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Effective pedagogy: Principles

of Learning and Teaching P–12


Principles of Learning
Effective pedagogy:

and Teaching P–12


Effective pedagogy:
the Principles of Learning
and Teaching P–12

The Principles No set of pedagogical Principles can claim to be


The Principles of Learning and Teaching P–12 the final or complete word on quality learning and
are at the centre of the PoLT initiative. They form teaching. The Principles are expressed in ways
a framework for describing effective pedagogy that do not refer directly to particular practices for
in Years P–12. The research team drew on a specific learning areas. Furthermore, they refer to
large body of research, international trends, and strategies that may look very different in practice
conducted their own research to develop and for Early and Later Years classes. There are quite
validate the Principles. different presumptions of student independence and
capability, and their relationship with the teacher,
The Principles are central in guiding the that will affect how each Principle is realised in
development of goals and initiatives in the school practice at different stages of learning.
action plan. They are sufficiently flexible, however,
to allow schools to focus on particular aspects of Similarly, different learning areas will reflect
their needs at different times. An important task for these Principles in different ways. Challenging
PoLT schools is to develop a shared understanding and supporting students to develop deep levels
of the meaning of the Principles as a language with of thinking immediately raises the question of
which they can discuss pedagogical issues. The what ‘deep’ means for different learning areas.
Principles are not meant to be narrowly descriptive Reasoning and problem solving in The Arts look
but indicate direction in which effective practice different from reasoning and problem solving in
should move. History, or in Science. There are, however, generic
aspects as well as subject-specific elements of the
The Principles provide: different ways of knowing and thinking represented
• a clear picture of effective learning and by the different learning areas. The Principles
teaching provide an opportunity for teachers working in
• a set of strategies and action guidelines for different traditions to develop a common language
teachers through which they can explore what is common
• a basis for auditing teacher practice. and what is distinctive about particular learning
areas.
Component mapping
The Component Mapping process (see page 10), The Principles unpacked
through which teachers monitor their classroom This section provides examples of how the Principles
practice during the program, is based on the apply in practice; what they are and what they are
Principles. The Principles and the Component not; and how they operate in different contexts.
Mapping process support schools to focus on the
issues of learning and teaching that are likely to
lead to substantial and lasting improvement.

© State of Victoria 2004 Principles of Learning and Teaching P –12 8


Principles of Learning and Teaching P–12
Students learn best when:

1 The learning environment is supportive and productive.


In learning environments that reflect this principle the teacher:
1.1 builds positive relationships through knowing and valuing each student
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their
learning
1.4 ensures each student experiences success through structured support, the valuing of effort and
recognition of their work.

2 The learning environment promotes independence, interdependence and


self-motivation.
In learning environments that reflect this principle the teacher:
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration.

3 Students’ needs, backgrounds, perspectives and interests are reflected in the


learning program.
In learning environments that reflect this principle the teacher:
3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual
students
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students’ prior experiences, knowledge and skills
3.4 capitalises on students’ experience of a technology-rich world.

4 Students are challenged and supported to develop deep levels of thinking and
application.
In learning environments that reflect this principle the teacher:
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections
between ideas
4.2 promotes substantive discussion of ideas
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem-solving skills
4.6 uses strategies to foster imagination and creativity.

5 Assessment practices are an integral part of learning and teaching.


In learning environments that reflect this principle the teacher:
5.1 designs assessment practices that reflect the full range of learning program objectives
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self-assessment
5.5 uses evidence from assessment to inform planning and teaching.

6 Learning connects strongly with communities and practice beyond the classroom.
In learning environments that reflect this principle the teacher:
6.1 supports students to engage with contemporary knowledge and practice
6.2 plans for students to interact with local and broader communities
6.3 uses technologies in ways that reflect professional and community practices.

© State of Victoria 2004 Principles of Learning and Teaching P –12 9


The Component Mapping PoLT Component Map to identify the position on
each component that best describes the teacher’s
process practice.
The Component Mapping process is an essential The discussion provides an opportunity to
part of the PoLT program. It serves a number of acknowledge and affirm teachers’ expertise and
purposes: professionalism as well as encourage teachers to
• to establish the Principles of Learning and elaborate on or extend their practice. It also provides
Teaching at the centre of the PoLT initiative an opportunity to discuss pedagogical beliefs, and
• to provide the basis from which teachers monitor to question whether particular components and their
their own practice descriptors are evident in the teacher’s particular
• to support the development of the school action context.
plan.
It is NOT a discussion in which the coordinator sits
The Component Map has been constructed to in judgment.
make the intention and language as clear and
unambiguous as possible. Representing such a The profiles of individual teachers will not be
complex enterprise as teaching is no easy task, but publicly identified, as each discussion is entirely
the Component Map provides useful insights into confidential.
its major elements. Establishing and maintaining The aggregated data from the Component Mapping
reliable data on teacher classroom practice is should enable the PoLT Coordinator to build up a
important for supporting and demonstrating the picture of what is happening across the school,
success of school improvement initiatives. For this identify the staff expertise and knowledge they can
reason, and to support the reflective process, the draw on and pinpoint areas of general need.
PoLT Coordinator should ensure that the profile
for each teacher is a true representation of their
practice. Advice for the PoLT Coordinator
Prior to the discussion the PoLT Coordinator should
ensure that the Map is a realistic measure of each
Component Mapping teacher teacher’s practice. The coordinator should:
questionnaire • be familiar with the Map descriptors beforehand
Each individual teacher should complete the so they understand what the graduations are
questionnaire prior to a discussion with the PoLT focusing on
Coordinator. The aim of the questionnaire is • emphasise to teachers that the number circled
to help establish the language of the Principles is an agreed position, but that they will need
in preparation for the Component Mapping, to clarify whether the descriptions are being
and to help teachers determine which aspects reasonably interpreted. The language needs to
of their practice they might work on during the be clarified so there is a shared understanding
implementation of the initiative. of what is being represented
• remove, as far as possible, any suggestion that
The teacher should circle the number (5, 4, 3, this is a judgmental exercise and emphasise
2 or 1) which they feel represents their current that it is not expected that teachers be at the
practice on each aspect, and asterisk the number left end of the scale on each component or
that represents where they would like to be in three even more than a couple of components. It is
years time. quite conceivable that in some situations, on
Note: ‘5’ is not necessarily seen as a ‘correct some components, a lower position (3 or even
answer’, since teachers of different levels and 2) is the place to be to best support learning.
schools, with different perspectives, may well It depends somewhat on the classroom context
decide that 3 is their preferred position, depending and school ethos. Position 5 thus represents an
on the class, topic or other factors. Under each ‘ideal’ about which teachers need to make their
component the teacher should note, in summary own judgment, as to whether it is appropriate
form, their strengths, and aspects they would like for themselves. This discussion, held either with
to work on during the project. individuals or with the group in considering
the combined data, will be informative and
productive
The Component Mapping discussion • be particularly careful when teachers are citing
The Component Mapping discussion is intended to instances of practice that they are not putting
build a picture of each teacher’s practice. The PoLT themselves in an unrealistically high category
Coordinator will arrange a 45-minute discussion based on a strategy being used on one occasion,
with each teacher. The teacher will bring the or a low category because they are unrealistic
completed questionnaire to the discussion and the about how often a strategy could reasonably
coordinator and teacher will together complete the be used

