Teaching and Learning Evidence and Practice

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Research and Evidenced Based Practice

The principles, methods and application of evidence-based research. How research can inform and improve teaching practice. The critical appraisal of educational research - how do we know that research is reliable and valid? The relationship between evidence and practice. Creating a scholarly practice. Focusing on inquiry methods: defining the question, investigation, problem-solving, collaboration, ongoing cycles of inquiry and developing adaptive expertise. Cultivating an evidence-based practice within a professional learning approach. How evidence has changed how we teach – visible learning and meta-analysis. The role of the teacher – presence, values, etc.

2

The Science of Learning

How students learn; cognitive science; stages of cognitive development.  Classical Learning Theory: Behaviourism (Pavlov, Skinner and Watson). Cognitivism/constructivism (Piaget, Vygotsky, Bruner). The historical context and research approach of these theories. Explore the role and rationale of professional development in lifelong learning and improvement of practice.

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Neuroscience and learning. The structure of the brain and how it works. Brain-based learning. Neuroplasticity and the implications for learning. How the brain learns and retains information. Differentiating a good idea from evidence-based theory (neuromyths). Cognitive Load Theory. Memory, attention, information processing and cognitive load theory. How to apply cognitive load theory to enhance learning and retention.

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Pedagogy, strategies and context

Pedagogical approaches and the related theory and evidence. Information processing; discovery; direct teaching/explicit instruction; observation; learning communities. Novice versus expert learner theory, the role of direct instruction, and elaboration theory. Discovery versus inquiry-based learning. Structural Learning (John Dewey). Teaching Strategies: High impact Teaching Strategies (HITS). Different types of assessment (formal, informal, diagnostic, formative and summative), the purpose of assessment, timely and appropriate feedback, recording and reporting.

Introduction to verbal and non-verbal communication for teachers/facilitators–levels of questioning to encourage student participation and risk-taking from all students, clarity of instructions, voice: volume, tone, pace, etc.), choice of language (inclusive respectful language), the presence of the teacher/facilitator (physical positioning, non-verbal gestures, etc.). The use of resources (picture, cues, posters).

5

Introduction to student diversity in learning

Different types of diversity and how these impact learning design and experience. Defining key concepts: culture, religion, ability (disability as well as talented and gifted), language (EAL), social economic background, refugee and immigrant families/students, family background, etc.  Aboriginal and Torres Strait Islander students. Legislative and policy impact on education - local, state, national and international. Current legislation, policies, programs, and services that support a multicultural, anti-racist and equitable society with a specific focus on the educational context. ESL education policies and programs and services. Multiculturalism as a social policy response to cultural and linguistic diversity and how multiculturalism influences legislation in migration, citizenship, anti-discrimination, and human rights. Normalisation, social justice, labelling; marginalised and disenfranchised groups. Historical factors which have contributed to poor educational outcomes, barriers to access and participation, migration, and refugee impact on schools. Current debates and contemporary issues that relate to diversity in the education context. Understanding cultural identity, cultural responsiveness and cultural safety with a specific focus on how these concepts apply within a teaching and learning context (including the whole school environment). Strategies on how to create a culturally safe learning environment and encourage respect for cultural identity. Revisit how identity is constructed, the role of the arts and media, etc. Consider identity concerning diversity in ethnicity, religion, gender, race and disability. Creating and sustaining inclusive classroom environments. Anti-bullying and resilience awareness in teachers and students, communication skills and strategies for empathy and perspectives taking.

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Introduction to differentiation in teaching, learning and assessment.

Strategies to meet special needs; social/ emotional needs; physical needs; educational needs; EAL needs; relate teaching strategies to specific models of instruction; prepare and implement lesson plans for different models of instruction; analyse resources and determine their potential cultural and language biases. Identify ways to modify resources for specific groups of learners. Create stimulating, relevant and effective assessment procedures; analyse teaching plans and resulting classroom interactions and relate them to current pedagogical literature.

Strategies for parent and community engagement and professional support in the classroom to close the gap for disenfranchised groups. Strategies to develop partnerships with Aboriginal and Torres Strait Islander professional support personnel, families, and communities to ensure culturally appropriate approaches. Strategies and approaches for working collaboratively with specialist teachers and school community liaison personnel to support students from culturally and linguistically diverse backgrounds and to draw on their expertise in ensuring safe school and classroom environments.

