13 – 24 of 25 results found
Video
Explicit instruction in English
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses explicit instruction in her English lessons.
Video
Explicit instruction in mathematics
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses explicit instruction in her mathematics lessons.
Video
Explicit instruction in science
Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses explicit instruction in her science lessons.
Video
Formative assessment in English
Formative assessment is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses formative assessment in her English lessons.
Video
Formative assessment in mathematics
Formative assessment is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses formative assessment in her mathematics lessons.
Video
Formative assessment in science
Formative assessment is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses formative assessment in her science lessons.
Video
Mastery learning in English
Mastery learning is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses mastery learning in her English lessons.
Video
Mastery learning in mathematics
Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her mathematics lessons.
Video
Mastery learning in science
Mastery learning is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses mastery learning in her science lessons.
Video
Spacing and retrieval at Alfred Deakin High School
See how Amber Turner, a French teacher at Alfred Deakin High School, uses spacing and retrieval practice in her classes.
Article
There is no such thing as an ‘average’ school
We might associate ‘top schools’ with having the lion's share of academic high-achievers. However, when we look at the distribution of achievement across all students within schools and compare it to average differences between schools, the story is not so straightforward.
Video
Formative assessment at Walford Anglican School for Girls
Kerri Proctor, Head of English at Walford Anglican School for Girls, uses different formative assessment methods to track students' progress.