Duration: 13:00
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:
- Revisit and Review
- Rules and Routines
- Monitor Progress
- Vary Practice
- Supporting Self-Regulated Learning
- Scaffold Practice
- Organise Knowledge
- Extend and Challenge.
In this lesson, you’ll see a review of content taught in previous lessons using a variety of question and task types, as well as a variety of participation routines. Student knowledge is organised through the use visual and verbal representations integrated into the review. You’ll notice that the pace of the review is made possible due to the well-established rules and routines in the classroom. Please note that the audio of this video has been captured to show interactions between teachers and students for the purpose of highlighting pedagogical practices. This lesson includes teacher demonstrations of phonemes, and the audio may not be optimised for this specific purpose.
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 Serpentine Primary 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 short, fast-paced daily review routine with a focus on literacy.
[On-screen text] You will see the teacher using techniques aligned to the following areas of practice:
- Revisit and review
- Rules and routine
- Monitor progress
- Vary practice
- Support self-regulated learning
- Scaffold practice
- Organise knowledge
- Extend and challenge
Polly Anderson, Year 2 teacher, Serpentine Primary School: Hello, I'm Polly Anderson. I'm the Year 2 teacher here at Serpentine Primary School. Today we are doing a literacy daily review. Come on inside and take a look.
Polly Anderson: All right, eyes on me, team.
[On-screen text] Revisit and review
- Include regular, short, appropriately paced reviews
Class: Eyes on you.
Polly Anderson: We're going to start our literacy daily review. So, team, why do we do warm-ups?
Class: To help us move information from our short-term memory to our long-term memory.
Polly Anderson: Fantastic. So we're going to start with phonological awareness. Phonological awareness: I can hear a word with sounds in spoken language. So when Miss Anderson says ‘st-an-da up’, turn. Okay,,arms out, team.
[On-screen text] Rules and routines
- Use prompts and signals to maximise efficiency and minimise distraction
- Use routines that support active and effective participation in learning
Polly Anderson: I'm going to say some sounds; you're going to say the word. Sounds good?
Class: Sounds great.
Polly Anderson: St, er,o, ng.
Class: Strong.
Polly Anderson: Sc, er, ah, pa.
Class: Scrap.
Polly Anderson: Sp, ll, ah, ta.
Class: Splat.
Polly Anderson: Sc, er, ah, mmm.
Class: Scram.
Polly Anderson: Last one. Sc, er, uh, buh.
Class: Scrub.
Polly Anderson: Fantastic. This time I'm going to say the word, you're going to say the sound. Sounds good?
Class: Sounds great.
Polly Anderson: The word is bump. What is the word?
Class: Bump.
Polly Anderson: What are the sounds?
Class: Buh, uh, mmm, pa. Bump.
Polly Anderson: The word is ‘melt’. What is the word?
Class: Melt.
Polly Anderson: What are the sounds?
Class: Mmm, eh, ll, ta. Melt.
Polly Anderson: The word is sand. What is the word?
Class: Sand.
Polly Anderson: What are the sounds?
Class: Ss, ah, nn, duh, sand.
Polly Anderson: The word is hand. What is the word?
Class: Hand.
Polly Anderson: What are the sounds?
Class: Ha, ah, nn, duh, hand.
Polly Anderson: The word is sit. What is the word?
Class: Sit.
Polly Anderson: What are the sounds?
Class: Ss, ih, ta, sit.
Polly Anderson: Thank you, team. All right. Phonics.
[On-screen text] Revisit and review
- Focus on knowledge and skills that will maximise progress
Polly Anderson: I can match sounds to letter and letter patterns. Eyes on the board, please.
Class: Aye aye captain.
Polly Anderson: All right, I'm going to point to a sound. We are all going to do these sounds together before I call on rows. Are you ready?
Class: Yes, we are.
[On-screen text] Organise knowledge
- Integrate visual and verbal representations
Class: Ff, ee, ay, nk, ss, zz, ch, ar, mmm, ng, kn.
Polly Anderson and class: ck, th.
Polly Anderson: Amazing! Front row, please.
Students: Ff, ee, ay.
Polly Anderson: Middle row.
[On-screen text] Monitor progress
- Respond to struggle or mistakes promptly
Students: Nk, ss, zz.
Polly Anderson: Zz, what's the sound?
Class: Zz.
Polly Anderson: Okay. Back row.
Students: Ch, ar, ng.
Polly Anderson: Everyone all together for my last one.
