Duration: 10:16
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:
In this lesson, you’ll see a review of content already taught in previous lessons, which is then expanded on with the teaching of new content. The teacher refers to success criteria (known as ‘self-talk steps’) to guide modelling using worked examples. You’ll notice the fluid use of scaffolds for students across the lesson, informed by frequent checks for understanding. You’ll see the teacher using deeply embedded rules and routines in the classroom to support the effective movement between guided and independent practice.
Watching this video can help you to 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 Briar Road Public School 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 lesson where students are learning to split numbers into their place value parts to solve addition problems. The teacher will model the procedure and then guide students to practise.
[On-screen text] You will see the teacher using techniques aligned to the following areas of practice:
- Teach explicitly
- Rules and routines
- Scaffold practice
- Monitor progress
- Respectful interactions
Tanya Judd, Assistant Principal, Year 1 teacher, Briar Road Public School: Hi, I'm Tanya Judd, and I'm from Briar Road Public School. Today, I'm teaching my Year 1 students partitioning 2-digit numbers to add. Come and take a look.
[On-screen text] Teach explicitly
- Link subject matter to success criteria (named here as ‘Self-talk steps’)
Tanya Judd: Okay, my next problem is 46 + 30. Read with me.
Tanya Judd and class: 46 + 30.
Tanya Judd: My first step is, biggest number on …
Tanya Judd and class: Top.
Tanya Judd: And when I look at my problem, I know that 46 has 4 tens and 6 ones. So 4 tens means it's going to be the biggest number. I'm going to put it on top. I'm going to write 46.
[On-screen text] Teach explicitly
- Model using worked examples
- Demonstrate and think aloud
Tanya Judd: That means my smallest number is 30, so I'm writing it on the bottom.
My next step is to split them into their place value houses. So I'm going to get 4 tens and 6 ones. And then I'm going to get 3 tens but no ones.
All right. Step 3 says, ‘Add from the right (ones first, then tens)’. So adding my ones together, I'd only have …
Student: 6.
Tanya Judd: 6. Do I have to add anything to it?
Tanya Judd and class: No.
Tanya Judd: So I only have 6 ones. Now I'm going to count my tens: 10, 20, 30, 40, 50, 60, 70. I have 7 tens, which makes 70. So, altogether I have …
Tanya Judd and class: 76.
Tanya Judd: Fantastic. And when I solve my problem, I say 46 + 30 = 76. Great job.
Students: [Interposing voices.]
Tanya Judd: All right. I think we are ready to try and do one together.
Student: Yes!
Tanya Judd: Can you get your whiteboard chart that you can write on?
[On-screen text] Rules and routines
- Establish routines students will follow (Students have been taught to use concrete materials and whiteboards)
Tanya Judd: Your white chart that you can write on? And put it on the board in front of you, just like Donald, just like Marama, just like Tihana, fabulous job. Excellent. All right. On the board, I have the problem that we are going to work on.
[On-screen text] Scaffold practice
- Use scaffolds to guide practice (Concrete materials, templates and reference charts)
Tanya Judd: Let's have a look at our problem. Read your problem with me.
Tanya Judd and class: 34 + 24 =.
Tanya Judd: Our first step says – read with me …
Tanya Judd and class: Biggest number on top.
Tanya Judd: So, looking at my 2 numbers, I need to decide which is the biggest number. We're very good at this. We did a little practice of it.
[On-screen text] Monitor progress
- Reinforce active participation by all students
Tanya Judd: So, in your head, have a think. Which is the biggest number? Turn and tell your pair-share partner. Which is the biggest number?
Class: [Interposing voices] 34.
[On-screen text] Students have been taught a call and response routine to call for attention
Tanya Judd: All right. Disco, disco?
Class: [Interposing voices] Woo, woo.
Tanya Judd: Disco, disco?
Class: Woo, woo.
Tanya Judd: Let me see if I can get a friend to help me. Which number is the biggest number? Marama, which number is the biggest number?
[On-screen text] Monitor progress
- Reinforce active participation (Selecting random non-volunteers)
Student: 34.
Tanya Judd: How do you know?
Student: Because 2 is the lowest, then 3.
Tanya Judd: Yeah, great job. Two is lower than 3, so 24 has 2 tens, and 30 has 3 tens. So, I'm putting my biggest number on top. So, I'm going to write my biggest number, 34, on the top – let me just clear that for you – which means my smallest number goes down the bottom. Can you write that on your boards, please?