© State of Victoria 2004 Principles of Learning and Teaching P –12 10


• note that the ‘comment’ column is designed • for each component, circle, with the teacher’s
partly to relieve some of the frustration that might agreement, where they fit on the profile
be felt if the language does not adequately • under each component profile, write any relevant
represent a teacher’s practice. It could be that comments for future reference, such as notes of
the comment mentions that the mapped position variations from the profile descriptors or reference
is an average and that the judgment would to particular classroom characteristics. It may
be different depending on the time of year be useful to underline parts of the descriptors
or the class. The comment might also relate which apply to the teacher’s practice. This may
to judgments about the extent to which the be useful for identifying changes
component and the descriptors are appropriate • make notes about the particular intentions of
for the teacher’s particular context and beliefs. the teacher for action during the project and
Such comment could form a valuable basis for support that may be appropriate.
further discussion among the team members.
The coordinator may wish to make a photocopy
During the discussion, the coordinator should: of the profile map for the teacher, keeping the
• for each component, ask the teacher to give an original as a record.
overview of how their classroom operates
• probe further where there is ambiguity or it is
felt the teacher may be misrepresenting their
practice in either direction (‘Can you describe
what sort of things you mean by that?’ ‘What
do you do to make that happen?’). Teachers are
often harder on themselves than is reasonable

© State of Victoria 2004 Principles of Learning and Teaching P –12 11


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© State of Victoria 2004 Principles of Learning and Teaching P –12 12


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© State of Victoria 2004 Principles of Learning and Teaching P –12 13


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© State of Victoria 2004 Principles of Learning and Teaching P –12 23


Principles of Learning and • providing support for students through mentoring
and pastoral roles and organisation of extra
Teaching P–12 unpacked activities, such that relationships are built around
The following describes each of the Principles and multiple aspects of students’ lives.
its components in detail. The points illustrating what This component is NOT demonstrated when:
each component is and is not were developed • teachers make judgments about students based
over time by a consultative process that included on generalisations relating to social or cultural
coordinators from a variety of learning areas. background
The examples, while by no means exhaustive, are • teachers judge students on a narrow set of skills
meant to provide a picture of what each component or knowledge
might look like in practice. These examples are, in • teachers have low expectations and/or negative
most cases, drawn from the actual experience of opinions about certain groups of students.
teachers, gleaned from interviews and reports, and
from anecdotal notes from consultants in different Examples to illustrate the component
learning areas. • During a unit on health and disease, student
opinion on current health and community issues
is sought, and students are encouraged to talk
1 The learning environment is about the complexities of health issues for their
supportive and productive generation.
The teacher builds positive relationships with and • A design task is framed around students’ needs
values each student. Through teacher modelling and interests, and the teacher is open to their
and classroom strategies based on cooperation differing ideas and helps them work through the
and mutual support, an environment is created design brief.
where students feel comfortable to pursue enquiries
and express themselves. They take responsibility
for their learning and are prepared to pursue and 1.2 The teacher promotes a culture of
try out new ideas. value and respect for individuals and
their communities
This component is about creating an environment
1.1 The teacher builds positive
where students’ comments are acknowledged,
relationships through knowing and their different opinions are respected, cultural and
valuing each student other differences are accepted, and students feel
This component is about building quality relation- safe and valued.
ships, based on respect, value and care. It is about This component is demonstrated by teachers:
taking time to get to know and understand students • accepting the opinions and values on which
in an educational sense, but also in a wider social students’ comments are based, and embracing
and personal sense. differences rather than insisting that students
This component is demonstrated by teachers: conform
• targeting questions, or responding to answers, • ensuring that all contributions to class or group
in a way that acknowledges individual needs discussion are listened to and accorded respect
and potential contributions • establishing a climate where difference of
• finding out about the interests and background perspective is welcomed and learnt from
of each student • establishing agreed rules of behaviour to provide
• focusing attention, when circulating, on students a safe and productive environment
who have particular needs • encouraging all students (of different gender,
• encouraging all students to contribute ethnicity or religious affiliation) during topics
• responding positively and non-judgmentally to dealing with contemporary events to contribute
student contributions to discussion of issues and implications for them.
• using humour and anecdotes to develop rapport This component is NOT demonstrated when:
with the class • class discussions are restricted by the teacher
• talking to students to determine the root causes and student opinion is not acknowledged to any
of misbehaviour and responding appropriately significant degree
• establishing a tradition in class whereby students • mainstream opinions are allowed to dominate
talk about instances of new ideas connected to discussion
their lives and communities • discriminatory language is not challenged.

