Effective Teaching

• Understand importance of placement test in placing students in programs and levels (3.2.02).
• Understand how to group students and maximise instructional time to manage classroom activities (3.4.02).
• Understand the direct instruction content and the rationale behind program sequencing (3.1.02).
• Implement all parts of direct and explicit instruction lessons (3.2.07).
• Demonstrate techniques that engage students and deliver lesson components to fidelity (3.1.02).
• Understand basic direct instruction techniques and why they are used (3.1.03).
• Understand components of effective teaching resources (such as the Teacher Guide) that align with core programs (3.1.04).
• Understand basic effective teaching techniques and practices in academics and behaviour (3.2.01).
• Demonstrate ability to teach lessons using direct and explicit instruction teaching techniques (3.2.01).
• Plan instructional day around appropriate instructional programs (3.1.10).
• Plan lesson presentation using direct and explicit instruction teaching techniques (3.2.07)
• Implement direct and explicit instruction lessons with fidelity (3.2.08).
• Understand range of verbal and non-verbal communication strategies that support student engagement in small and large group instruction (3.1.05).
• Demonstrate a range of verbal and non-verbal communication strategies to support student engagement in small and large group instruction (3.1.05).
• Plan improvement based on feedback to support student understanding, participation, engagement and achievement during small and whole group instruction (3.1.12).
• Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions, and bell to bell teaching (3.4.02).
• Demonstrate direct and explicit instruction concepts in developing independent work that aligns to program being taught (3.1.04).
• Demonstrate remedies and re-testing as indicated in direct instruction following mastery tests and/or student checkouts and use correction procedure when students make errors (3.6.01).
• Understand purpose of providing timely and appropriate feedback to students about their learning and behaviour (3.6.02).
• Demonstrate appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of academic and behavioural errors (corrective actions when correcting errors) (3.6.02).
• Communicate corrective feedback to students during instruction and independent learning (3.6.02).
• Understand how to extract student mastery data from curriculum, assessment, and reporting (3.2.03).
• Plan group instruction based on mastery data and program guidelines (3.2.08).
• Understand how to use mastery test data to assess student learning (3.6.01).
• Demonstrate remedies and re-testing as indicated in direct instruction following mastery tests and/or student checkouts and use correction procedure when students make errors (3.6.01).
• Plan instructional time to implement mastery tests as indicated in the program (3.6.06).
• Implement in-program and out of program assessments to evaluate student mastery levels (3.6.06).
• Review mastery test data to determine individual and group mastery (3.6.06).
• Evaluate next steps for groups, based on mastery test data and in collaboration with the instruction coach (3.6.06).
• Communicate rationale behind program sequencing to school leaders, colleagues and parents (3.1.02).
• Communicate to colleagues and classroom visitors basic direct and explicit instruction techniques and uses (3.1.03).
• Communicate with school leaders, colleagues and parents appropriate use of direct and explicit instruction techniques (3.2.01).
• Communicate any concerns with student mastery by referring to mastery test data (3.6.01).
• Understand how parents can apply practices in the home that maximise their children’s learning opportunities (3.8.01).
• Apply family engagement practices in the community with parents to build relationship between parent and school (3.8.01).
• Demonstrate student learning and positive behaviour to parents through positive postcards, work samples and technology (3.8.01).
• Communicate student progress and home routines for parents to use to improve children’s learning readiness (3.8.01).
• Demonstrate awareness of local Aboriginal and Torres Strait Islander histories, cultures and languages in lessons and discussions with community members (3.8.02).
• Understand how to have honest conversations with parents about student’s needs, behaviour, and their progress (3.8.04).
• Apply honest conversation practices to remind, resolve and reinspire their support (3.8.04).
• Communicate clearly to convey warmth, honesty, and interest in student’s development (3.8.04).

• Learn Effective Teaching Essentials.

• 12 lessons

Assessment has one stage:

• Test: Knowledge and skills taught in the lessons.

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

• Certificate of Attendance: Complete online training and knowledge and skills tests.