Duration: 21:02
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
- Revisit and Review
- Rules and Routines
- Teach Explicitly
- Vary Practice
- Organise Knowledge
- Scaffold Practice
- Monitor Progress
- Respectful Interactions.
In this lesson, you’ll see a clear explanation of learning objectives and success criteria, followed by a review of prior knowledge. Explicit teaching of new knowledge is guided by frequent checks for understanding, which are done through embedded routines that support learning.
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 Riverwood 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 to consolidate students’ skills in conjunction writing. Students will draw on their knowledge of sustainable land management to complete writing tasks.
[On-screen text] You will see the teacher using techniques aligned to the following areas of practice:
- Explain learning objectives
- Revisit and review
- Rules and routines
- Teach explicitly
- Vary practice
- Scaffold practice
- Monitor progress
- Respectful interactions
- Organise knowledge
Tim Shaw, Assistant Principal, Year 5/6 teacher, Riverwood Public School: Hi, my name is Tim Shaw from Riverwood Public School. Today, with my 5/6 class, we will be doing conjunction writing.
[On-screen text] Explain learning objectives
- Write clear, relevant learning objectives and success criteria
Tim Shaw: Fantastic. Our learning intention today is to expand sentences using conjunctions. What's our learning intention?
Class: To expand sentences using conjunctions.
Tim Shaw: All right. Our success criteria for today is: I can read the independent clause, I can understand the meaning of a conjunction, and write an independent or dependent clause. And why is this important? This is important because when we actually go to do our writing later on, we're going to make sure that our writing flows and has cohesion. Okay?
[On-screen text] Revisit and review
- Include regular, short, appropriately paced review
- Design review for high participation rates (use of gestures)
Tim Shaw: So, we are going to do some of our hand actions. All right. A simple sentence is an independent clause that stands alone by itself. What's a simple sentence?
Class: An independent clause that stands alone by itself.
Tim Shaw: All right. We have a compound sentence. And a compound sentence has an independent clause, comma, coordinating conjunction, independent clause. How does our compound sentence go?
Class: Independent clause, comma, coordinating conjunction, independent clause.
Tim Shaw: We also have our complex sentence. And our complex sentence can go: independent clause, subordinating conjunction, dependent clause. But we can also change it around, so it starts with our subordinating conjunction, dependent clause, comma, independent clause. Let's do the first one. Ready? And …
Class: Independent clause, subordinating conjunction, dependent clause.
Tim Shaw: All right. Let's flip it around. And …
Class: Subordinating conjunction, dependent clause, comma, independent clause.
Tim Shaw: Fantastic. All right. We know that all of our conjunctions have meanings. And we're going to have a look at some of our subordinating conjunctions. I'm going to look for, ooh, ‘even though’. What is the meaning of ‘even though’?
[Students point to temple.]
[On-screen text] Students have been taught to use this gesture when ready to share
Tim Shaw: Looking for those people. Got it. Think-pair-share. What is the meaning?
Class: Concession and comparisons.
Tim Shaw: All right.
[On-screen text] Rules and routines
- Use prompts and signals to maximise efficiency and minimise distraction
- Teach routines that support active and effective participation in learning
Tim Shaw: Turning back around in 5, 4, 3, 2, 1. What is the meaning?
Class: Concession and comparison.
Tim Shaw: All right. I'm looking for ‘given that’. ‘Given that.’ Everyone's eyes should be on the screen finding the meaning of ‘given that’. All right. Think-pair-share. Go.
Class: [Interposing voices] Reason.
Tim Shaw: 5, 4, 3, 2 and 1. What is the meaning?
Class: Reason.
Tim Shaw: Okay, I'm now looking for ‘when’. ‘When.’ What is the meaning of ‘when’? All right. Think-pair-share.
Class: Time.
Tim Shaw: 5, 4, 3, 2 and 1. What is the meaning?
Class: Time.
Tim Shaw: Great job. All right. So, here I have got my independent clause.