© State of Victoria 2004 Principles of Learning and Teaching P –12 24


Examples to illustrate the component • Students are supported through the use of video
• Students are encouraged to develop guidelines analysis to evaluate the offensive strategies of a
for class discussions where they all agree to listen team in a particular sport and develop defensive
to each person’s views carefully and answer strategies to counter these.
respectfully, even if they disagree with the view.
• In a design task students are invited to talk 1.4 Each student experiences success
about the way particular artefacts are used in through structured support, the valuing
their cultures or home lives.
• Students establish contact via email with a sister
of effort and recognition of their work
school in an overseas country, exchanging This component involves teachers supporting
information with a view to exploring and students to achieve success as they move through
comparing a particular social aspect of both the learning process. It is about recognising that all
countries (e.g. traffic problems, population students have different abilities and acknowledging
problems, family issues, etc). and valuing the effort each student puts into
• In a science unit on light, Islamic contributions improving their work.
to our current understanding of vision are
This component is demonstrated by teachers:
described and discussed.
• determining students’ differing abilities and
providing support when it is needed
1.3 Teaching strategies promote students’ • acknowledging students’ progress and scaffolding
learning to maximise success
self-confidence and willingness to take
• recognising and celebrating the achievements
risks with their learning of all students
This component is primarily about students being • assessing student work against prior achieve-
supported to feel confident to contribute ideas ments rather than against other students’ work
without fear of being ‘put down’. It includes the • providing students with realistic but challenging
notion of students moving ‘outside the square’ goals and recognising the effort they put into
with their thinking and learning; not settling achieving these goals
for the ‘ordinary’ but trying out new ideas and • acknowledging effort as well as ability, both
practices. This may involve teacher modelling and publicly and in personal feedback.
negotiation. The component is NOT demonstrated when:
This component is demonstrated by teachers: • all student work is assessed against general
• providing appropriate support structures for classroom criteria only
open enquiry projects and investigations • student achievement is ranked by academic
• encouraging students to follow interesting and performance only.
open lines of inquiry Examples to illustrate the component:
• modelling acceptance and valuing of unusual
• Students set goals and timelines for a research
ideas
project and share their progress with the teacher
• using explicit assessment criteria that encourage
and other students at the commencement of
students to try out new ideas.
each class. Students are assessed against their
The component is NOT demonstrated when: own goals.
• only ‘right answers’ are accorded respect and • Students are given ample opportunity to develop
encouragement new skills before embarking on tasks that require
• student attempts at problem-solving activities their application.
are responded to judgmentally rather than as
opportunities for further learning 2 The learning environment promotes
• speculative responses are discouraged independence, interdependence
• curriculum planning does not allow room for
canvassing of diverse opinions and ideas. and self-motivation
Teachers model practices that build independence
Examples to illustrate the component:
and motivate students to work in an autonomous
• Students are encouraged to interpret the idea of manner. Students are involved in decision
‘energy’ in a variety of complex situations that making within the classroom in relation to what
are challenging but productive to analyse. and how they learn and are encouraged to take
• Students engage in exploratory tasks or responsibility for their learning. Team-building skills
constructions and are made aware that trying are also explicitly taught so that students learn
out ideas that have some risk will be assessed to collaborate, negotiate and contribute to joint
positively. assignments and experience the sharing of roles,
• Students are encouraged to draw in a way they responsibilities and ownership.
have not previovsly tried and imaginative efforts
that break new ground are encouraged.

© State of Victoria 2004 Principles of Learning and Teaching P –12 25


2.1 The teacher encourages and supports This component is demonstrated by teachers:
students to take responsibility for • arranging their classroom in such a way as to
their learning maximise engagement and interaction through
collaborative discussion (e.g. group tables)
This component involves structuring learning • regularly setting group tasks and establishing
experiences and providing support and scaffolding ground rules about how the groups will operate
to enable students to make choices and take • explicitly teaching students to work as a team by
responsibility for their learning. It also involves assigning different roles within groups to make
a focus on students understanding themselves as students responsible for particular aspects of
learners and is facilitated by clear, transparent, tasks
criteria-based and, often, collaborative assessment • assigning tasks that require the sharing
processes. of expertise and ensuring that students’
This component is demonstrated by teachers: contributions are valued by other students.
• providing opportunities for students to make The component is NOT demonstrated when:
individual and collaborative decisions about • students mainly work individually, with little
how they will undertake learning tasks opportunity for whole-class or small-group
• encouraging students to set goals for their discussion
learning, to self-monitor their progress and, • class discussion is dominated by the teacher’s
provide evidence to the teacher when they voice
believe they have achieved their goals • minimal opportunity is given for students to
• establishing (perhaps in consultation with interact with and support each other.
students) clear criteria for assessment before ‘a
piece of work’ is begun Examples to illustrate the component:
• establishing what students know already and • ‘Expert’ groups are used to facilitate learning
providing the opportunity for students to build about the different regions of Australia: small
on prior knowledge in manageable steps. groups break into ‘expert’ groups to study a
particular region and then return to share their
This component is NOT demonstrated when: information with their original group, enabling
• decisions relating to all projects, research and all members of the group to be provided with an
investigations are made by the teacher overview of all regions covered.
• all student goals are set by the teacher. • Within a unit that deals with heat and
Examples to illustrate the component: temperature, design tasks on heat control
• Students are encouraged to be involved in are undertaken by groups, and the teacher
determining the aspects of a particular topic negotiates a task proposal with each group.
that they wish to cover, and design their own • A Year 9 integrated studies class undertakes
assessment tasks. a community project involving the design and
• Students brainstorm aspects of an investigation construction of an environmental trail. Students
they wish to be included in the assessment criteria are supported to organise into groups assigned
before commencing a piece of research. particular aspects of the task. They consult
• In Health and Physical Education students fulfil community experts, draw up a budget and
roles such as umpiring, team coach, manager, develop proposals for sponsorship for materials
captain, management board, etc. All students from local industries.
then share the responsibility for the design and
implementation of the sport competition. 3 Students’ needs, backgrounds,
perspectives and interests are
2.2 The teacher uses strategies that build
reflected in the learning program
skills of productive collaboration
A range of strategies is used to monitor and respond
This component involves students collaborating on to students’ different learning needs, social needs
meaningful tasks and responses to questions. While and cultural perspectives. Students’ lives and
the teacher uses strategies (such as cooperative interests are reflected in the learning sequences.
learning strategies and strategic selection of A variety of teaching strategies are used to
groups) to establish an atmosphere of cooperation accommodate the range of abilities and interests,
and collaboration, the focus is on meaningful and to encourage diversity and autonomy.
learning. Students actively participate in the
negotiation of roles, responsibilities and outcomes.
Such collaboration may also involve a whole-class
focus on related projects, such as an environmental
project or community survey.