Polly Anderson and class: Kn, ck, th.
Polly Anderson: Or?
Polly Anderson and class: Th.
Polly Anderson: Amazing. Okay. A digraph is?
[On-screen text] Revisit and review
- Match techniques to the purpose of the review
- Design review for high participation rates
Class: Two letters making one sound.
Polly Anderson: Fantastic. A digraph is 2 letters that make one sound. The digraph we're looking at today: a i, a i, ay, ay, ay. Your turn.
Class: A i, a i, ay, ay, ay.
Polly Anderson: Fantastic. We're going to say the sound, say the words. Are you ready?
Class: Yes, we are.
Polly Anderson: Off we go.
Class: Ch, ay, nn, chain. Guh, ar, ay, nn, grain. Wa, ay, ss, ta, waist.
Polly Anderson: Fantastic. Okay. St, ah, nd up. All right, these are our tricky words. We are going to stomp the sounds.
[On-screen text] Revisit and review
- Use a variety of review routines
Polly Anderson: What are we doing?
Class: Stomp the sounds.
Polly Anderson: We are going to punch, the, spelling. What are we doing?
Class: Punch, the, spelling.
Polly Anderson: Are you ready?
Class: Yes, we are.
Polly Anderson: Off your chairs, please. Okay. Said, off we go.
Class: Ss, eh, duh, said. S-A-I-D, said.
Polly Anderson: Have.
Class: Ha, ah, ve, have. H-A-V-E, have.
Polly Anderson: They.
Class: The, ay, they. T-H-E-Y, they.
Polly Anderson: Live.
Class: Ll, ih, ve, live. L-I-V-E, live.
Polly Anderson: Though.
Class: The, oh, though. T-H-O-U-G-H, though.
Polly Anderson: Love.
Class: Ll, o, ve, love. L-O-V-E, love.
Polly Anderson: Should.
Class: Shh, uh, duh, should. S-H-O-U-L-D, should.
Polly Anderson: Last one, our favourite: people.
Class: Pa, ee, pa, le, people. P-E-O-P-L-E, people.
Polly Anderson: Sitting down, please, team. Okay, tracking on the board.
[On-screen text] Rules and routines
- Teach routines that support active and effective participation in learning (tracking)
Polly Anderson: Tracking fingers up. Whoop! A suffix is an affix placed after the base or another suffix. We are looking at a suffix. Please get your base word out now. Okay. Does a suffix come before the base word or after the base word?
Class: After.
Polly Anderson: After the base word. Our suffix today is I-N-G, saying ing. What's our suffix?
Polly Anderson and class: I-N-G, saying ing.
Polly Anderson: -ing means happening now. What does it mean?
Class: Happening now.
Polly Anderson: Fantastic. I'm going to say the base word and the suffix. You're going to say the word that it makes. Are you ready?
Class: Yes, we are.
Polly Anderson: Sleep, -ing.
Class: Sleep, -ing.
Polly Anderson: Lift, -ing.
Class: Lift, -ing.
Polly Anderson: Think, -ing.
Class: Think, -ing.
Polly Anderson: Bake, -ing.
Class: Bake, -ing.
Polly Anderson: Okay, before we write our words down, let's remember some of our spelling rules.
[On-screen text] Scaffold practice
- Use scaffolds to guide and monitor practise and application of learning
Polly Anderson: Our first rule: when adding a suffix, what do you see? If you see a vowel, you drop the …?
Class: E.
Polly Anderson: Fantastic. So, make, -ing; make, -ing. We drop the E before we're adding our I-N-G.
Our second spelling rule we've been looking at is the doubling rule. If the word has one syllable, one vowel, followed by a consonant, and the suffix begins with a vowel, then we need to double the letter. What do we need to do?
Class: Double the letter.
Polly Anderson: So hop, adding my -ing makes hopp,-ing. I double my P. We're going to say our words before you write them. Sounds good?
Class: Sounds great.
[On-screen text] Vary practice
- Vary practice content
Polly Anderson: Teach, -ing.
Class: Teach, -ing.
Polly Anderson: Hop, -ing.
Class: Hop -ing.
Polly Anderson: Ride, -ing.
Class: Ride, -ing.
Polly Anderson: Farm, -ing.
Class: Farm, -ing.
Polly Anderson: Bake, -ing.
Class: Bake, -ing.
Polly Anderson: Boards down low …
Polly Anderson and class: Everybody go.
