Outlines some ideas about effective teaching practice.

1. Pedagogy
The art and science of teaching.
Active inquiry Hands-on/minds-on, construct meaning, notes
Adolescent development Social support, identity, self-concept
Curriculum connections & Depth of knowledge and understanding
continuity
Differentiation Content, process, product and learning environment
Effective learning Attention, memory skills
Effective teaching Explicit and systematic, direct and interactive
Effective assessment for and of Learning intentions, marking guides, feedback
learning
High expectations for success Positive support, recognition of achievement
Individual differences Inclusive, identity, style, sex, culture
Information literacy Processes and skills
Learner/learning-centred Intentions, responsibility, choice, feedback, reflection
Literacy development Model for literacy teaching, R - BDA, W – text types,
process, T and L, language for learning, scaffolding,
specialist and technical vocabulary
Multilevel tasks Must, should, could OR all, most, some
Three level guide
Outcomes-focussed Teaching and learning cycle
Questioning For higher-order thinking, metacognition
Real world connections Prior knowledge
Supportive learning environment Motivating and engaging
Standards-referenced Content and performance, consistency
Pedagogy - The Story so far …
Quality Learning and Teaching - DET
CORS Wisconsin – 1993, 1996
School Map - DET
Effective pedagogy - QTP
QSRLS – Productive Pedagogies - Qld
Key Learning Principles – BOS
Advancing Pedagogy – DET April 2003

2. Key learning principles that underpin the
NSW K-Year 10 curriculum
These principles are provided so that teachers are assisted in making
judgements about the pedagogies to use in the classroom and to ensure
that syllabuses reflect key learning principles.
The key learning principles derived from the K –10 Curriculum
Framework are:
1. Learning occurs at different rates and in different ways
2. Learning and teaching need to take place in a context of high
expectations
3. Students use their current level of learning to discover, construct and
incorporate new knowledge, skills and understanding
4. Teacher instruction and assessment together influence student
learning
5. Students can develop and use a range of strategies to actively monitor
and evaluate their learning and their learning strategies
6. Strategies for learning are taught, learned and refined in a range of
contexts
7. Students need learning experiences with appropriate time to explore,
experiment with and engage with the ideas and concepts underpinning
what they are to learn
8. Frequent feedback from teachers is critical for learners to gain insight
into their learning and understanding, and to enable them to map their
progress in relation to defined standards.