Professional Learning Institute

Teachers facilitate student learning through an outcomes focus to teaching and learning and curriculum provision to the extent that they:

Plan and develop curriculum to support student learning

This is evident when teachers:

• Apply an understanding of learning theories and research to support teaching practice.
• Understand and use the processes and concepts underpinning the Learning Area Outcomes.
• Link assessment to student achievement and planning of learning experiences.
• Incorporate the experiences, interests and needs of the learner.
• Utilise student centred learning strategies.
• Involve students in the design of learning and teaching experiences.
• Provide (or develop with) students an overview of the material to be explored.
• Make the core shared values in the Curriculum Framework explicit in the learning and teaching process
• Design a range of assessment opportunities including open-ended assessments.

Apply professional knowledge to support learning outcomes.

This is evident when teachers:

• Have a depth of knowledge within and beyond the content of the curriculum.
• Realise that knowledge in learning areas is constantly changing
• Are aware of the learning theories that underpin successful practice.
• Use current research, resources and technologies.
• Are prepared to trial new knowledge and processes.
• Are aware of the sequence of skills, knowledge and understandings required to progress student achievement of the outcomes.
• Encourage students to make connections between the classroom and their life.

• Incorporate literacy and numeracy skills across the curriculum. 
• Show the connections between theoretical and practical knowledge.
  
• Articulate links across the curriculum for students and encourage them to make the links.
  
• Involve students actively in their own and peer assessment.
  

Cater for individual learning styles and needs.

• Understand how cultural differences and values impact on student learning.
• Know and respect the cultural diversity of the local community.
• Discuss and reflect on current trends, research and good practice
• Provide a safe environment that caters for students' physical, social and emotional needs.
• Meet the needs of the students within the classroom.
• Provide an environment rich with a diversity of resources.
• Provide a stimulating, interesting and comfortable classroom.
• Recognise, value and use support people within the learning environment.
• Provide opportunities for explicitly teaching interpersonal and self-management skills.
• Provide opportunities for students to work collaboratively with peers and others.
• Engage students emotionally as well as intellectually.
• Link new material to what students already know and to students own lives.
• Understand multiple intelligences and learning theories.

Provide a range of meaningful and relevant learning and teaching strategies

• Accommodate different abilities and learning styles of students.
• Adapt strategies to cater for student differences.
• Select a variety of instructional methods to match individual characteristics, talents, interests and knowledge.
• Provide students with time to explore applications from a range of technologies.
• Apply different organisational arrangements to the classroom environment.
• Respect, acknowledge, value and utilize students' prior knowledge and learning styles.
• Apply effective class management strategies and group management skills.
• Use collaborative and cooperative learning strategies.
• Provide opportunities for students to work individually and in groups.