Duration: 18:25
In this video, you’ll observe the teacher applying key practices outlined in the Australian Education Research Organisation (AERO)’s Teaching for How Students Learn model of learning and teaching. These practices are discussed in our practice guides:
- Explain Learning Objectives
- Monitor Progress
- Organise Knowledge
- Teach Explicitly
- Rules and Routines
- Vary Practice.
In this lesson, you’ll see the continuation of a geography unit, where the teacher is building declarative knowledge and connecting this new information to students’ prior knowledge. You’ll see a variety of checks for understanding to support active participation in learning and monitor students' learning progress. The consistent routines (such as the use of think-pair-share) provide a supportive environment for students to contribute their thinking. The teacher also uses guided notes to help students organise their knowledge.
Watching this video can help you reflect on your own teaching practice by considering your strengths and potential areas for refinement. We recommend watching this video alongside a copy of AERO’s model of learning and teaching to help you identify where each labelled practice fits in the model. You don’t need to watch the video in one sitting – you can pause to reflect, take notes, discuss the content with colleagues or consider how the content applies to your own practice. Viewing this video as part of a staff meeting or professional development session can help spark discussions and collaboration within your team.
AERO’s model of learning and teaching also includes other key practices not demonstrated in this video, such as effective planning and family engagement, which can support high-quality teaching.
Acknowledgements
AERO would like to thank the teachers, students and families from Aveley Secondary College for their support and participation in creating this video. We would also like to thank Professor Lorraine Hammond, Dr Nathaniel Swain, members of AERO’s First Nations Expert Reference Group, and the teachers and school leaders who reviewed and provided feedback on these videos.
More information
To learn more about a specific practice, see AERO’s practice guides and related videos. You can also find more information in:
Transcript
[On-screen text] This video demonstrates how evidence-based practices can work together in a geography lesson where the students are building on previous learning to describe barriers to improving human wellbeing.
[On-screen text] You will see the teacher using techniques aligned to the following areas of practice:
- Revisit and review
- Monitor progress
- Organise knowledge
- Explain learning objectives
- Teach explicitly
- Rules and routines
- Vary practice
Melissa Watson, Year 10 humanities teacher, Aveley Secondary College: Hi, my name is Melissa Watson. I'm a teacher from Aveley Secondary College. Today, you'll be joining me in my Year 10 humanities class as we study geography and the barriers to human wellbeing. Come take a look.
So, very briefly, let's have a look at this map here.
[On-screen text] Revisit and review
- Include regular, short and appropriately paced reviews
Melissa Watson: This is a Corruption Perception Index map. Now, the bluer the colour, the less perceived corruption by the people who live in that country. The redder or pinker that colour, the higher the level of perceived corruption. Okay? So, my question to you – this links to our idea of political instability. So this is a government that is not working for its people – okay – they're focused on their own goals.
Outline how political instability and corruption causes spatial inequality with your partner. Very briefly, how can that stop someone from experiencing wellbeing? Have a quick chat.
[On-screen text] Monitor progress
- Guide attempts to respond
Melissa Watson: So, thinking about if you lived in a country with a corrupt government, how would that impact on your human wellbeing? What do you think?
Student: It would not …
Melissa Watson: Yeah, you wouldn't feel safe.
Student: You wouldn't feel safe. You would not like your government. So you would actively go against them.
Melissa Watson: Absolutely.
Student: Or you'd fear that they would do something to you?
Melissa Watson: Definitely. So potentially more protests – more violent protests – and fear of the government, definitely. And 3, 2, 1. Could you share with us what you discussed please, Bella?
Student: If you live in a country where you believe that your government is corrupt, you can fear your government and fear that they might do something to you or your family –
Melissa Watson: Absolutely.
Student: – which can cause and lead to violent protests.
Melissa Watson: Definitely. So the potential that people are fearing [sic] a lot of fear towards their government, potentially also that there might be violent protests in response to that government not looking out for your wellbeing. What did you discuss please, Amelia Z?
[On-screen text] Monitor progress
- Reinforce active participation by all students (Calling on random non-volunteers)
Student: That if the government in a country puts more money towards, like, the military and services, and not buildings, and people are going to end up, like, homeless and not being able to get their resources to survive.
Melissa Watson: Absolutely.
[On-screen text] Organise knowledge
- Connect families with unfamiliar content
Melissa Watson: So last lesson we discussed how a lot of money – a lot of government money – is used to pay for the military, for example. So that's not focusing on things that people need like hospitals, schools, good-quality infrastructure. Amelia also mentioned that there may be higher amounts of people who are homeless or not living in safe homes or facilities. Fantastic.