© State of Victoria 2004 Principles of Learning and Teaching P –12 26


3.1 Teaching strategies are flexible and own culture and events that are celebrated in a
responsive to the values, needs and variety of ways by different cultures.
interests of individual students • An astronomy unit is designed around issues
students raise from a viewing of selected sci-fi
This component acknowledges that the classroom video excerpts.
should be an interesting place and suited to a • A unit on contemporary social issues requires
wide range of dispositions. Learning may involve students to analyse the lyrics of popular music.
a negotiation between prior views and knowledge • Students teach a dance or game from their
and public knowledge found in the curriculum. family’s culture to the rest of the class.
A range of student competencies and potential for • Students arrange a traditional indigenous games
future learning may be untapped in classrooms. afternoon at a local sports carnival.
This component emphasises the need to provide
opportunities for these to be displayed. 3.2 The teacher utilises a range of
This component is demonstrated by teachers: teaching strategies that support
• regularly using popular media such as different ways of thinking and
magazines and television, or popular fiction to learning
introduce or challenge ideas
This component refers to different ways students
• using students’ personal interests (sports,
might approach learning, their different abilities
hobbies) and social/ethical concerns as the
and strengths, or their different perspectives on
context of topics, or to link with social relevance
themselves as learners. It also refers to the variety
of the learning and issues
of ways ideas are represented and the need
• using classroom strategies that acknowledge
to approach and demonstrate learning using
gender, personal and religious differences
different media and representational modes. The
• encouraging students to respect the rights of
component implies the use of diverse approaches
others to hold differing views
to allow students to experience diverse ways of
• valuing and building on the perspectives and
learning and knowing, and targeted support for
experiences students bring to the classroom
individuals, based on teacher monitoring.
• creating an environment of encouragement for
students to contribute personal stories to class This component is demonstrated by teachers:
discussion • varying the structure and delivery mode across
• providing a stimulating classroom environment a range of teaching sessions
that generates active interest in topics. • providing for a range of learning styles or
modalities within teaching sessions and from
The component is NOT demonstrated when:
one teaching session to another in terms of both
• the focus of a unit is purely on formal
teacher input and student learning experiences
knowledge, with few connections made to daily
• helping students to understand their own specific
life applications
learning needs and providing choice to cater
• Applicability of ideas is discussed but they do
for the range of those needs
not refer to the sort of situations students would
• setting a variety of types of tasks during each
normally be concerned about in their lives
unit and using a range of resources (e.g. print,
• the focus of the unit is based on a single view of
visual, aural and experiential)
the topic
• providing variations in tasks to allow student
• knowledge is presented in a sequence that
choice on mode of presentation or type of
represents the structured discipline view of
approach (e.g. using Bloom’s taxonomy,
the material, rather than the connections that
Gardner’s multiple intelligences and other
might be made with student interests and prior
higher order thinking tools to ensure variety)
knowledge.
• ensuring each task has an open-ended aspect
Examples to illustrate the component: that allows students to work at different levels
• A physics unit focuses on sport, and investigations and paces
include the design of sneakers, the science • arranging for time in each teaching session to
underlying a tennis swing and experiments on give individual support to students in need of
soccer balls and their flight. particular attention
• A history unit on medieval Europe includes • providing opportunities to use a range of multi-
substantial discussion of the way young people model communications as they are used in the
would have experienced life at that time. community.
• A unit on festivals and celebrations embraces The component is NOT demonstrated when:
the diversity of cultural backgrounds within the • the unit is structured with the ‘average’ student
classroom by encouraging students to share in mind
experiences of particular events unique to their • all students cover the same material with few
opportunities for varied work

© State of Victoria 2004 Principles of Learning and Teaching P –12 27


• there is little variation in the teaching strategies The component is NOT demonstrated when:
used in any unit • planning assumes students’ prior experience
• there is little variation in the resources used (e.g. and knowledge is immaterial and probing of
reliance on written texts) prior knowledge is not explicity planned
• each teaching session has a similar structure • student opinion is not canvassed
• there is the same balance between student and • no attention is paid to bridging between every-
teacher voice in each teaching session day and expert language.
• all teaching sessions are based on activities with
Examples to illustrate the component:
instructions and involve students negotiating
what they do in the same way. • A technology design task is preceded by a
smaller task to explore the level of students’
Examples to illustrate the component skills. Special attention is then paid during the
• A teacher surveys students to determine their design phase to accommodating the variety of
learning preferences and styles. Students are levels of skill.
identified as predominantly visual, auditory or • A mathematics lesson on triangles begins with
kinaesthetic learners. A variety of tasks is then an exploration of what students understand
developed using Gardner’s Multiple Intelligences to be a ‘triangle’, including physical objects
as a guide. Negotiated tasks further increase of a variety of types. The discussion is guided
student choice. towards a class consensus on the essential
• The teacher employs a flexible ‘whole-class characteristics of a triangle as an abstraction
small-groups whole-class’ strategy for teaching. from these concrete examples, with the teacher
This allows for explicit teaching of like-need monitoring the variety of student views as the
groups and/or one-on-one teaching. discussion progresses.
• Reading groups are strategically formed to cater • Prior to a Year 8 unit on force and motion, students’
for the different stages of reading competence. beliefs and understandings are explored using a
• The teacher establishes a peer support network variety of probes, including ‘concept cartoons’,
so that learning needs can be strategically predict-observe-explain sequences involving
supported. Cross-age tutors offer another means practical events, and response to scenarios. This
of support. raises a number of questions which are then
• The teacher employs a mix of group-based and explored further as the basis for the learning
whole-class discussion and activity. sequence.
• The teacher moves between open discussion, in
which students’ ideas are freely explored, and 3.4 The teacher capitalises on students’
more focused dialogue, which brings disparate
views together.
experience of a technology-rich world
• The structure of planned teaching sessions is Students come to classrooms with a variety of
varied to allow for different mixes of student experiences of, and expertise in, contemporary
activity and input. technologies. This component encourages the ex-
ploration with students of their interest and expertise
3.3 The teacher builds on students’ prior and the meaning they assign to technological
communication, design and representation. It is
experiences, knowledge and skills
about enlisting students’ capabilities and interests
Contemporary learning theories emphasise the associated with contemporary technologies.
importance of prior knowledge and beliefs in
This component is demonstrated by teachers:
framing learning. This component emphasises the
• incorporating contemporary technologies into
need to explore and monitor, and build on students’
learning sequences in ways that are meaningful
prior learning. This exploration is important for
for students
students also, to support their own understandings
• planning to acknowledge a diversity of student
of their learning.
technological expertise and to take advantage of
This component is demonstrated by teachers: particular student expertise to support learning
• actively seeking to establish students’ knowledge, • talking about the purpose of texts, how they
beliefs and skills as part of planning work and how meaning is organised, drawing
• utilising students’ particular strengths and examples from a variety of contemporary
experience in supporting learning media and texts (websites, newspapers, TV
• building on students’ prior learning, which may commercials, films, magazines, lyrics, journals,
have taken place outside the school video clips, online games and chat).
• explicitly linking new ideas with the language and
The component is NOT demonstrated when:
perspectives students bring to the classroom.
• teachers do not incorporate contemporary
technologies in ways that take advantage of
students’ interests and experiences