Student: On our chart?
Tanya Judd: Yep, just on your chart.
Class: [Interposing voices.]
Tanya Judd: You can write it next to it – just there like I did.
Student: Would I put it like this?
Tanya Judd: Yep, just next to it here, like I did. Great job.
Class: [Interposing voices.]
[On-screen text] Respectful interactions
- Build trust with credibility, care and consistency
Tanya Judd: Here, my friend, just on the side. Amazing.
Student: And then I put the 3.
Tanya Judd: All right. Can you chin your boards and show them to me? Just so I can check everybody has the right numbers?
[On-screen text] Monitor progress
- Check for understanding frequently
- Monitor errors to provide feedback, instruction or guidance
Tanya Judd: Three, two, one and done —— Great job. Park your boards. They need to be on the ground because we're getting out our equipment. All right, my turn first. Eyes looking. My next step says, ‘Split it into its place value parts’. I know that 34 has 3 tens and 4 ones, so I'm going to get my 3 tens and my 4 ones and make them on my board. Can you do that for me as well? Three tens and 4 ones.
Student: Wait, do we rub it out?
Tanya Judd: You can leave it there, Donald. You can leave your writing there. You're going to need it. Counting out your tens and ones. Marama, can you get out your 3 tens and your 4 ones, please?
Student: [Inaudible] Four ones.
Tanya Judd: Hands still in 3, 2, 1 and done.
[On-screen text] Respectful interactions
- Teach, model and recognise respectful interactions
- (‘Budyari’ means ‘Good’ in Dharawal language)
Tanya Judd: Levi, budyari, on fire today. Hands still. Thank you, Ocean. Thank you, Laiella, doing a great job. Now I'm going to make my next number. My next number is 24. Sorry, I can still hear some people moving —— I need to make 24. I know that 24 has 2 tens and 4 ones, so I'm going to get my 2 tens and my 4 ones. I'm just going to squash them on the side here so that they don't fall off. There we go. All right. Can you make 24 on your boards, please? Thank you, my friend. You're so helpful.
Student: 24? I'm already done. I'm already done.
Tanya Judd: Great job. You can be thinking about the next step, Donald. Budyari, good job.
Class: [Interposing voices.]
Tanya Judd: Yes, girl, amazing.
Class: [Interposing voices.]
Tanya Judd: [Whispering] Fabulous, so good, so good, fabulous. Well done, great job. You got it. You got it.
All right, hands still in 3, 2, 1 and done. Excellent job.
[On-screen text] Teach explicitly
- Use an appropriate pace
- Refer to success criteria
Tanya Judd: So we have our biggest number on the top. We have split them into our place value houses. Now we need to add from the right. Ones first and then tens. So, starting with my ones, I'm going to add them together: 1, 2, 3, 4, 5, 6, 7, 8. I know that all together I have 8 ones. Can you add up your ones and check that you have 8 ones? Great job.
Class: [Interposing voices.]
Student: I think I know what the answer is.
Tanya Judd: That's because you're such a great thinker.
All right, friends, eyes on the learning. Let's check what we're going to do next. Now we're going to add our tens. So I count my tens: 10, 20, 30, 40, 50. Altogether I have 50 tens – or 5 tens, sorry, which makes 50. And the last step is to write my answer: 50 and 8, making …
Tanya Judd and students: 58.
Tanya Judd: Great job. Can you write the answer on your board, please?
Student: I knew it.
Tanya Judd: I'm glad you knew it.
Students: Me too. Me too. [Interposing voices] I already know [inaudible].
Tanya Judd: Great job.
Student: I already know that.
Student: Me too.
Tanya Judd: You are so clever, Year 1.
Class: [Interposing voices.]
Tanya Judd: All right. And in 3, 2, 1. Equipment still. Eyes on the learning. We can solve our addition problem. We know that 34 + 24 = …
Class: 58.
[On-screen text] Rules and routines
- Establish and explicitly teach rules and routines students will follow and participate in
- Use prompts and signals to maximise efficiency and minimise distraction
Tanya Judd: 58. Fabulous job. Clear your boards. Put your equipment back in your bag. Rub out your board, and we're going to do our next problem.
Keywords: evidence-based teaching, evidence-based education, pedagogy, practice implementation, professional learning