[On-screen text] Explain learning objectives
- Explain the learning objective
- Connect to and build on students’ prior knowledge
Melissa Watson: So last lesson we were talking about how this can lead to displacement. This can lead to mistrust in the government. Today, we're going to be building on that and look further into things which are creating barriers to people experiencing wellbeing, or to a country being able to achieve wellbeing for its people. And, why are we doing this? Okay, what is the purpose?
[On-screen text] Organise knowledge
- Demonstrate, narrate and think-aloud
- Connect familiar with unfamiliar
Melissa Watson: Being able to describe barriers to improving human wellbeing is important because – thinking yourselves, as a high school student, moving into Year 11 – being able to describe is an important skill. Okay, regardless of which path you're going on, you're going to need to be able to do that. So that's you as a student.
Okay? Thinking now, you as someone who's going to be leaving this school, okay? You may find yourselves impacted by these types of things. This is something which is active in Australia. Okay? We are not immune to this. Taking it a step further, you might be in a profession where things like poverty, lack of access to water, or things that maybe you're trying to achieve for people, or you're trying to educate people about. You might become a human rights lawyer. You might become a teacher. You might work for a charity organisation. You might work for the water corp.So these are the types of things which could impact your day-to-day working life as well. Okay. Let's make a start at actually figuring out what spatial variation versus spatial inequality is. So, you'll see on your sheet, you have a few fill-in-the-blanks.
[On-screen text] Teach explicitly
- Explain new information clearly and concisely
- Use an appropriate pace
Melissa Watson: So our first one is spatial variation. So this is the difference, or variation, over an area of the Earth's surface. And we can use things like population, population density, or GDP [gross domestic product] to measure it.
So we're actually using some quantifiable data to back up our discussion. Spatial inequality, on the other hand, is the unequal distribution of resources and services across different locations. So that's what we were looking at last lesson: this idea that infrastructure, resources, are not spread equally across a population. I'm going to give you 30 seconds to get those bolded items onto your sheet. And then let's have a go at comparing these 2 concepts, because they do sound quite similar.
[On-screen text] Organise knowledge
Encourage the use of advance organisers
(Students are writing in a provided set of guided notes)
Melissa Watson: Another 15 seconds, just getting those bolded texts down, Year 10s. And can I ask for pens down in 10, 9, 8, 7, 6, 5, 4, 3, 2 and 1.
[On-screen text] Monitor progress
- Check for understanding frequently throughout each lesson
- Use varied methods to reinforce active participation by all students
Melissa Watson: Could I ask you, please, define spatial variation for me, Jamie? What is spatial variation?
Student: Spatial variation is the difference, or variation, in terms of population, population density, gross domestic product, life expectancy, over an area of the Earth's surface.
Melissa Watson: Fantastic. Thank you to Jamie. So we're talking about differences of population: population density. We know in Australia, most of the population is concentrated along the coast. Not many people live in the centre, where it's really hot. Okay, and there is a reason for that. So that's spatial variation. What's spatial inequality in comparison please, Liv?
Student: Spatial inequality is the unequal distribution of resources and services across different locations, such as health care, welfare, public sectors and countries.
Melissa Watson: Thank you to Liv. So, in spatial inequality instead, we're talking about access to certain services and infrastructure. Access to education, access to health care, welfare – is that something which is available to people? Okay? A simplified version of this is spatial variation equals difference in phenomena over Earth's surface. Can you say phenomena?
Student: Phenomena.
Melissa Watson: What's the word?
Student: Phenomena.
Melissa Watson: You got it. So what does spatial variation equal, Year 10s?
Student: Difference in phenomena over Earth's surface.
Melissa Watson: Thank you. In comparison, we have spatial inequality, which is the unequal distribution of resources or services. What is spatial inequality please, Year 10s?
Student: Unequal distribution of resources and services.
Melissa Watson: So if I say we're talking about the unequal distribution of resources and services, what are we talking about, Year 10s?
Student: Spatial inequality.
Melissa Watson: And if I'm talking about a difference in a certain phenomena or concept over a region, what am I talking about?
Student: Spatial variation.
Melissa Watson: Thank you. Let's keep going. So, we know there's a great diversity within a country itself. We link a lot back to Australia and how diverse we are in relation to these things. We've also started to talk about how these barriers do tend to impact developing countries at a higher rate. Okay, because they are still going through that process of industrialising their country and building thise infrastructure to support their people's wellbeing. So there are 4 concepts we're going to be looking at today. First one is poverty.
