Professional learning activities focus on building teachers’ understanding of evidence based high impact teaching strategies. The teacher assesses student competence at each stage and provides timely feedback to remediate student misunderstandings and/or mistakes. Teachers work in Professional Learning Communities to develop multiple exposures learning activities in different contexts which support transfer of learning. and assessment activities that incorporate multiple exposures. Teachers analyse a range of data, including student feedback, to measure the impact of multiple exposures on student learning and to evaluate their effectiveness. transfer of knowledge and deep understanding. An integrated, whole-school approach to using high impact teaching strategies is implemented, and regular monitoring and evaluation processes ensure teacher accountability. Evidence Base Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Gardner, H. (1999). The disciplined mind: What all students should understand. New York, USA: Simon & Schuster. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, USA: ASCD. Nuthall, G.A. (2000). ‘The role of memory in the acquisition and retention of knowledge in science and social studies units.’ Cognition and Instruction, 18(1), 83-139.
timely judgements of each student’s achievement, relative to their learning goals and their needs. feedback that supports individualised learning. Teachers use assessment data as a source of feedback on their teaching practice, implementing changes and interventions where and when required. feedback to students and parents. Teachers strategically gather and analyse assessment data to reflect on their practice. Student feedback is actively used to inform teaching. Evidence Base Evidence for Learning: Teaching and Learning Toolkit – Australia: Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A. & Morgan, M. (1991). ‘The instructional effect of feedback in test-like events.’ Review of Educational Research, 61(2), 213-238: Bennett, R.E. (2011). ‘Formative assessment: A critical review.’ Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. Black, P. & Wiliam, D. (2005). ‘Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices.’ Curriculum Journal, 16, 249-261: Black, P. & Wiliam, D. (2009). ‘Developing the theory of formative assessment.’ Educational Assessment, Evaluation and Accountability, 21(1), 5-31: Dinham, S. (2008). ‘Feedback on Feedback’, The National Education Magazine, 20(23). Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Kluger, A.N. & DeNisi, A. (1996). ‘The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory.’ Psychological Bulletin, 119, 254-284. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, USA: ASCD. Wiliam, D. (2011). Embedded formative assessment. Melbourne, Australia: Hawker Brownlow.