TfEL

Teaching for Effective Learning
The TfEL document is a description of an exemplary classroom, which all of us should aim to emulate. The National Standards for Teachers is a rubric which breaks down the skills of a teacher into different hierarchical stages – not necessarily aligned with experience.

Indicators of success/ effective learning:
Growth in student learning
Engaged students
Self sufficient students – familiar with processes and expectations, willing to take on responsibility for themselves as learners, because they have a clear vision of what they are working towards
Students able to verbalise learning, goals and describe achievements – meta-language used
Student feedback to the teacher indicates their positive perception of impact of teaching, and allows for open questioning to further enable personalised learning and connection

Important starting points:
Assessment to determine where students are on the learning continuum in different areas
A clear picture of the learning continuum, including evidence: what students do, make, write and say at different stages.
Observations of what students currently do, make, say and write – targeted/ specific/ systematic
Differentiated strategies to take into account needs of students (NB: not differentiated curriculum. Students at a particular year level have the right to access the curriculum of that year level. Strategies to accommodate learning needs are the focus here. Grouping structures, exploration, explicit teaching, models, think, pair, share, reference materials, videos to review teaching points, ICT to enhance opportunities, etc.)

Developmental continua such as:
PAT-R
PAT-M
Words Their Way – Spelling continua
Booker Numeracy tests
EALD-Language and Literacy Levels
SPAT
Abcdarian assessment
One minute maths tests

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