[On-screen text] Teach explicitly
- Explain new information clearly and concisely
- Use an appropriate pace
Melissa Watson: What's the first one?
Class: Poverty.
Melissa Watson: Second one is lack of access to clean water and sanitation. What's number 2, Year 10s?
Class: Lack of access to clean water and sanitation.
Melissa Watson: Number 3 is relatively high levels of illiteracy. What's number 3?
Class: Relatively high levels of illiteracy.
Melissa Watson: And number 4, emphasis on primary production. What's number 4?
Student: Emphasis on primary production.
Melissa Watson: Now, primary production refers to agriculture. If I say agriculture, what am I talking about? How can we simplify it even further?
Student: Farming.
Melissa Watson: Farming is a great one. Okay? So when I'm talking about primary production, what am I talking about, Year 10s?
Student: Farming.
Melissa Watson: Farming. Okay, so let's have a look at poverty first. And again, you'll see that there are some boxes for you to fill out for the bolded text on your guided notes. So extreme poverty is common in regions where there is poor health, and education impacts employment, where there is a depletion of environmental resources. Depletion is an interesting word. What does it mean?
[On-screen text] Scaffold practice
- Use scaffolds to model and explain new learning
Student: Going down.
Melissa Watson: Nice and loud for us, Maddie.
Student: Going down.
Melissa Watson: Something is going down. It is depleting. So if something is depleting, what is it, Year 10s?
Student: Going down.
Melissa Watson: Going down. We've talked about corruption, conflict and poor governance. Now, according to the World Bank data in 2013, 12.7% of the world population lived at or below $1.90 a day. Okay, that is our poverty line. Down from 37% in 1990. So yes, that percentage has decreased. But remember, our population has increased significantly. So we need to look into how much does that percentage actually represent. Thirty-five per cent of the world's population lived on less than $4.60 a day, which is down again from 66%.
So, yes, our data does look like it's on a downward trend. But we do need to turn those percentages into real numbers, okay, to determine if it is as significant as it appears. And countries in sub-Saharan Africa and southern Asia account for about 40% of extreme poverty. So we can see how this particular barrier is quite concentrated, okay, in specific regions around the world. And there is a variety of reasons why that is the case.
And we can see that reflected in our graph as well.
[On-screen text] Organise knowledge
- Integrate visual and verbal representations
Melissa Watson: So we have sub-Saharan Africa down here, and southeast Asia, where we see the most of our yellow and red colours, which are indicating higher levels of poverty experienced in that region. Just giving everyone another 10 seconds —— and can I ask for pens down in 3, 2, 1.
[On-screen text] Rules and routines
- Use routines for active participation in learning (pair-share routine)
Melissa Watson: With your partner, I'd like you to please discuss the distribution of poverty around the world. Where are you seeing those red and yellow colours the most? So use that graph. Have a chat. Where are they concentrated? Have a brief discussion. Off we go, Year 10s.
Class: [Interposing voices.]
Melissa Watson: And 5, 4, 3, 2, 1.
[On-screen text] Vary practice
- Check for understanding during practice
- Encourage students to question and explain their thinking
Melissa Watson: Where are we seeing that distribution, please, Maddie R?
Student: More in underdeveloped countries?
Melissa Watson: Absolutely. So Maddie has identified that this is occurring more in underdeveloped regions. Okay, for example?
Student: I'm not sure.
[On-screen text] Monitor progress
- Guide attempts to respond
Melissa Watson: That's okay. Just describe a region or a continent for me, Maddie.
Student: Africa.
Melissa Watson: Africa. Okay, so we can see in the continent of Africa, we have quite a bit of red, orange and yellow. We also see grey, which means there's no data available. So that might mean they don't have the infrastructure to be able to gather this type of information. Yes, Bella.
Student: How come Australia doesn't have any data?
Melissa Watson: That is an excellent question. This particular map is showing Australia has not provided data for the national poverty line. It may have been that we didn't have a census that year. Maybe our data was deemed too old. That's a really good question that I'll try and find an answer for. What did you discuss, please, Amelia G?
Student: There's mostly poverty in less-developed countries like Africa and South America.
Melissa Watson: Good. So Amelia has identified that it is occurring in developing countries, and provided us with some specific regions for us to look at as well. All right, looking at our second one: lack of access to clean water and sanitation. So 663 million people rely on unsafe water sources, and 83% of that live in rural areas, so the water they have access to is not safe for them to drink.
