South Australia Dept for Education and Childrens Services: Teaching for Effective Learning

The Teaching for Effective Learning framework comprises four domains of practice. The first focuses on what leaders do to promote effective learning and the second, third and fourth focus on what teachers do.  The framework (outlined below) provides a language and a process for framing professional learning.  At the heart of the process is a rapid prototyping model of teacher self-evaluation with disciplined feedback and feed forward loops which inform and stimulate change.  The four domains are summarised here:

 Leaders creating learning opportunities with staff

  • understand how self and others learn
  • develop deep pedagogical and content knowledge
  • participate in professional learning communities and networks
  • engage with the community
  • discuss educational purpose and policy

 Teachers create learning opportunities with students

Create safe conditions for rigorous learning

  • develop democratic relationships
  • build a community of learners
  • negotiate learning
  • challenge students to achieve high standards with appropriate support

Develop expert learners

  • teach students how to learn
  • foster deep understanding and skilful action
  • explore the construction of knowledge
  • promote dialogue as a means of learning

 Personalise and connect learning

  • build on learners’ understandings
  • connect learning to students’ lives and aspirations
  • apply and assess learning in authentic contexts
  • communicate learning in multiple modes
  • design, plan and organise for teaching and learning

Two of our Learning Emergence Network are involved in leading and researching the Teaching for Effective Learning Framework in South Australia. Chris Goldspink and Margot Foster.

Teaching for Effective Learning Framework

DECS_SA_TfEL_Framework_gu_3 

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