Professional Learning at Kilbreda College

On Saturday 4 March, along with another colleague, I attended a forum (ResearchED) addressing the importance of evidence-based teaching practice. Along with 300 teaching colleagues from metropolitan and regional Victoria, we were presented with ways to influence classroom practice through the dissemination of high-impact teaching strategies that were practical and classroom focused.

Strategies addressed the ‘superpower’ of learning – knowledge. Daniel Willingham, cognitive psychologist, discusses that the aim of all instruction is to alter long term memory. Memory is the residue of thought. As teachers, it is our role to create lessons that enable students to think.

Teachers at our College are consistently asked to reflect on their classes, how students think and how we address their needs and acquisition of knowledge.

The Australian Education Research Organisation (AERO) suggests that the most effective teaching practice goes hand-in-hand with how students learn. They reflect on research and evidence to highlight teaching practice such as explicit instruction, focused classrooms, spacing and retrieval practice that has the greatest impact on student learning. Our College has focused on these practices in their professional learning communities.

In the images below, I am presenting to the staff on explicit instruction and differentiated teaching practice. Practical strategies that scaffold the task ensures that all students can think about the knowledge presented, and complete tasks to the best of their ability. Professional Learning is considered one of the most important mechanisms for improving teacher practice and enhanced student learning.

At Kilbreda College we are committed to the pursuit and acquisition of knowledge for both teachers and students alike.

Clare Kelly
Assistant Principal: Performance and Development