Browse the AERO collection

Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.

In formative assessment, you gather and interpret information about student learning as it is happening in your classroom. It helps you to adapt your teaching to meet student needs. 

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

Mastery learning is a way of designing units of work so that each set of tasks focuses on a particular learning objective and students must master a task to move onto the next one.

See how Mastery Learning is implemented in different classrooms at Trinity College.