[On-screen text] Teach explicitly
- Explain new information clearly and concisely
Tim Shaw: Okay? And this independent clause says, ‘The state governments have laws to protect and manage forests’. I've also got 3 conjunctions here. I've got ‘because’, ‘as’, ‘in order to’. What are my 3 conjunctions?
Class: Because, as, in order to.
Tim Shaw: Okay. So, what I'm going to do now is, I've got to find that meaning of these threes – these 3 conjunctions. I know that ‘because’ is a reason. So I'm going to have to provide a reason why state governments have laws. ‘As’ is also another reason. So I'm going to have to give a reason why state governments have laws. My last one here, ‘in order to’, what is the meaning?
Class: Purpose.
Tim Shaw: Purpose. So I have to give a purpose. Okay? Now, I can take ideas from 2 different sources today. The first source I can take is from our reading.
[On-screen text] Vary practice
- Vary practice content (drawing from across learning areas)
Tim Shaw: Okay, and we read about timber, all right, and our plantations. The other area where I can get this information from is from our science lesson, where we've looked at the 6 key principles. Okay? Animal welfare, maintain enhanced quality, economic profitability, promotes biodiversity, reduces impact on natural resources, or global food security.
[On-screen text] Teach explicitly
- Demonstrate and think aloud
Tim Shaw: So I'm going to have a think to myself. The state governments have laws to protect and manage forests. Hmm – having – ooh. If I have a look over here, okay, they have laws to promote sustainable forests. It's a bit different to just normal forests, because we know that with a sustainable forest, when they cut down a tree, they have to replant a tree. So I could write that's a reason why we have state laws.
Another reason we have is we have – well, it's, it’s all about looking after protected animal species. Okay, so we're not endangering any animals. That could be another reason. All right. So I'm going to start with, because.
[On-screen text] Teach explicitly
- Model using worked examples
Tim Shaw: So, the state governments have laws to protect and manage forests because … we need to ensure that these forests, or timber plantations, are sustainable. All right, I'm going to read my complete sentence now. ‘The state governments have laws to protect and manage forests, because we need to ensure that forests, or timber plantations, are sustainable.’ Have I given a reason why we have laws to protect certain areas?
Class: [Interposing voices.]
Tim Shaw: Yes, because we need to make them sustainable. All right, I'm now going to move to ‘as’. ‘As’ is another reason. All right? So, I've used information from the text that we have read. I'm now going to link it to 1 of 6 six key principles. All right. What am I going to … ooh. I know we spoke just before about animal welfare and looking after the animals. But I could also link it to maintain and enhance quality of land. Which one should I choose? Hmm, I am going to choose animal welfare. Okay? So, state governments have laws to protect and manage forests, as we need to protect – what do we call it when animals live somewhere?
Class: Ecosystem.
Tim Shaw: Ecosystem or …
Class: Habitat.
Tim Shaw: Habitat – fantastic – because we need to protect animal habitats. Okay, have I given a reason why there are specific laws in place? Yes, because we need to protect animal habitats. I'm going to read that complete sentence. ‘The state governments have laws to protect and manage forests, as we need to protect animal habitats.’ Could I write my sentence this way? ‘As we need to protect animal habitats, the states have laws to protect and manage forests?’
Students: [Nodding] Yes.
Tim Shaw: Yes. Okay, so we can change the way our sentence is structured.
Okay. ‘In order to’. ‘In order to’ is a purpose. Okay, so what is the purpose of having laws to protect and maintain forests? So the state government have laws to protect and manage forests in order to – I'm going to think about – kind of linking all of 6 six key principles together. When we talk about sustainable, we talk about continuing over …
Class: [Interposing voices] A long period of time.
Tim Shaw: A long period of time. So, the state governments have laws to protect and manage forests in order to keep them for a long period of time. In order to keep them for a long period of time. Okay, have I given it a purpose as to why we need to have these laws in place?
Students: Yes.
Tim Shaw: Yes. Okay, let's have a look at your slide.
[On-screen text] Teach explicitly
- Move to guided practice
Tim Shaw: Read the sentence, or the independent clause, in your mind. Okay, reading it all together, here we go, ready, and …
[On-screen text] Rules and routines
- Use routines for active participation (Choral reading, Pair-Share, gestures)
Tim Shaw and class: ‘The timber industry is one of the largest manufacturing industries in Australia.’
