Pedagogical FrameworkOur School Motto

‘Knowledge is Strength’Our School Vision

Lake Clarendon State School community is committed to nurturing determination, confidence and competence within our students to enable them to achieve beyond their expectations. We strive to invest in them strong self-belief and a lifelong

desire for the pursuit of learning. We want our school to make a difference for each and every student, now and in the future. We will excel in the art of teaching and the pursuit of learning with high expectations and success for all.

Our School ValuesCelebrate – Learning – Excellence – Attitude – Respect

Lake Clarendon Independent Public School is a P-6 School proudly serving our local community. Our school programs and practices embed our values of Celebrate, Learning, Excellence, Attitude and Respect into all areas of learning and school life. Our students and staff commit to our school motto, ‘Knowledge is Strength’ as they develop deep understanding and knowledge of the importance of lifelong learning and working with a strong self-belief.Our Pedagogical Framework is founded on four pillars: Explicit Teaching, Collegial Relationships, Reflective Practice and Teacher Accountable Learning. It captures the complexity of our work and provides a model for achieving our school vision through:

• a focus on student improvement, • a clear understanding of effective teaching, and • an effective improvement and development cycle.

The framework provides standards for: • Professional Behaviour • Effective Classroom Management • Effective Instructional Design • Effective Instructional Strategies, and • Effective Assessment

Our Pedagogical Framework draws on the Research of Principal John Fleming; Dr Robert J. Marzano, PhD; Professor John Hattie; Professor Robert Gagne and Professor Madeline Hunter as well as The Australian Professional Standards for Teachers.

The framework identifies school policies, practices, tools and strategies that support all staff to reflect on their practice and develop capacity to deliver ‘high quality teaching focused on the achievement of every student’.

Standards of Professional BehaviourStaff consistently demonstrate professional behaviours that exemplify the school values of Celebrate, Learning,

Excellence, Attitude and Respect.The teacher is exemplary in

• their preparedness for their work • the responsibility they take for their relationships with students • meeting the Australian Professional Standards for Teachers (APST) • their commitment to meeting School requirements and timelines, • their advocacy for Lake Clarendon State School

The Leadership team is exemplary in:• maintaining a focus on Instructional Leadership • providing professional and collegial learning opportunities, including coaching, mentoring and ongoing induction • monitoring consistency in pedagogical practice to increase sustained impact on student achievement • encourage all members of the college to reflect on practice and build capabilities through the Developing Performance Framework.

Improvement and Development Cycle

Standards for Effective Instructional Design • The teacher has deep and current knowledge about teaching, learning, assessment and curriculum and applies it to instructional design.

• The teacher purposefully collects information and analyses data to establish holistic and current knowledge of students’ prior learning and attributes and to tailor (differentiate) learning experiences.

• The teacher identifies clear learning goals and designs instruction that delivers the planned learning goals.

• The teacher plans assessment up-front, aligned to teaching, with explicit criteria and standards.

• The teacher designs instruction considering the warm-up, gradual release of responsibility (I do, we do you do) and closure.

• The teacher designs instruction that explicitly teaches higher order thinking, literacy and numeracy.

Standards for Effective Assessment

• The teacher engages in frequent monitoring, diagnostic and formative assessment to check for student understanding, identify misconceptions and adjust teaching.

• The teacher participates in frequent, planned moderation, using explicit criteria and standards, to support consistency of judgement.

• The teacher elicits and provides feedback at critical junctures in the learning.

• The teacher engages students in joint review and reflection of what has been learned.

• The teacher engages in feedback practices to parents, through informal and formal meetings and reporting.

Standards for Effective Instructional Strategies

• The teacher uses evidence-based strategies to support students, according to the phase of the learning:

- Interacting effectively with new knowledge. - Practising and deepening understanding of knowledge -Applying and using new knowledge

• The teacher scaffolds and differentiates the task and delivery based on student needs and the intended learning goal(s).

• The teacher explicitly plans for and teaches higher order thinking to deepen students’ knowledge and skills.

• The teacher enhances student access through planned and skilful questioning.

• The teacher ethically and innovatively employs elearning tools to improve the effectiveness of the selected strategies.

Standards for Effective Classroom Management

• The teacher establishes and maintains consistent classroom rules, routines and procedures.

• The teacher establishes and communicates learning goals.

• The teacher purposefully establishes and maintains effective relationships with students.

• The teacher uses research-based strategies for engaging students in the classroom.

• The teacher communicates high expectations to all students.

