing examples of what "at standard" looks like to make it clear for students

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1. Focus on reasoning and understanding, when they can explain their thinking...
2. Explain the purpose and relevance
3. Feedback to students to monitor and regulate their own learning.
4. Explicit systematic scaffolded teaching to support Num/lit. To formatively get a pic where students are at, strengths and interests. Offer feedback to move students on.
5. Processes need to be in place to provide seamless transition between classes/grades/schools

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1. Explicitly teach/instruction
2. Modelling and scaffolding
3. Clear outline of goals - Key Learning Intention
4. Variety of strategies and practices (evidence- based best practice)

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Clear learning goals, provide exemplars so that students can see what good learning looks like
Activities are rich and challenging with enough time to complete. Formative assessment is linked back to learning goals.
Literacy - ensure modelling, teaching of active listening, plan and teach for the skills required to interpret the texts.
Numeracy - explicit teaching of numeracy methods including problem solving, students to explain their thinking, encourage students to analyse and evaluate through discussion and a strong fluency base is needed for this to occur.

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1. Effective explict teaching through modelling, scaffolding, explanation. Making the invisible visible
2. Engaging students through rich and challenging tasks, questioning, unit design
3. Students collaborate to refine their focus on task
4. Assessing for the next step in instruction- formative

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1. Good instructions
2. Know what they know first
3. Give explicit instructions
4. Tailor work to all students

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1. Deep understanding of content and pedagogy, including differentiation and scaffolding

2. Formative assessment and quality feedback, linked to learning goals and success criteria

3. Communicate what success criteria looks like and link it to learning goals and students individual goals

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1. Scaffolding is essential to strong learning outcomes
2.  Vocabulary is important for all subject disciplines and essential for students understanding and learning
3. A mix of open ended problem solving and practicing of fluency type questions
4. The use of examples in the text a powerful reminder and helpful to reflect on practice.

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·         Explicitly teach how to comprehend

·         Explicitly teach how to compose texts

·         Apply valuable time on  quality texts

·         Identify key ideas that underpin the ideas and concepts you want to teach and communicate these goals to students

·         Providing clear understanding for students through the use of learning goals; clear messages; scaffolding; and useful explicit instruction.

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1. Articulate learning goals
2. Scaffolded learning & differentiation - occurs at numerous levels to formatively assess.
3. Explicit instructions
4. Feedback is most efffective when linked to learning goals.

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1. Clarity of learning outcomes and what success looks like
2. Explicit teaching and modelling
3.Formative assessment for differentiated teaching
4.thoughtful questioning to allow for quality discussion to enable students to extend their thinking

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-Building and consolidating on previous years. Teacher directed learning- Explicit teaching. End product the same, different ways to get to the product. Open discussions on ways to get to it.
- Importance of articulate learning goals. Providing purpose to the lesson.
-Specific feedback that is relevant to the learning goals. Utilising formative assessment to provide a fluid classroom environment.
- Relevance. Keep student engagement by making it real-world learning.

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1.Explicit explanation of purpose and relevance of tasks linked to the achievement standards
2. Formative assessment and feedback
3. Scaffold and differentiate learning
4. Explicit teaching of the skills

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1. provide clarity of learning goals
2. use scaffolding to build on student's prior knowldege
3. embed formative assessment within rich tasks to guide further learning and teaching
4. enable fluency of thinking and transfer reasoning into deep and real contexts

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The need to teach proficiencies proficiently in order for students to be proficient.

Articulate clear and explicit learning goals for students to continually focus learning on these goals.

Teacher must have understanding of content and pedagogy in order to achieve student learning.

Understanding literacy demands of each subject in order for students to be able to comprehend the content being delivered to them.

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1) Scaffolding and differentiation is key to move students forward.

2) Make the teaching goals clear and know students skills and prior knowledge is at. Model how to make connections to prior learning to move students forward.

3) Remove barriers that we don't think about such as vocab, to move students forward by explicitly teaching that required vocab. Ensure students are in a safe and supportive environment for learning.

4) Use formative assessment to guide teaching so that we can move them forward.

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1. provide learning goals,
scaffolding, scope, opportunities,
2. communicate intended outcomes and what quality work looks like, explicit instructions and feedback (formative assessment)
3. build on prior knowledge - make connections, develop vocab using a broad range of effective and differentiated strategies
4. fostering skill and will
self efficacy, self esteem, confidence  in their own learning
5. explicitly teaching FOR problem solving -
aiming for high order thinking

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1. Developing cross curriculum links through Numeracy and Literacy Strategies.
2. Discussions and problem solving between students and teachers to share strategies and best practice
3. Explicitly teaching and modelling best practice AND engaging students in this process
4.  Mapping the process from the KLI to the Success criteria, there is a clear link between them.

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1.modeling & explicit instruction
2.honest, specific feedback - where to next
3.formative feedback
4.scaffolded learning

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Setting goals needs to be implicit for students
Differentiate - success and success criteria is different for each student
Need to use scaffolding, modelling, showing exemplars
Students need 'skill and will' to become competent and motivated readers and writer

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1. Knowing the curriculum content/ standards and knowing where the next progression is - student friendly language
2. Collaboration, discussion and feedback amongst peers for best teaching and learning practices
3. Explicit teaching and modelling to students and staff
4. Know where each individual student is at, what are the formative assessment strategies to move that student forward in their learning.

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Evidence Based Learning
--> Formative assessment
--> Evidence based teaching
--> Linking prior knowledge

Teacher and Student Collaboration
--> Learning intentions
-->Feedback
--> Success criteria
--> Shared dream!

Teacher Knowledge
--> Deep understanding of subject and learners
--> Explicit teaching strategies

Fostering Engagement
--> All students need skill, will and opportunity.