© State of Victoria 2004 Principles of Learning and Teaching P –12 28


• teachers do not acknowledge students’ capacity • revisiting previous teaching sessions so that
to engage with technologies at a high level ideas explicitly build across a unit
• teachers refer to and teach only traditional print • recognising that skills, understandings, processes
literacies. or practices currently being taught have relevance
for other learning areas and drawing students’
Examples to illustrate the component
attention to such relevance
• The exploration of ideas involves students • identifying a series of generic skills and processes
collaborating on contemporary technology (such as problem solving, creative thinking skills,
use, including Internet searching, multimedia metacognition, etc.) that can become areas of
presentation of findings, email communication focus across the curriculum
and chat rooms. • relating current learning to work done in
• Students examine the language of SMS previous teaching sessions
messaging and debate its impact on the future • fostering connections to life outside school
spelling of words. • allowing activities to continue, where possible,
• Students explore the way in which language while students are productively engaged
and images are manipulated to convey positive • collaborating from time to time with teachers
or negative messages in order to produce their from different disciplines to explore different
own advertisement. aspects of an idea or skill, or related ideas or
• Students design and create their own video clip skills over the same time period with shared
with a particular audience in mind and conduct students.
a school survey to evaluate and analyse
responses to the clip. The component is NOT demonstrated when:
• Students discuss the social purpose and identity • activities and discussions are discrete, with
issues related to chat-room behaviour. minimal links between them
• Students design a strategy for the communication • teaching sessions are compartmentalised such
of school events to teachers, students, parents that each covers a separate idea from a list
and the broader community. • key understandings are covered without reference
to, or exploration of, relationships with other
4 Students are challenged and learning areas, prior learnings and/or life
supported to develop deep levels outside school.
of thinking and application Examples to illustrate the component
Students are challenged to explore, question and • A teaching session on the conditions on the
engage with significant ideas and practices, so that Western Front during World War I is followed
they move beyond superficial understandings to by students reading extracts from soldiers’ diary
develop higher order, flexible thinking. To support entries and letters and matching the ‘first-hand’
this, teaching sequences should be sustained and information found there with the main ideas
responsive, and explore ideas and practices. from the previous teaching session. Students
then record the main ideas from these two
teaching sessions on an ongoing ‘mind map’ on
4.1 Teaching sequences promote sustained World War I and make any links with previous
learning that builds over time and subtopics.
• In Year 7 Mathematics, students spend three
emphasises connections between ideas
teaching sessions working in self-paced pairs on
This component involves running with ideas for concrete tasks focusing on pattern and algebra,
sufficient time to examine and use them in depth. before the teacher works with the whole class
This applies to the way key ideas are built across to extrapolate some shared understandings
a learning sequence, but might also mean having and relate them to the development and use of
sufficient time in teaching sessions to properly formal algebraic notation.
examine ideas. Links are made across learning • In The Arts, movements such as modernism,
areas to demonstrate relevance and connectedness or surrealism, are related to writings about
with what is being taught and how key ideas can psychology and social theory generated during
apply to a range of situations. the same period.
This component is demonstrated by teachers: • In Humanities, students are studying the history
• allowing time for discussions to arise naturally and culture of Ancient Greece. In the Arts, they
and be followed in class to encourage the are studying Greek art. In English they are
resolution of questions reading Greek legends and in Mathematics
• extending consideration of key ideas over a they are studying mathematicians of ancient
number of teaching sessions, rather than starting Greece.
with a new idea or context each teaching
session

© State of Victoria 2004 Principles of Learning and Teaching P –12 29


• A cross-curricular team of teachers decide to rust. They bring their nails in the following week
highlight or focus on a particular skill (such and report and speculate on what underlies the
as writing recounts or classifying attributes or results, as the teacher or a student makes notes
developing evaluation criteria) over the course on the board.
of a week or so.
• In LOTE classes, students work on a unit of 4.3 The teacher emphasises the quality
work on food or festivals, through which beliefs
and values behind the customs are discussed,
of learning with high expectations
aiming to promote understanding and respect of achievement
for various cultures and customs. Teachers need to clearly signal an expectation that
• Unresolved student questions are kept on a notice students will achieve at a high level and put in effort
board and referred to as a unit progresses. to produce quality work. This also involves teachers
• Students investigate an issue in their local area expressing and demonstrating confidence that
and over time develop web pages devoted to students are capable of significant achievement.
this issue. There is structured support to help students learn
effectively so that this expectation does not occur
in a vacuum.
4.2 The teacher promotes substantive
discussion of ideas The component is demonstrated by teachers:
• using language that implies an expectation and
This component involves the teacher providing a confidence that students will work effectively
opportunities for students to talk together, discuss, and achieve at a high level
argue and express opinions and alternative points • praising efforts towards the production of quality
of view. ‘Substantive’ refers to a focus on significant work, and its achievement
ideas, practices or issues, that are meaningful to • providing support for students having difficulty
students, and that occur over a sufficient period of on the basis that their work needs to improve to
time to be effectively explored. meet expectations
This component is demonstrated by teachers: • signalling clearly the standard to be achieved
• providing stimulus materials that challenge • not accepting work that is just ‘good enough’
students’ ideas and encourage discussion, but encouraging students to produce work at the
speculation and ongoing exploration standard they are capable of.
• encouraging students to raise questions or The component is not demonstrated when:
speculate or make suggestions • the teacher implies by words or actions that
• asking a high proportion of open-ended some students are not expected to achieve
questions • standards of achievement are not made clear
• encouraging students to challenge, support or • all work is praised regardless of quality
amplify others’ contributions. • the teacher turns a ‘blind eye’ to students who
The component is NOT demonstrated when: are working at a lower level than they are
• teacher questions are mainly closed, with a capable of.
particular response in mind Examples to illustrate the component
• investigations or projects are run without • In producing work for display, the teacher uses
significant class discussion of the purpose or key high standard work strategically to provide
ideas and approaches encouragement and support for all students to
• class discussion is allowed to wander, without extend their expectations.
focus • A teacher focuses special attention on
• discussion is dominated by the teacher, who encouraging and scaffolding students who
provides most of the input. exhibit lack of confidence in their ability.
Examples to illustrate the component • Students are asked to repeat work that is
• In History and English units students access clearly not up to a standard of which they are
information from a range of sources, including capable.
the movie Ned Kelly, and discuss whether Ned
Kelly was a hero or a villain/criminal. 4.4 The teacher uses strategies that
• In Mathematics, the teacher proposes an open challenge and support students to
problem and considers students’ responses in turn, question and reflect
accepting all responses and inviting comment,
until class agreement on the effectiveness of the This component involves the development of learning
different methods is reached. tasks designed to encourage and support students
• A Science teacher gives each student a steel to move beyond their current understandings
nail to put in a place where they think it will and think more deeply about ideas and practice.

