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8 Ways Pedagogy for Teaching Indigenous Australian Students - a great way to demonstrate that your teaching would reach Indigenous Students https://www.inclusionagencynswact.org.au/WWW_NSWIA/files/30/30a02eff-8394-4ac8-a39b-862726136bba.pdf 

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8 Ways Pedagogy for Teaching Indigenous Australian Students - a great way to demonstrate that your teaching would reach Indigenous Students https://www.inclusionagencynswact.org.au/WWW_NSWIA/files/30/30a02eff-8394-4ac8-a39b-862726136bba.pdf 

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Create safe and supportive learning environments.
In order to create an environment that encourages student growth, a teacher must examine the classroom culture and climate he or she cultivates. (Marzano)

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David Sousa

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Teachers present challenging tasks to support students in generating and investigating questions, gathering relevant information and developing ideas. They help students expand their perspectives and preconceptions, understand learning tasks and prepare to navigate their own learning.

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Teachers present challenging tasks to support students in generating and investigating questions, gathering relevant information and developing ideas. They help students expand their perspectives and preconceptions, understand learning tasks and prepare to navigate their own learning.

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Teachers explicitly teach relevant knowledge, concepts and skills in multiple ways to connect new and existing knowledge. They monitor student progress in learning and provide structured opportunities for practising new skills and developing agency.

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Teachers explicitly teach relevant knowledge, concepts and skills in multiple ways to connect new and existing knowledge. They monitor student progress in learning and provide structured opportunities for practising new skills and developing agency.

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Teachers challenge students to move from surface to deep learning, building student ability to transfer and generalise their learning. They support students to be reflective, questioning and self-monitoring learners.

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Teachers challenge students to move from surface to deep learning, building student ability to transfer and generalise their learning. They support students to be reflective, questioning and self-monitoring learners.

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Teachers use multiple forms of assessment and feedback to help students improve their learning and develop agency. They monitor student progress and analyse data to draw conclusions about the effectiveness of their teaching practices, identify areas for improvement, and address student individual needs

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Teachers use multiple forms of assessment and feedback to help students improve their learning and develop agency. They monitor student progress and analyse data to draw conclusions about the effectiveness of their teaching practices, identify areas for improvement, and address student individual needs

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Teachers know their students well and engage them in building supportive, inclusive and stimulating learning environments. Teachers motivate and empower students to manage their own learning and develop agency.

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Teachers know their students well and engage them in building supportive, inclusive and stimulating learning environments. Teachers motivate and empower students to manage their own learning and develop agency.

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a)    Teachers collaboratively develop and implement protocols to build a respectful, trusting learning environment in which students feel confident to contribute

b)    Teachers set explicit, challenging and achievable learning goals for all students

c)     Teachers develop and maintain a culture of high expectations and empower students to present their own ideas

d)    Teachers consider students’ backgrounds, interests and prior knowledge to create authentic and meaningful learning opportunities

e)    Teachers provide opportunities for students to initiate and assist in planning school events

f)      Teachers build connectedness with parents/carers and the broader community to strengthen social ties, care and support for students

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a)    ensure the learning program is relevant to students’ needs, interests and learning goals

b)    plan and deliver structured lessons, monitor learning, adapt routines and adjust time allocated to maximise student learning opportunities and understanding

c)     use a range of teaching strategies that leverage and develop different skills and abilities

d)    assist students to choose appropriate resources and processes to collect information for their learning program

e)    use effective teaching strategies to integrate ICT into learning programs in ways that make selected content relevant and meaningful

f)      use a range of question types to engage students and stimulate further investigation

g)    support students to identify and explore real world issues and problems.

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a)    collaboratively design learning programs that integrate the Australian Curriculum content descriptions, and achievement standards for learning areas and capabilities

b)    explain relationships between ideas and help students connect new and existing knowledge

c)     determine students’ current levels of understanding and introduce new content accordingly

d)    regularly use worked examples to introduce new knowledge and skills, and to scaffold student learning

e)    draw out students’ misconceptions and frame questions to challenge students’ ideas

f)      continuously monitor students’ learning and adapt routines to maximise student learning opportunities and understanding.

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a)    enrich and deepen learning programs through integrating the Australian Curriculum capabilities across learning areas

b)    provide examples of concepts in similar contexts to assist students to apply their learning

c)     support students to form theories, find patterns and make connections in their learning. Teachers design investigations of current issues that require students to compare and contrast different perspectives

d)    use questioning to probe student thinking and prompt them to justify their responses

monitor student understanding, provide feedback and adapt instruction based on group needs.

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a)    ensure assessment strategies meet the achievement standards for learning areas and capabilities

b)    design authentic, fit-for-purpose assessments based on the learning objectives and students’ individual needs and abilities

c)     work with colleagues to develop assessment rubrics with explicit assessment criteria and make consistent judgements validated by moderation

d)    use multiple forms of formative assessment and provide feedback to students to help them reflect on the learning processes and the impact of effort on achievement, identify their strengths and areas for improvement, and form new learning goals

e)    analyse student data, reflect on the effectiveness of their own teaching and identify appropriate  professional learning.