7

National and State Syllabus, School Curriculum, and related documents

The structure of syllabuses in Australia. ACARA (The Australian Syllabus – learning areas, general capabilities, cross-curriculum priorities, elaborations, resources), NSW and other state syllabuses. Comparison to other countries. Difference between syllabuses and curriculum and requirements.  Programme for International Student Assessment (PISA), NAPLAN and other benchmarks. Curriculum planning documents and templates. Setting learning goals, how to organise content into an effective learning sequence, scaffolding of knowledge, using data to inform design, recording and documenting information. 

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Introduction to the principles of learning design, teaching and assessment

Prepare lesson plans for different models of instruction; fundamentals of a good lesson plan, sequencing, scaffolding of learning, create stimulating and effective teaching, learning and assessment opportunities; analyse teaching plans and resulting classroom interactions and relate them to current evidence-based teaching, learning, pedagogical literature. How to use Generative Artificial Intelligence (GAI) in learning design programs. Educating students on the use of GAI and humanising assessment. Assessing the impact of learning and program design – using student assessment data to evaluate student learning and inform design. The use of technology, computer-assisted language learning resources, programs and software. International student and teacher online communities (e.g. Arrowsmith-Young- Canada). Well-being and student achievement research. Teaching practice opportunities.

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Learning design – key focus areas

Understanding of how effective teaching, including curriculum rigour, engagement, participation, and inclusion, is a key factor in fostering well-being and students thriving in the classroom. Areas of elaboration (Aboriginal and Torres Strait Islander culture). Understanding how to create opportunities across the curriculum for the teaching and practice of literacy and numeracy skills. Cross curricular and project-based approaches. Integrating worldview. Integrating ICT in teaching and learning.  Use ICT to expand curriculum learning opportunities for students. Using ICT safely at schools (including codes of ethics).

10

Introduction to safe, inclusive and engaging learning environments

A brief history of classroom pastoral care and management, including current rationales for safety and respect in the classroom, and legislative frameworks that support inclusive participation and engagement of students across the full range of abilities providing safe and supportive classrooms. The relationship between compliance per se, as per the regulatory requirements for compliance (in the Registrations and Accreditation of Non-Government Schools, and the Government school counterpart) and being intentionally proactive from a basis of mutual respect; and the belief sources that can give rise to the commitment to respect others. Ideas of safety and fear in the classroom – where do they come from, and why might they be important? Reflecting on “Fields of Knowledge”, how does “religious knowledge” and “ethics” inform thinking on making a safe and supportive classroom?  Power, roles, responsibilities, authority and personal conduct. Subgroups in the classroom. The role of relationships in the teaching process – the tension between “content” and “process” within the teaching and learning relationship. Research into supportive classrooms that encourage increased learning time for all students - the relationship between pastoral care, classroom management and discipline. Developing explicit strategies to support students’ wellbeing (particularly related to issues of bullying, gender identify) and safety - legally and educationally - in a range of school contexts.

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Strategies and approaches to creating a safe, inclusive and engaging learning environments. How effective teaching, including curriculum rigour (mapping the flow of lessons), engagement, participation, and inclusion, is a key factor in fostering well-being and students thriving in the classroom. What makes an inclusive, engaging, and supportive classroom environment that maximise learning? Taking diversity into account – knowing your students. explicit strategies to support students’ wellbeing (particularly related to issues of bullying, gender identify) and safety - legally and educationally - in a range of school contexts. Moving from compliance to thriving and engagement. Workable routines. Setting clear expectations and responses. Establishing a classroom agreement, responses to disruptions and strategies for managing challenging behaviour. Whole school approaches and support. Social and emotional learning (SEL), motivation, self-regulation, and other factors that impact on learning. Programs to support classroom management and building peaceful classrooms. Exploration of voice, authority and identity, the complexities surrounding these debates and discourses and the role of teachers and schools in negotiating and developing responsive practices which promote safety and well-being, and which support advocacy within the local community. How to involve other community groups and parents in the educative process.

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Teacher well-being and professional learning

Teacher well-being – looking after yourself as a teacher. Critically reflect on one’s own cultural biases and beliefs. The rationale for continuous professional learning.  How to determine relevant and appropriate sources of professional learning. Integrating evidence-based practice. Communities of practice. The role of constructive feedback in your professional learning journey.