Tim Shaw: All right, let's read our conjunctions. Here we go, ready, and …
Tim Shaw and class: Since …
Class: As, and.
Tim Shaw: Ooh, ‘and’. What kind of conjunction is ‘and’? Have a think —— pair-share, go.
Class: Coordinating conjunction.
Tim Shaw: Find a way to turn your back around. Thank you very much. What kind of conjunction is it?
Class: Coordinating conjunction.
Tim Shaw: And what type of sentence type do we use them – do, do we use these coordinating conjunctions? Have a think. It's either simple, compound, complex. All right. Whispering it to your partner. Go.
Class: [Inaudible.]
Tim Shaw: Getting ready. 5, 4, 3, 2, 1. What type of sentence structure is it?
Class: Compound.
Tim Shaw: Fantastic. Okay, so having a look at the first one here, ‘since’. Well, we need to figure out the meaning of ‘since’. And we need to figure out the meaning of ‘as’. What is the meaning of ‘since’?
Class: Reason.
Tim Shaw: What is the meaning of ‘as’?
Class: Reason.
Tim Shaw: Okay, and ‘and’ – we are joining our 2 independent clauses together. So let's have a – a think. What are some reasons why timber plantations are one of the largest manufacturing industries?
[On-screen text] Scaffold practice
- Use scaffolds to guide and monitor practise
Tim Shaw: Well, we can link it back to our text. Okay, and in our text, it said that it employs 80,000 people. Okay? And it creates things such as paper. Right? We could be making furniture? We could also link it back to one of our 6 key principles. Okay? So, I would like for you to have a think. We need to give a reason as to why it is one of the largest manufacturing industries within Australia. When you have come up with a reason, show me that you have got your reason.
Class: [Pointing to temples.]
Tim Shaw: Okay. I am going to ask you to just write the conjunction, and then finish the sentence on your whiteboard. I'm going to give you 1 minute to write that down. Markers up.
[On-screen text] Monitor progress
- Reinforce active participation
- Monitor errors to provide feedback, instruction or guidance
Tim Shaw: I love that you've got your markers up already. Starting in 3, 2, 1. Go.
Tim Shaw and student: [Inaudible.]
Student: Shh!
Tim Shaw: [Inaudible.]
[On-screen text] Teach explicitly
- Move between guided and independent practice
Tim Shaw: All right, 15 seconds —— All right. Markers down, please. Okay, chinning your whiteboards in 3, 2, 1: chin it.
[On-screen text] Monitor progress
- Check for understanding frequently
- Use predictable routines and provide constructive responses
Tim Shaw: All right. I'm going to ask you to check your sentence with your partner. 3, 2, 1. Go.
Class: [Interposing voices.]
Tim Shaw: All right. Facing the front in 5, 4, 3, 2 and 1. Can you please read your sentence, Isaiah?
Student: The timber industry is one of the largest manufacturing industry in Australia since the timber industry in Australia employs about 80,000 people.
[On-screen text] Respectful interactions
- Teach, model and recognise respectful interactions
Tim Shaw: Great. Can we give Isaiah 2 claps after 2? One, two ...
Tim Shaw and class: [Clap.]
Tim Shaw: All right. Jackie, can you please read yours?
Student: Since [inaudible] about 80,000 Australians, the timber industry is one of the largest manufacturing industries in Australia.
Tim Shaw: Well done. I like how Jackie started his sentence with a subordinating conjunction, okay, and ended with an independent clause. Really good job. Let's give Jackie 2 claps after 2. One, two ...
Tim Shaw and class: [Clap.]
Tim Shaw: Okay. George, can you please read yours?
Student: Since it employs about 80,000 people, and mostly doing manufacturing process, the timber industry is one of the largest manufacturing industries in Australia.
Tim Shaw: Well done. And George has done the same thing. He has started with his subordinating conjunction, his dependent clause. Hopefully, he's got a comma there, and then has his independent clause. All right, let's give George 2 claps after 2. One, two …
Tim Shaw and class: [Clap.]
