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Do all Explict Teaching components have a ‘Think Aloud’? If not, should they?

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Do we all have a shared understanding of what ‘Explicit Teaching’ is and what it looks like?

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How can we keep students engaged in the explicit teaching part?

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Do our reflections have to involve us referring back to the success criteria And using that as a check in with students? Or put more simply is there one or are there a few set ways we can follow to conduct reflections?

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This reclarified and supported my existing understanding of the instructional model.

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This reinforced my understanding of instructional model.

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I noticed some staff aren’t clear on what all the HITS are and their affective size on students learning.

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If the purpose of a maths warm up is to excite and engage students for the maths lesson, should we not have some sort of warm up for reading and writing? Whether it is some sort of word work or other, it could be done with the same intention as a maths warm up.

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Reinforced understanding of instructional model

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Student and teacher roles was clarified for me

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Wondering about time frames for the instructional model with interruptions

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Do we always have a short reading task related to the skill we are teaching? The students independent reading text may not always contain the skill we want them to practice.

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Clarified - We don’t always need to do a purposeful reading task - ultimately we want reading time to be for reading and not always taken up with writing about reading etc

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Common language in plans would be helpful

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1. Will we follow up on our questions in another PLC, or within our teams?

2. Could make things like the warm up more of a routine, where the task doesn’t need to be explained each time. Just put it on the screen and students spend the full 10 minutes on the task

3. Good to know most of us are in the same boat and feeling the same way!

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Is it beneficial to create a seperate numeracy instructional model for P-2 as the timings listed are not realistic?

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From this session I learnt that for the instructional model relating to mathematics instead of roaming I should be taking small groups for every lesson. I will be working with fee this term to further my development and understanding on how I am going to implement this in my teaching

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How role might digital journals play in evidence based practice?

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What is different from or not include from Victoria’s teaching and instruction model 2.0

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How is the new model different to our current model?

Work program structure to align to the model.

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How independent do we expect students to be during ‘independent practice’ in numeracy and writing? Are there different expectations depending on the year level?

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How can we incorporate more comprehension activities literacy for students to apply their understanding

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today clarified and reinforced my existing understanding.

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Can we include HITS in our planner - perhaps just a little box that says which HIT has been utilised in the lesson

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Should we modify our expectations around a lesson going for 60 minutes when we know there are often unavoidable interruptions? Maybe we should be more realistic about lessons being closer to 50 minutes.

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How can we go deeper and be explicit about real world engagement in our models? What does it look like?

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HITS need further visiting so everyone has a shared understanding of their importance.

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would it be beneifical to change the timing of instructional models for different aged cohorts as their level of concentration and independence changes?

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Our work programs should be reflective of our school’s instructional model