Thirty-eight per cent of people with access to safe drinking water are required to travel to collect that. And that can be both physically difficult, and very time-consuming. That might be all you do for the day, or half a day. Okay? So it's not as simple as turning on the tap.
The UN [United Nations] estimates that 2.5 billion people do not use improved sanitation facilities. So what does this mean?
[On-screen text] Teach explicitly
- Explain new information clearly and concisely
Melissa Watson: So, in sub-Saharan Africa, 44% of their people do not have improved sanitation facilities. In southern Asia, 18%. So we can see that there are some regions that keep cropping up. So they are facing multiple barriers. And between 1990 and 2015, 2.1 billion gained access to improved sanitation facilities. So we are seeing improvements as well, just like we saw improvements within our poverty numbers as well.
Just giving everyone a moment to jot those couple of figures down —— and can I ask for pens down in 5, 4, 3, 2, 1?
[On-screen text] Monitor progress
- Check for understanding frequently throughout each lesson
- Use predictable routines and provide constructive responses
Melissa Watson: Can I ask that you discuss with your partner, why do you think it's harder to access clean and safe water in rural areas? So farming areas, for example. Have a brief discussion. What about that would make it more difficult?
Class: [Interposing voices.]
Melissa Watson: What do you think, Kayla?
Student: [Inaudible.]
Melissa Watson: Absolutely. And why is there less water?
Student: [Inaudible.]
Melissa Watson: Absolutely. So harder for them to build that infrastructure. What did you think, Angus?
[On-screen text] Monitor progress
- Check for understanding frequently throughout each lesson
Student: [Inaudible.]
Melissa Watson: Definitely. Definitely. Absolutely. So really hard to get all that infrastructure for such a wide space. And 5, 4, 3, 2, 1. What did you discuss, please, Taylor?
Student: I was saying that those areas might be, like, more populated, so there'd be more demand for, like, clean water and sanitation.
Melissa Watson: Yeah, so potentially, there might be a higher pocket of people in certain regions in that rural space, so it might be hard to get the water out there. What did you discuss, please, Angus?
Student: Rural areas are bigger areas, so it'd be less water for more people. And it's not safe water as well, and less infrastructure.
Melissa Watson: Absolutely. So we have a very large, wide space – like multiple farms, for example, people spread out over a large area – may not have the infrastructure built to be able to get that there. Or it could be old infrastructure. And lastly, I would like you to please discuss, how do you think having to go and collect water might impact people's day-to-day lives? Why might that in itself be a barrier to human wellbeing? Off we go.
Class: [Interposing voices.]
Student: [Sneeze.]
Melissa Watson: Bless you.
Student: Thank you.
Class: [Interposing voices.]
Melissa Watson: Yeah. What's up, Watson?
Student: Are we writing our names on these?
Melissa Watson: Yeah, you'll be putting it in your folder.
And 5, 4, 3, 2, 1. What do you think, please, Alicia?
Student: Well, it is very time-consuming for someone to go collect water and then come back.
Melissa Watson: Definitely. So it's time-consuming. What might that time be used otherwise – how could they use that time instead?
Student: Going to work.
Melissa Watson: Yeah, going to work. Absolutely, so —— good, okay. So going to work might be something they could do instead of going to collect that water. So that can impact a family's income – their money – for example. What did you discuss, please, Claire?
Student: That, like, if they're going to get water, then they have less time to do, like, things for themselves and, like, take care of themselves.
[On-screen text] Organise knowledge
- Connect familiar with unfamiliar
Melissa Watson: Absolutely. So on the flip side – not just talking about work – but also no time to look after yourselves. We speak a lot about looking after your own mental health. Giving some time for yourself is essential to living a good life. So that might mean that's something you miss out on if you have to spend large portions of your day going to collect water. That's a great answer. Thank you, Claire.
Okay, we have relatively high levels of illiteracy. So the average adult literacy is 99% in developed countries, 76% in developing countries. So that means your ability to read and write. And it is 54% in least-developed countries. So we've spread it out even further. So from 2008 to 2011, the number of children not attending school decreased. So again, we are seeing positive – oh hang on – decrease, yeah – positive trends, okay? So, yes, more kids are attending school, which is really positive.
However, we need to look at which areas these kids are living in. Are they living in specific regions? Are specific countries missing out on having educated children? So the number of children receiving primary education is improving. But that rate is starting to slow in recent years. So, yes, we were able to get more kids into primary schools, but we're now starting to see what could be the beginning of a downward trend, and that's going to be really significant in the decades to come if you have a lot of young people who are not literate.
Keywords: evidence-based teaching, evidence-based education, pedagogy, practice implementation, professional learning