© State of Victoria 2004 Principles of Learning and Teaching P –12 30


Teacher questions are open-ended and designed area, before a discussion aimed at generating
to promote depth and breadth of knowledge and general rules that describe relationships between
understanding. Teachers emphasise engagement area and shape and perimeter.
with ideas and practice through exploration. • The classroom has a board containing questions
or problems that have arisen during class
This component is demonstrated by teachers:
discussion.
• introducing ideas by using interesting and
challenging activities
• using short, group-based challenging activities 4.5 The teacher uses strategies to develop
to raise questions investigating and problem solving
• challenging students to reflect on their response skills
to tasks
This component refers to higher order thinking
• asking open questions calling for interpretive
skills that may be described in various ways, but
responses
encompass such things as interpretation, analysis,
• posing questions and hypothetical situations to
and application. It refers to the development of
move students beyond superficial approaches
knowledge of ways of reasoning with evidence,
• asking students to represent their understandings
particular to the learning area. These skills and
in a variety of ways
knowledge are needed to successfully solve
• including frequent open-ended problems and
problems.
explorations
• strategically building opportunities for students This component is demonstrated by teachers:
to develop hypotheses or speculative ideas and • using higher order thinking tools when planning
to extend and question interpretations activities to allow for multiple entry points and
• focusing on the reasons for answers or to develop higher order thinking skills such as
steps in procedures as a vehicle for building synthesis, evaluation etc.
understanding • providing students with questions or challenges
• encouraging students to see knowledge as a as the impetus for learning and encouraging
construction and to examine critically and even and supporting students to construct their own
challenge information provided by the teacher, responses to such questions
a textbook, a newspaper, etc. • explicitly supporting students to develop the
language and other representational tools
The component is NOT demonstrated when:
(such as graphs, diagrams, reporting templates)
• classroom work is constrained or recipe like,
needed to conduct investigations
without room for discussion or debate of purpose
• clarifying the purpose and context of
or methods
investigations and problems
• lesson plans contain too much material to allow
• setting learning challenges that require students
sustained discussions in response to student
to analyse, evaluate and create and that allow
questions
for student risk taking, decision making and time
• activities focus mainly on knowledge and
management
comprehension
• providing support and scaffolding for investigative
• concepts are treated as ‘things to be learned’,
or problem solving tasks through checklists,
emphasising formal definitions
proformas, planning frameworks, teacher–
• ideas are introduced formally without discussion
student conferences, self- and peer assessment
or questioning
processes, etc.
• illustration and exploration of ideas occurs
mainly through one source e.g. reference to text The component is NOT demonstrated when:
books. • there is a strong focus on ensuring content
coverage, as distinct from understanding
Examples to illustrate the component
• students are given a choice of activities but
• A mix of short-term investigations and open- not given training in appropriate skills and
ended longitudinal projects are developed in knowledge
consultation with students. For example, as part • group commitment is not gained for ideas being
of an environmental education unit, students developed
consider and devise strategies for overcoming • activities focus on having fun without regard
the school’s litter problem (environmental to conceptual understandings or the deeper
citizenship). meanings of practice.
• Students learning about a traditional ceremony
of a country are asked to investigate the Examples to illustrate the component
values embedded within the ceremony and the • Students evaluate the success of an advertising
connections to modern life. campaign seen on TV or heard on radio and
• A puzzle activity is used in which students work in then develop their own advertising campaign,
groups to manipulate a variety of shapes to explore tailoring it for a target audience.

© State of Victoria 2004 Principles of Learning and Teaching P –12 31


• A Year 5 class raises the question about how • opportunities for students to speculate and voice
long a ballpoint pen will last. They discuss how different ideas are minimal
they can find out, then arrange a comparative • every student is expected to produce the same
investigation of different brands, measuring the (possibly high quality) result or outcome or
length of line with appropriate controls. artefact
• Students explore social and environmental • a premium is placed on consolidation of skills or
issues from a range of perspectives, clarifying refinement of particular techniques and solution
the nature and quality of evidence and the types, above the production of variety or the
values underpinning each position. unusual.
• While exploring the structures of government in
Examples to illustrate the component
various countries, students are asked to examine
the cost of the American space program. They • In exploring animal classification young students
are asked whether or not they think this money are asked to generate a list of features held in
would be better spent elsewhere and challenged common by whales and butterflies.
to justify their opinions. • Tasks are set around a ‘What would happen
• A Mathematics class explores potential solutions if ...?’ format. For example, Physical Education
to the problem of students at the school needing students are asked to generate one change
to cross a busy road, collecting data on traffic in the rules of football that will substantially
flow and student location, and mathematically affect aspects of the game, and to speculate on
modelling different proposals. changes it would cause over time.
• Students are provided with a variety of historical • Technology students are presented with a design
documents relevant to an issue reported in a brief to plan for a human colony on Mars.
contemporary magazine. They are asked to • Mathematics students explore the potential
evaluate evidence for different interpretations patterns that might occur by varying rules for
of the event and its causes, to suggest strategies moving along a square grid according to a
for resolving the issue involving the identification simple set of number sequences.
of key historical evidence, and to make • Teams of students compete in a game that
judgments about the possibility of a definitive requires the generation of metaphors and similes
resolution. with time constraints.

5 Assessment practices are an integral


4.6 The teacher uses strategies to foster
imagination and creativity part of learning and teaching
Assessment contributes to planning at a number
There has been considerable recent attention of levels. Monitoring of student learning is
paid to lateral and creative thinking, as part of continuous and encompasses a variety of aspects
‘higher order’ thinking and a ‘thinking oriented of understanding and practice. Assessment criteria
curriculum’. Many schools have made this a major are explicit and feedback is designed to support
focus of learning and teaching policy. There are a students’ further learning and encourage them
number of elements of ‘creativity’, including flexible to monitor and take responsibility for their own
and unusual thinking, and facility with generating learning.
ideas.
This component is demonstrated by teachers: 5.1 The teacher designs assessment
• encouraging students to be discoverers, practices that reflect the full range of
explorers and creators in a variety of ways
learning program objectives
• setting tasks that ask for a variety of solutions
• using strategies such as brainstorming or This component involves teachers designing
the generation of lists to encourage flexible assessment tasks that require students to
thinking demonstrate knowledge and skills at many levels,
• setting tasks that require unusual approaches or including lower order processes such as basic
unusual juxtaposition of ideas or the importation comprehension and higher order processes such as
of ideas from a variety of fields synthesis and evaluation. It involves the assessment
• setting extensions to tasks that favour lateral of a variety of forms of knowledge and practice
thinking or diverse applications. such as reasoning skills, values and orientations.
The component is NOT demonstrated when: This component is demonstrated by teachers:
• tasks ask for a convergence of ideas on a single • using a variety of methods to assess student
solution understandings at various points in a unit,
• the teacher sets problems and projects for which including open-ended questioning, checklists,
the requirements and the outcomes are closely project work, problems, practical reports and
specified role-plays

