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Sharing research with parents
Sharing research with parents

Maintaining strong links between families and schools is important to staff at Westgarth Primary School in Melbourne, which is why they work collaboratively with parents and carers to share the latest evidenced-based approaches to teaching and learning.

Authentic teacher professional learning
Authentic teacher professional learning

In this case study, educators from New South Wales outline the development of a teacher professional learning program, run in tandem with a whole school focus on project-based learning.

A different way to organise the school curriculum
A different way to organise the school curriculum

There are good reasons to rethink how we organise the school curriculum. An alternative would be to structure the curriculum as a sequence of proficiency levels unrelated to age or year level, according to Professor Geoff Masters AO.

Number fluency – strategy choice is key
Number fluency – strategy choice is key

When building basic number fluency in children, strategy choice is the key to effective practice, according to Monash University’s Sarah Hopkins. In today’s article Hopkins shares findings from research to suggest what teachers can do to target children’s individual difficulties in developing basic number fluency.

Students monitoring their learning with Professor Geoff Masters
Students monitoring their learning with Professor Geoff Masters

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss why it is important that students are involved in the process of setting goals for their own learning and can monitor the progress that they’re making.

School Improvement Episode 12: Evidence-based professional learning
School Improvement Episode 12: Evidence-based professional learning

For the last three years school leaders and staff at Jordan River Learning Federation Senior School have been focusing on evidence-based teaching and reflection. It’s included the development of a professional learning approach called CCRP – Connect, Collect, Reflect and Progress.

Dinham on knowing your students
Dinham on knowing your students

The best schools of all types know their students as learners and as people, according to Professor Stephen Dinham. In today’s video, he also discusses why students essentially want teachers who care and are fair.

Thinking differently about assessment with Professor Geoff Masters
Thinking differently about assessment with Professor Geoff Masters

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss new ways of thinking about assessment.

Teaching reading – it’s simple but not simplistic
Teaching reading – it’s simple but not simplistic

Today’s reader submission is by Sir Jim Rose, author of the influential 2006 UK report The Independent review of the teaching of early reading, which led to the adoption of mandatory teaching of systematic synthetic phonics in English primary schools. Here, he discusses ‘the simple view of reading’ and its implications.

Using an action learning model
Using an action learning model

In this case study, staff at a Sydney high school share details of an action learning approach to professional learning and its impact on teachers and students.