[On-screen text] Vary practice
- Vary practice routines
Polly Anderson: Do not forget our spelling rules.
[On-screen text] Scaffold practice
- Use a range of scaffolds to guide practise and application of learning
If you have made your words, you are going to choose one word and put one of them in a sentence, please.
Five more seconds. Okay, 3, 2, 1: chin it. My whiteboard goes under my chin …
Class: Immediately.
Polly Anderson: Fantastic. I am loving these words. I like that we used all our spelling rules, and we've got some sentences as well.
[On-screen text] Support self-regulated learning
- Teach and model effective approaches to learning (‘we check it, we fix it’)
- Support students with strategies appropriate to their age and development
Polly Anderson: Turn your boards around. Let's check our work. Checking if it's correct. If it's not, we check it, we fix it. Off we go. Teach, -ing. Do I do anything to my base word?
Class: No.
Polly Anderson: Hop, -ing. Do I do anything to my base word?
Class: Yes.
Polly Anderson: What do I do?
Class: Double.
Polly Anderson: Double the P. Ride, -ing. Do I do anything to my base word?
Class: Yes.
Polly Anderson: What do I do?
Class: Drop the E.
Polly Anderson: Drop the E. Fantastic. Farm, -ing. Do I do anything to my base word?
Class: No.
Polly Anderson: Bake, -ing. Do I do anything to my base word?
Class: Yes.
Polly Anderson: What do I do?
Class: Drop the E.
Polly Anderson: You guys are superstars. Bin your boards. Boards up top.
Class: Everybody go!
Polly Anderson: Fantastic. Great work. Okay, vocabulary. I can understand the meaning of words and use them in sentences. Astonished.
Class: Astonished.
Polly Anderson: Monstrous.
Class: Monstrous.
Polly Anderson: Devastating.
Class: Devastating.
Polly Anderson: Disaster.
Class: Disaster.
Polly Anderson: Savage.
Class: Savage.
Polly Anderson: Fantastic.
[On-screen text] Organise knowledge
- Include examples and non-examples
Polly Anderson: When something is frightful, hideous or overwhelming in size, do we say it's large or do we say it's monstrous? When something is overwhelming in size, it is …
Class: Monstrous! [Chime sound.]
Polly Anderson: Fantastic. When something is fierce, violent or uncontrolled, is it awful or is it savage? When something's violent or uncontrolled, it is …
Class: Savage! [Chime sound.]
Polly Anderson: Fantastic. An event or situation that causes great harm, damage or destruction: would we say it's an accident or it's a disaster? Great harm causing damage and destruction: it is a …
Class: Disaster! [Chime sound.]
Polly Anderson: Fantastic. And our last one. Destructive or damaging, causing shock or sadness. Is this devastating or is it harmful? Causing shock or sadness, it is …
Class: Devastating. [Chime sound.]
Polly Anderson: Fantastic. Okay, thumbs up, thumbs down: is this devastating? A flood destroying a town? Yes. An elephant rolling in mud? Not devastating. A boy blowing out his birthday candles? Not devastating. A savage bushfire burning down a house? That is devastating. Fantastic. You've got one minute to use this picture and use some of our vocabulary words, putting it in a sentence.
[On-screen text] Extend and challenge
- Use generative learning activities: Imagining
Polly Anderson: Can you describe this picture with one or more of our vocab [Sic] words? We've got disaster, devastating, monstrous and savage. I'm going to be pulling a pop stick for people to share their sentence.
Okay, once your sentence is on, please hover. Ten more seconds. 3, 2, 1: chin it now.
[On-screen text] Monitor progress
- Check for understanding frequently
- Monitor errors to provide feedback, instruction or guidance
Polly Anderson: Fantastic. Turn your boards around, please. Get ready to read your sentence. Brett?
Student: The monstrous flood was a disaster.
Polly Anderson: Fantastic. The monstrous flood was a disaster. Can we say that, please?
Polly Anderson and class: The monstrous flood was a disaster. Jacob?
Student: The disaster flood destroyed the town.
Polly Anderson: The disastrous flood destroyed the town. Fantastic. And my last one, Xavier?
Student: It is a savage rainstorm. It is monstrous.
Polly Anderson: It is a savage rainstorm, and the rain is …
Student Monstrous.
Polly Anderson: Fantastic! Bin your boards, please. And boards up top.
Keywords: evidence-based teaching, evidence-based education, pedagogy, practice implementation, professional learning