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Find out something about every student you teach.

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what will the students take away?
ensure it includes something bout ideas of thinking
clearly visible at the beginning of class

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Compliance v engagement- how do you know?

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Compliance v engagement- how do you know?

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Providing opportunity for student agency. Planning tasks that involve choice in specific learning area or in presentation of learning.

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Mathematics: intentionally including open ended questioning so that the students can develop their own solutions.

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Mathematics: intentionally including open ended questioning so that the students can develop their own solutions.

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I’m thinking of a rectangle with an area of 24. What could its perimeter be?

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Use of ICT for collaboration and sharing of resources

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Use of ICT for collaboration and sharing of resources

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Tools such as OneNote to communicate with students in a particular class or grouping, allowing them to collaborate, share ideas and ask questions as well as access support resources and set work.
Allows for recording of whiteboard notes, audio/video files relevant lesson by lesson.
Immediate feedback and reporting for teacher and student through student notebooks and collaboration space.

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Beginning a science unit with a fun & relevant practical investigation so students are engaged through hands-on learning. 

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Beginning a science unit with a fun & relevant practical investigation so students are engaged through hands-on learning. 

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Circle Time gives students an opportunity to contribute to class discussions, and to engage them in SEL conversations

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Circle Time gives students an opportunity to contribute to class discussions, and to engage them in SEL conversations

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Adding a 'familiar' and 'unfamiliar' section within science tests to encourage higher order thinking. 

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Adding a 'familiar' and 'unfamiliar' section within science tests to encourage higher order thinking. 

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Use the end of the lesson to ask students to re-cap what they have learnt during the lesson. Start the next lesson by re-capping learning from the previous lesson.

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Design and Technology - Use hooks to engage interest in the challenge: Videos and visual demonstrations of bridge building, the engineering principles and forces behind them. 

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Design and Technology - Use hooks to engage interest in the challenge: Videos and visual demonstrations of bridge building, the engineering principles and forces behind them. 

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Stimulating riddles/logic puzzles on the wall surrounding my classroom for the students

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Stimulating riddles/logic puzzles on the wall surrounding my classroom for the students

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For practical subjects, using reflections on practical tasks. To be able to extend students thinking and expand on previous learning for better future outcomes. 

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For practical subjects, using reflections on practical tasks. To be able to extend students thinking and expand on previous learning for better future outcomes. 

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Finding relevant topics that relate to students in the class and linking it to the science unit

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Finding relevant topics that relate to students in the class and linking it to the science unit

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Providing students with the opportunity to self evaluate encourages responsible learners and gives immediate feedback on where students are at.

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Get to know my students' interests what they are really experiencing in their life, what they are passionate about. 

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Get to know my students' interests what they are really experiencing in their life, what they are passionate about. 

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Taking the kids outside or to different areas of the school. 

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Taking the kids outside or to different areas of the school. 

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Providing a smaller amount of explicit information and then teaching research skills and providing resources for students to 'drive' their own learning. Students need a good provocation/ hook to start engagement and then be provided with a snap shot of information. They can then form questions about the information given and find a focus for their research. Students can be prompted or set tasks to explore certain curriculum areas.

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Allowing our students in have regular brain breaks. Especially in the junior primary classroom, they struggle to focus on the same topic for a long period of time. Us as adults require breaks too. Students need movement, and a change of environment and surroundings frequently. Have fun with it and they will be more engaged!

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Encouraging demonstration of understanding through explanations, whiteboard work and small group tutorials.
Peer marking of quizzes and correcting work to promote both their learning and their peer’s learning.
Ability to explain demonstrates deeper understanding and greater ownership of learning.

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Science: starting a class off by showing the students some phenomenon that is either confusing or counter-intuitive, and starting to teach the concept by addressing preconceived misconceptions.

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Science: starting a class off by showing the students some phenomenon that is either confusing or counter-intuitive, and starting to teach the concept by addressing preconceived misconceptions.

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Teaching should be focused and one or two key structures enough for a language lesson. 

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Teaching should be focused and one or two key structures enough for a language lesson. 

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Pose questions and instigate reflections which highlight connections to real life examples of the concepts being delivered, giving relevant context. Making connections between students' experiences/prior knowledge and the concepts. 

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Pose questions and instigate reflections which highlight connections to real life examples of the concepts being delivered, giving relevant context. Making connections between students' experiences/prior knowledge and the concepts. 

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Presenting students with a research question which they then need to present to the class however they choose.

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Presenting students with a research question which they then need to present to the class however they choose.

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Presenting higher level students with a research question

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Presenting higher level students with a research question

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explicit teaching, go through the instruction sheet with the students in class. don't expect them to be able to work it out by themselves.

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explicit teaching, go through the instruction sheet with the students in class. don't expect them to be able to work it out by themselves.

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peer assessing and correction
students designed quiz