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Managing cognitive load optimises learning
This explainer gives a brief introduction to cognitive load, focusing on ways to manage it for effective and efficient learning.
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Explicit instruction optimises learning
This explainer provides an introduction to explicit instruction, with a focus on explaining how it contributes to positive outcomes for students’ learning achievement and dispositions.
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Knowledge is central to learning
This explainer provides an introduction to the role of knowledge in learning, implications for effective teaching, and describes how building background knowledge facilitates higher-order thinking and learning outcomes.
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Positive teacher–student relationships: Their role in classroom management
This explainer describes how creating connections with students over time can help develop trust and positive relationships to support learning.
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High expectations for student behaviour: Their role in classroom management
This explainer describes how maintaining high expectations for all students can positively impact their behaviour and readiness to learn.
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Teaching routines: Their role in classroom management
This explainer focuses on teaching routines, describing how explicit teaching of routines provides structure, predictability and consistency to support student learning.
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Establishing and maintaining rules: Their role in classroom management
This explainer focuses on establishing and maintaining classroom rules, describing how rules allow teachers to clearly state the behaviour expectations for all students in the learning environment.
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Why some secondary students struggle with reading
This explainer outlines the evidence about why some secondary students struggle with reading. It’s the first part of a series of guidance created in partnership with DSF.
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Introduction to a multi-tiered system of supports
This explainer provides an introduction to the multi-tiered system of supports framework (MTSS) for secondary school leaders and teachers looking to support students in improving their literacy and numeracy skills.
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Taking an evidence-informed approach to implementation
This explainer is the first in a series of 5 on implementing evidence-based practices in schools. It outlines how schools can take a deliberate and structured approach to implementation based on key ideas from the research evidence.
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Using a staged approach to implementation
This explainer is the second in a series of 5 on implementing evidence-based practices in schools. It outlines the key ideas for taking a staged approach to implementation.
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Addressing enablers and barriers to implementation
This explainer is the third in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the importance of understanding and responding to school-specific enablers and barriers to implementation.