Tim Shaw: Majed, would you like to share yours?
Student: Since it's given people jobs.
Tim Shaw: Fantastic. Can we give Majed 2 claps after 2? One, two …
Tim Shaw and class: [Clap.]
Tim Shaw: All right. Rubbing out your whiteboards in 5, 4, 3, 2 and 1. This time, we are going to be using the conjunction ‘as’. What are we using?
Class: As.
Tim Shaw: All right. What does ‘as’ mean?
Class: Reason.
Tim Shaw: Reason. Okay. This time when you write your dependent clause on the whiteboard, are you going to use the same reason as you've just written?
Class: No.
Tim Shaw: No. I would like for you to think of another reason why it is one of the largest manufacturing industries within Australia.
[On-screen text] Scaffold practice
- Monitor learning to inform use of scaffolds
Tim Shaw: You might link it to one of our key principles. Okay. Writing on your whiteboard. Go.
Student: That wasn't hard, I think.
Tim Shaw: All right. Good job. Just waiting on —— All right. Markers down in 3, 2, 1. Even if you haven't finished, chinning your whiteboard in 3, 2, 1: chin it.
[On-screen text] Monitor progress
- Reinforce active participation (Calling on non-volunteers)
Tim Shaw: Okay, I'm going to ask for Abdul. Can you please read yours?
Student: As it boosts the nation's economic profitability, the timber industry is one of the largest manufacturing industries in Australia.
Tim Shaw: Fantastic. Really good job. He's linked it to 1 of our 6 key principles here. Okay, now, did he start his sentence with an independent clause? Or did he start it with a subordinating conjunction?
Class: Subordinating conjunction.
Tim Shaw: Great job. Can we give Abdul 2 claps after 2? One, two ...
Tim Shaw and class: [Clap.]
Tim Shaw: Okay, I'm going to ask for … Sud. Can you please read yours?
Student: As it produces products like paper, furniture, and fruits and nuts, the timber industry is one of the largest manufacturing industry in Australia.
[On-screen text] Organise knowledge
- Explain new information clearly and concisely
Tim Shaw: Fantastic. Okay, so I hear that Sud has actually talked about a few different things here. She's talked about economic profitability when we're actually making things like furniture and paper. But she's also talked about one other key principle. Okay? Now, timber plantations not only look after trees, but they also look after trees that provide things like fruit, nuts. Okay? Which key principle do you think this might fit into? Show me when you've got it [gesturing to temple]. We're talking about things about fruits and nuts. What are we talking about here? Think-pair-share. Go.
Class: Global food security.
Tim Shaw: Turning around in 5, 4, 3, 2 and 1. What is she also talking about?
Class: Global food security.
Tim Shaw: Fantastic. All right. Rubbing out your whiteboards in 5, 4, 3, 2 and 1. Okay, this time, we are using ‘and’. What are we using?
[On-screen text] Scaffold practice
- Use scaffolds to guide practise
Class: ‘And’.
Tim Shaw: If we're using ‘and’, what kind of sentence do we have?
Class: Compound.
Tim Shaw: Compound. So, let's just think about the way our compound sentences is set up. Ready? And …
Class: Independent clause, coordinating conjunction, independent clause.
Tim Shaw: So we need another independent clause when we are writing our sentence. Okay? Now, one question. Are you going to say, the timber industry is one of the largest manufacturing industries in Australia, and the timber industry does this, this and this? What am I going to change the timber industry to? Have a think. [Pointing to temple.] Think-pair-share. Go.
Class: [Interposing voices.]
Tim Shaw: 5, 4, 3, 2 and 1. What am I going to be changing it to?
Class: Is.
Tim Shaw: Fantastic. So, we're thinking of another independent clause. So how are you going to be writing this sentence? Have a think —— All right. Writing on your whiteboard in 3, 2, 1. Go.
Keywords: evidence-based teaching, evidence-based education, pedagogy, practice implementation, explicit instruction, professional learning