© State of Victoria 2004 Principles of Learning and Teaching P –12 32


• assessing a range of types of understanding and 5.2 The teacher ensures that students
practice, including knowledge of processes, receive frequent constructive feedback
conceptual ideas, the way the learning is used that supports further learning
and practised and different aspects of practice
such as fluency, accuracy and capacity to Appropriate feedback has been found to be
innovate critically important in improving student outcomes.
• ensuring assessment incorporates a range of Feedback by its nature should be aimed at
levels of thinking (comprehension, analysis etc.) supporting the learning process, be ongoing and
• monitoring student perceptions and attitudes as timely, and provide advice on ways forward for
well as knowledge and skills students. Feedback can be provided by other
• using a variety of reporting modes for students, or through community engagement.
assessment, including project reports using This component is demonstrated by teachers:
posters, multimedia, or student presentations, • providing feedback on tasks that challenges
end-ofunit tests, reports of investigations and students to review, reflect on and refine their
responses to set problems understandings at various points in a learning
The component is NOT demonstrated when: sequence
• assessment involves two or three types of task • giving timely feedback, acknowledging
only and is mainly in written format (e.g. worked areas well handled and suggesting areas for
problems, practical reports, end-of-unit test) improvement
• judgments are made on the basis of presentation, • structuring feedback to support further learning
for instance on the layout of reports, rather • organising for feedback from a variety of
than demonstration of the ability to extend audiences.
ideas The component is NOT demonstrated when:
• assessment focuses mainly on low-level factual • judgments about students’ understandings are
information and straightforward comprehension, given back only in formal, summative assessment
with few opportunities for students to demonstrate situations without the opportunity for students to
application or synthesis of key ideas. refine and develop understandings on the basis
Examples to illustrate the component of such feedback
• Students keep reflective journals. Time is • little feedback is provided to assist students
provided at the end of a session for teachers to understand why their responses were not
and students to reflect on progress and problems rewarded (marked incorrect).
encountered and solved, and to consider how Examples to illustrate the component
things could be done differently or the same. • Students share their reflections on what they are
• A variety of assessment methods (summative doing with a small group of class members at the
and formative) is used to gauge understanding end of the teaching session. The other students
and to give students the opportunity to present provide feedback and ask questions to clarify
their work/information in a variety of ways. what has been learned.
• Students present their understandings of the • Through the teaching session, the teacher,
water cycle as a narrative, an annotated when circulating, comments on the work in
drawing, a role-play etc. progress and provides additional assistance
• Rich assessment tasks are devised that are and clarification as necessary.
authentically embedded and are not seen as • Students participate in a community display.
‘add ons’. Feedback is provided during the planning
• A model of a goldfields mining device is phase by the teacher and by students with
used to assess research skills (reading), organisational responsibilities, and through
planning, constructing, testing, evaluating responses from the public at the display.
skills (technology), presenting (speaking and
listening) and procedural writing skills (writing
about how they went about the process). 5.3 The teacher makes assessment criteria
• Students in Chinese language classes design explicit
appropriate questions for interviewing elderly This component involves encouraging the
Chinese people in nursing homes about the development of shared understanding of the
daily routines of elderly people. assessment tasks. This component is demonstrated
• Students develop codes of conduct or appropriate by teachers:
sporting behaviour principles for their Physical • providing an explicit list of learning outcomes at
Education classes. the outset of a unit of work
• providing the criteria for assessing each outcome
prior to students undertaking each assessment
task

© State of Victoria 2004 Principles of Learning and Teaching P –12 33


• leading discussions with students in which • the assessment criteria are hidden and/or
the criteria appropriate for different levels arbitrary
of performance on tasks are generated and • assessment occurs infrequently and is not
clarified integrated into the learning process.
• providing feedback to students concerning their
Examples to illustrate the component
performance in relation to explicit criteria.
• Students are given the intended learning
The component is NOT demonstrated when: outcomes for a sequence and these are referred
• assessment tasks are not included in to frequently during the unit. At the end of
documentation provided to students the unit students assess how much they have
• assessment criteria are generated after a task is learned and which tasks contributed most to
submitted their learning.
• assessment is mainly based on scores on tests • Peer assessment and portfolio assessment are
in which items are not constructed to represent used to encourage students to think about their
clear criteria learning.
• the type of items on tests has not been signalled • Students are provided with opportunities for
to students and they have not had the opportunity self and peer assessment using a set of student–
to work at the competencies assessed. teacher negotiated criteria.
Examples to illustrate the component • Students present their projects to the class
after completing small-group peer and/or
• In Year 9, students are set an analytical exercise
selfassessment.
on the global economy. The task sheet is
• Students are encouraged to maintain a portfolio
accompanied by a self-assessment sheet using
of assessable pieces of work. While the portfolio
the same rubric that is to be used by the teacher
would contain some compulsory whole-class
to assess the exercise when it is completed. As
pieces, students could make decisions about
well as explaining the task, the teacher works
other pieces to be included, such as a selection
through the rubric with the students, clarifying
of writing.
any issues or misunderstandings.
• In a Year 7 Science class, before students begin
an experiment, they are invited to brainstorm 5.5 The teacher uses evidence from
what an acceptable practical report would be assessment to inform planning and
like and what a better-than-acceptable and a teaching
less-than-acceptable practical report would be
like. These three sets of descriptors then become This component requires the use of formative
the basis for peer and teacher assessments when assessment to provide information for the teacher
the work is completed. to adjust tasks and strategies to ensure that the
• At the end of a History research assignment, the learning and teaching program is responsive
teacher invites each student to sit with her while to student learning needs and builds on prior
the work is being assessed to provide immediate knowledge and skills. Teaching sequences and
feedback and to allow the student to contribute teaching strategies need to be sufficiently flexible to
their thoughts about what they have learned. respond to information coming from both informal
and formal assessment.

5.4 Assessment practices encourage This component is demonstrated by teachers:


reflection and self-assessment • using a variety of methods to assess student
understandings, at various points in a unit,
This component involves the active involvement of including open-ended questioning, checklists,
students in the assessment process. project work, problems, practical reports and
This component is demonstrated by teachers: role-plays
• providing assessment instruments for self and • strategically monitoring student understandings
peer monitoring by circulating during practical or project work
• discussing the learning process with students and discussing this with individuals
• providing tools that make explicit for students • probing student understandings and perspectives
their understandings early in a learning sequence to help plan
• providing opportunities to review prior ideas and subsequent teaching sessions
compare them with current understandings. • reviewing understandings from previous
teaching sessions before proceeding with work
The component is NOT demonstrated when: • monitoring constantly and strategically to
• assessment is presented as the teacher’s determine how best to respond to the class
prerogative and there is little attempt to engage • probing student conceptions early in a topic, to
students in making judgments about their own help plan subsequent tasks and activities
learning