Explicit Instruction Collegial Relationships Reflective Practice Teacher Accountable Learning

Effective Classroom

Management

Effective Instructional

Design

Effective Instructional

Strategies

Effective Assessment

One way teachers can provide more targeted, individualised instruction is to use the gradual release of responsibility model (Pearson & Gallagher, 1983). This instructional model requires that the teacher, by design, transition from assuming “all the responsibility for performing a task … to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002) The optimal learning model takes Vygotsky’s ideas and puts theory into practice. In this research-based model, the responsibility for task completion shifts gradually over time from the teacher to the student. The following steps describe this shift:

Teacher Modelling: Explain the strategy, demonstrate how to use it, and think aloud while demonstrating. Guided Practice: Practice using the strategy with students during shared lessons. Allow students to share their

thinking processes. Give feedback and support. Gradually release responsibility to students. Independent Practice: Students try to apply the strategy on their own, receiving feedback from teacher and other

students. Application of the Strategy: Students apply the strategy in a new format or more difficult text.

We need to enter into dialogue with a learner in such a way that "hints and prompts" are provided to move him/her through the zone of proximal development. Learning is about support, help and encouragement to reach new levels of understanding and skill. This gradual release may occur over a day, a week, or an entire unit. However, Warm-Up and Closure is part of every lesson. The gradual release of responsibility model is the intersection of several theories, including the following: • Piaget's (1952) work on cognitive structures and schema • Vygotsky's (1962, 1978) work on zones of proximal development • Bandura's (1965) work on attention, retention, reproduction, and motivation • Wood, Bruner, and Ross's (1976) work on scaffolded instruction

Taken together, these theories suggest that • learning occurs through interactions with others, and • when these interactions are intentional, specific learning occurs.

WARM UP I DO WE DO YOU DO ReflectionFirst 5) Focus Lessons Guided

Instruction.Collaborative

LearningIndependent

Learning(Last 5)

Teacher ExplainsStudent Listens

Teacher DoesStudent Watches

Teacher DoesWith studentsStudent Helps

Students Do TogetherTeacher Helps

Student DoesTeacher Watches

Teacher/Student Questions

Student Reflects &

Lake Clarendon IPS Instructional Design: Towards independent learning

Unfortunately, most current implementation efforts of the gradual release of responsibility model limit these interactions to adult and child exchanges. A common framework for implementing the model is I do it; we do it; you do it. In other words, many current models lack a vital component: learning through collaboration with peers. Fisher, Douglas and Frey, Nancy: Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility (2008): ASCD

Lake Clarendon IPS Instructional Design

Responds

PurposeThe purpose is to: • elicit students' attention, • establish the purpose of the lesson • Review prerequisite skills /knowledge • Revise or make connections to previous related work

Works best if it is: • thought provoking, interesting, fun, interactive or exciting • links to (is congruent with) the learning objectives/lesson

Teachers model their own metacognitive processes as active learners. Modelled strategies focus on increasing understanding of content-area and skills. Usually brief in nature, focus lessons establish purposes for learning and clue students into important learning objectives.

During guided instruction, teachers prompt, question, facilitate, or lead students through tasks that increase understanding.

During the collaborative learning component students consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers.

This component addresses the most important goal of good instruction—to provide students with practice in applying skills and information in new ways. As students transfer their learning to subsequent tasks, they synthesize information, transform ideas, and solidify their understanding. They become active and capable learners.

The purpose is to: • Refocus students • Review purpose/learning goal/content • Check for understanding - Ensure every child understands skill/concept • Provide feedback: to students and teachers • Enhance retention and transfer

Works best if: The intellectual work is done by the students.

Teacher’s Role• Establish routines and procedures for the lesson and the classroom routines • Engage • State the Purpose/ Learning Goal: “The purpose of this lesson is…by the end of this lesson you will be able to…” • Establish relevance • Activate prior knowledge • Transition

Explicitly • teach knowledge • explain • model skills • model thinking – think aloud • demonstrate

• Scaffold Tasks • Provide visual, verbal, physical prompts • Require frequent responses • Gradually fade scaffolding • Check for understanding so students are successful

Provide Guided Practice • Verbal and Visual Prompts and cues • Active Monitoring (High Teacher Movement) • Feedback and Questions • Misconception analysis • Formative assessment

Engage students in independent learning task • Clarify and verify student understanding of the task • Differentiate • Active Monitoring (High Teacher Movement) • Strong Questions • Provide immediate affirmative and corrective feedback

Reinforce Learning • Evaluate Effectiveness • Feed Back Feed Forwards • Involve all students • Refocus on the Purpose • Make Connections • Review and reflect on critical content

Student’s RoleListen Attentively Identify Learning Goal Makes connections to previous learning

Look, listen and learn

Contribute to group or class learning Seek feedback Listen, Interact, Questions, Collaborate, Respond, Try out Approximates, Practice, Participate

Complete tasks Show high standards of work Seek feedback Self-monitor, Apply, problem solve, self-evaluate

Reflect on learning Link new learning with prior knowledge Self-evaluate Articulate ‘what they learnt’ or purpose of lesson

MarzanoEstablish Learning Goal

Interacting with new knowledge

Practicing and deepening Generate and test Hypotheses about new knowledge

Reflect

Gradual Release of Responsibility: Toward Independent Learning

Moving from Foundation …… to…….. Higher Order Thinking