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Investigating the impact of learning through play at school
Get PDFLearning Through Play at School is a pioneering research study that investigates how playful approaches to teaching and learning are applied in the classroom. The four-year study provides an opportunity to expand understanding of learning through play at school in Ukraine and the impact on teachers and students
Peer observation: Enhancing the experience of giving and receiving feedback
Get PDFIn this article, Deepali Dharmaraj explores the role of feedback in the context of peer observation and identifies key principles and practices that enable the experience to be mutually beneficial for both the observer and observed
Designing a bottom-up professional development programme
Get PDFAshok Pandey describes a recent professional development activity undertaken at his school
Understanding competency based learning for reading literacy
No full textCompetency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for reading literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire reading literacy and is aligned to the broad competencies identified by the Organisation for Economic Co-operation and Development (OECD) for the Programme for International Student Assessment (PISA) frameworks. Besides this, the mapping of the National Council of Educational Research and Training (NCERT) Learning Outcomes to the content areas and the PISA competencies have been included. Practical examples for teaching and assessing across various content area and competencies are further inbuilt to enrich the teacher’s repertoire for classroom transactions
Marginalisation: Practitioner level
Get PDFThis Practitioner level module is designed to ensure staff members who engage with and lead policy dialogue with international and domestic partners understand the patterns of marginalisation in education and the policies, strategies and structures that can be put in place at the national, school and community level to reduce marginalisation. It is recommended that staff complete the Marginalisation: Foundation level module as background information to this Practitioner level module
Teacher development multi-year study series. Vanuatu: Interim report 1
Get PDFThe Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government\u27s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT\u27s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study
Australia\u27s investment in teacher development in Lao PDR: Baseline results
Get PDFStudent dropouts, grade repetition and low levels of learning achievement are major challenges in education in Lao PDR. This infographic presents key results of data collected from primary schools across Lao PDR in April 2019. This data acts as a baseline before the introduction of a new primary education curriculum supported by Australia\u27s flagship program in Lao PDR - the Basic Education Access in Lao PDR program (BEQUAL). Further data will be collected in 2021 and 2022 to determine the impact of Australia\u27s investments in teacher development through the BEQUAL program on improving teaching and student learning
Online Training on Formative Assessment for Early Language, Literacy, and Numeracy (ELLN) in the Philippines: Final report
Get PDFThis report describes findings and lessons learned from an online teacher training course in the Philippines. Becoming a Learning Detective is a 5-day online course that focuses on the design and use of formative assessment to improve literacy and numeracy outcomes in Kindergarten to Grade 3 (K–3) classrooms. The emphasis is on classroom-based assessment strategies that are embedded within daily teaching and learning experiences, involving an active partnership between teacher and students. The course brings together asynchronous and synchronous elements, as well as whole group, small group, and individual learning experiences. The course was implemented for the first time among a small cohort of participants across 17 regions in the Philippines. Findings and recommendations of this initial training are being applied toward strengthening the course prior to offering it at a larger scale in the Philippines
Karmel Oration: Excellent progress for all: A function of year-level curriculum or evidenced-based learning progressions?
Get PDFExcellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at scale Where the evidenced-based tools and resources produced by this type of research are used to identify and respond to student learning needs in relation to what is important, it has been shown to make a significant difference to student outcomes and engagement. Adopting a targeted teaching approach means that not everything has to be differentiated and not everything needs to be considered as often or to the same depth. Time can be spent researching challenging but accessible tasks and developing a culture that supports and reward persistence, effort and a growth mind-set