© State of Victoria 2004 Principles of Learning and Teaching P –12 34


• constantly monitoring student responses and 6 Learning connects strongly with
adjusting strategies accordingly.
communities and practice beyond
The component is NOT demonstrated when: the classroom
• lesson plans are strictly followed (perhaps
Students’ learning needs to connect with their
because of time constraints) and unexpected
current and future lives, and with contemporary
difficulties in understanding are glossed over
thinking in the broader community. A variety of
• a lesson sequence continues despite evidence
links are made between the classroom program
that many students have already achieved the
and the local and broader community, leading to
target understandings.
students developing a rich view of knowledge and
Examples to illustrate the component practice, including social and ethical issues. This
• A LOTE teacher, while marking students’ Principle concerns relevance and connectedness,
work, discovers that most students haven’t and also the communal nature of learning.
quite grasped the use of a particular sentence
structure. He revises the teaching plan to
incorporate more activities that would help to 6.1 Students engage with contemporary
reinforce the structure. knowledge and practice
• Student conceptions are probed early in a topic, This component refers to the need to present ideas
to help plan subsequent tasks and activities. and their applications in a contemporary context.
• A set of activities are used as prompts at Conceptual and procedural understandings should
the beginning of a Year 7 unit on chemical be linked to their use in the community and by
science, which challenges students to explain different professions. Contemporary understandings
gas behaviour in terms of a particle model. may, of course, be informed by consideration of
Their responses and questions are used to plan their historical lineage.
subsequent teaching sessions.
• A Year 4 teacher arranges a collection of soil This component is demonstrated by teachers:
from various parts of the school grounds and • providing the opportunity for students to
after examination initiates a discussion about experience the learning as it would be
what differences were found, and what was experienced and used by people in their
noticed. This leads into a series of questions professional lives
students ask about soil and animals, which are • using industry, contemporary technologies, and
then sorted and agreed by the class to form the everyday events and artefacts as the context for
basis of a set of further explorations of soil. learning
• A Year 7 astronomy unit is changed drastically • making links with stories reflecting the historical
once it becomes clear, on the basis of diagnostic roots of the ideas
assessment, that students have covered much of • engaging with rich tasks that link the learning to
the work in their primary school program. The a variety of aspects of real life
teacher uses a discussion based around student • equipping students with skills for self-extending
knowledge and interest to generate a revised learning aimed at enabling them to keep pace
plan. with current trends and practices.
• The teacher constantly monitors student The component is NOT demonstrated when:
responses and adjusts strategies according • students are taught narrowly defined skills that
to this. are not self-extending or transferable
• A teacher stops a teaching session about heat • the classroom program focuses on subject
when it becomes clear that most students in her knowledge only
class confuse heat and temperature, and believe • ideas are presented without reference to
that metal objects will have lower temperatures contemporary application.
than wood, in the same room, judged by touch.
She initiates a discussion, then a series of Examples to illustrate the component
observations, to explore these ideas. • Students investigate alternative use of vacant
• A teacher realises that a substantial minority land in their local area. They prepare feasibility
of students are misunderstanding the method studies and write reports, which are presented
being used in an experiment. He pulls the class to the local council for consideration.
together for a discussion, ensuring that a range • Students are given opportunities to grow and
of voices is heard to clarify the situation. market produce from the school garden to gain
insight into how businesses are run.
• A bulletin board is managed by students to
display current news items relevant to the topic
under study.

© State of Victoria 2004 Principles of Learning and Teaching P –12 35


• During a unit on ‘disease’, current newspaper the design and construction of a go-cart for a
and magazine articles and current affairs statewide competition.
TV programs are introduced to help shape • Students are taught the skills to organise their
and clarify the ideas and their relevance to own work experience placement.
contemporary personal and social issues. • Students participate in an Enterprise Education
project to raise the notion and value of paid and
6.2 The teacher plans for students to unpaid work.
• A Year 9 unit on motion involves a trip to the
interact with local and broader local fun park where students take measurements
communities of the acceleration and speed of rides with
This component emphasises the importance of data logging equipment. The students take the
the connectedness of schools to the community measurements back to school to analyse.
and society more generally. ‘Communities’ would • Links outside the classroom might include:
include the parent community of the school and the – visiting speakers and practitioners
school community in general, local communities, – online collaborative projects
which might provide speakers or be the target of – student projects that draw on community
community environmental or art projects, through resources
to national, international and interest-based (e.g. – displays in local shopping centres
scientific) communities accessed through the – entry of students into competitions
Internet, guest speakers and other forums. – reports in local newspapers
– family collaborative learning evenings
This component is demonstrated by teachers: – excursions
• linking the classroom with the community – local environmental community action
by arranging incursions or excursions to a projects.
variety of venues, including studies of the local
environment, surveys in the local community
and local industry visits 6.3 The teacher uses technologies in
• basing sequences of work around local or global ways that reflect professional and
community projects, such as environmental community practices
maintenance or studies of local industries or
New technology challenges and changes the
social groups
way we behave and learn in our contemporary
• using parents with special expertise to provide
society. Learners need to develop a mastery
input or support in a topic
of contemporary skills and techniques and
• arranging links and collaboration with other
their application through new media and new
schools and classrooms or professional
technologies. When used in ways that reflect their
institutions, through the Internet
contemporary use, learning technologies can
• targeting individual students to take advantage
provide a powerful stimulus for students to operate
of camps or conferences.
autonomously and develop expertise. Learners use
The component is NOT demonstrated when: a range of learning technologies to create new
• units of work are entirely within the walls of the knowledge and understandings.
classroom
This component is demonstrated by teachers:
• little or no use is made of the school grounds
• developing students’ capabilities with generic
or local neighbourhood for exploration of,
software such as spreadsheets, design tools and
for instance, plant reproduction and growth,
communication technologies
discussions of structures and design of
• using learning technologies to support quality
Humanities and civics investigative surveys
learning behaviours such as exploration,
• excursions are not effectively integrated with the
conjecture, or collaboration
curriculum
• using ICT to increase student choice and
• concerns of the local community (eg. environ-
flexibility with respect to their learning
mental or consumer based) are not reflected
• having students collect information electronically
in class studies nor are the class’s studies
using, for example, data probes, digital
communicated to parents or the local
cameras, video recording, digital displays
community.
• having students use the Internet for information
Examples to illustrate the component searching and to communicate with special
• Students are encouraged to develop a network of interest groups
contacts within the school and wider community • having students explore ideas and possibilities
to access information and to solve problems. using simulation software
• Year 5/6 students interact with a local engineer • encouraging students to present results and
in pursuing an integrated project focusing on publish reports using a range of software.

© State of Victoria 2004 Principles of Learning and Teaching P –12 36


The component is NOT demonstrated when:
• students are exposed to a limited range and
uses of ICT
• students are not educated or encouraged to
make choices about what learning technologies
they use or when and how they use them
• the use of computers does not encourage
increased dialogue and questioning, but tends
to isolate individuals within their tasks
• technologies are not used in ways that take
advantage of their particular potential to support
learning.
Examples to illustrate the component
Technologies are used to support:
• varied ways of collecting data (data probes,
databases, video and digital cameras, DAT
audio recorders, microscope with digital
display)
• varied methods of analysis (spreadsheets,
graphical software, programmable calculators,
purpose-built data analysis software, video
editing software) so that students can make
choices
• mathematical modelling through the use of
graphics calculators or spreadsheets and
graphical packages
• interactive modelling, control, simulation
and design (robotics, design and simulation
software)
• varied communication modes (email contact
with other schools or special-interest groups, the
Internet)
• the manipulation of media (image and sound
manipulation)
• the design, creation and production of media
(multimedia, graphics, film, animation, music
and print production packages)
• a variety of modes of presentation, publication
and distribution.

© State of Victoria 2004 Principles of Learning and Teaching P –12 37

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