COVID has revived pedagogical discourse on the value of explicit teaching - here’s our take.

The high impact teaching strategies (HITS) are 10 instructional practices researched by by John Hattie and Robert Marzano, that reliably increase student learning when they're applied - here’s how they’re embedded in MAPPEN.

How do we teach the competencies required for occupations our students might have in the future, that haven’t yet been invented? There are many different approaches to review.

Read about how MAPPEN aligns with the Amplify framework (Victorian Department of Education and Training) and the push to ensure that students around Australia have agency in their learning.

Some background information and summary of findings from the Review to Achieve Educational Excellence in Australian Schools, and how MAPPEN aligns with recommendations.

One in five new teachers are leaving teaching within five years. This is a sad statistic, but unfortunately one that doesn’t surprise me.

As our students move through school, it is important that they learn how to work well with others. A good teacher is opportunistic when it comes to teaching these skills.

NPDL is a global partnership aiming to implement deep learning goals across whole education systems that are enabled by new pedagogies and accelerated by technology.

If all teachers had a deeper understanding of what integrated curriculum really is, it would greatly improve teaching practice and student engagement.

Giving and getting effective feedback from other teachers in your school is one of the best ways of improving your teaching - but it can also be complex and stressful.

‘Teaching without telling’ literally means instructing without speaking. A well organised immersion into your lesson will mean that the instructions may take only a few moments.

As you prepare for a lesson, think of arranging a classroom in such a way that your students will immediately know what they have to do, without you saying a word.

This is a simple one, but wow does it make a difference. Using the correct amount of wait time in your class will greatly improve student engagement in class conversations.

Focusing on your students as individuals, improving teacher student relationships and working on differentiating their experiences is what teaching is all about.

The so called ‘guilt bag’ that teachers take home with them is amongst the worst teacher practice, but funnelling your energy in the right places will change your teaching life.

When someone remembers your name, you feel like they really care. It is the same with your students - just knowing their names and a bit about their lives will make a big difference.

In order to cater for gifted students teachers need to have great curriculum to begin with. Rule number one is to think about your gifted students as you develop the curriculum, not after.

How many times do you say ‘no’ during a lesson? Creating an inclusive environment for students is essential to running a good class.

Not all teacher-centric instruction is bad, nor is all student-centric learning good. Rather than there being only two options, our teaching strategies and student experiences sit on a spectrum.