There is a great deal of evidence that families play a critical role in their child’s learning and development.
There is a great deal of evidence that families play a critical role in their child’s early learning and development. So how can primary school teachers best work with families to support student learning?
This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards and use of various types of evidence, and challenges and enablers in using evidence.
Explicit instruction involves fully explaining and effectively demonstrating what students need to learn. This guide outlines key practices for using explicit instruction in the classroom.
Focused classrooms maximise students’ on-task learning time by minimising disruptive behaviour and disengagement. This guide outlines key practices for creating focused classrooms.
Formative assessment refers to the variety of methods teachers use to gather and interpret information about student learning as learning is taking place. This guide outlines key practices for using formative assessment in the classroom.
Targeting sentence-level instruction is critical in order to develop foundational skills in writing. Sentence combining is an instructional technique used to improve sentence quality, complexity, and variety.
Spacing and retrieval practice can improve students’ long-term retention of their learning. This guide outlines key practices for using spacing and retrieval in the classroom.
This report describes ways that schools can build teachers’ and leaders’ confidence in using research evidence, and why this is important.
Using evidence-based practices, and using them well, is a critical way to improve student outcomes. Evidence-based practices are practices supported by research, that is, there is broad consensus in the research community that they work.
This publication summarises available evidence on writing and writing instruction. While the literature on writing instruction is modest compared with reading, and the quality of the research is variable, there are a number of findings and recommendations that can be drawn.