A guide to the The Professional Learning Framework at Officer Secondary College
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Whole school professional learning
Flexible professional learning options:
Chalk and Dust - Podcast and videos of exemplary teaching practice
Chalk Dust Episode 1: From CFU to CFQ
By exploring checking for understanding (CfU) and checking for quality (CfQ), the hosts unpack effective teaching practices, focusing on explicit instruction, CFU techniques, and the importance of peer feedback.
Chalk Dust Episode 8: Building trust with high expectations
Focusing on practices like narrating the lap, culture of error, and show-calling student work
Chalk Dust Episode 3: Running the secondary room
Focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality.
Observations of a secondary humanities class.
Steplab videos - Great teaching unpacked...see more here
Teach like a champion - OSC aligned strategies...read more here
Show Call - a TLAC technique which involves selecting an example of student work and projecting it to the class while discussion and analyzing. When students can see it they are best prepared to study it.
Building student reading fluency through FASE reading. Studies find that about half of demonstrated reading comprehension is predicted by reading fluency. Read how to use it effectively here!
Walkthrus - 5 step guides to teaching strategies
A high frequency Walkthrus technique is Signal, Pause, Insist. It works when, after the signal for attention, the teacher stops to scan; they pause to survey, to take stock of the situation and then to use verbal or non-verbal cues to ensure all students are with them, focusing attention where it needs to be.
PCMS Strategy 6: Opportunities to respond
Term 2 Professional Learning: INSPIRE - SPI
The explicit teaching cycle: Small steps, Practice together, Independent practice.
Building Understanding: supporting students to assemble their own schema.
Building Understanding: supporting students to assemble their own schema.
There are lots of reasons for students not managing to build a secure schema for ideas – and this is where I find the cognitive science memory model useful.
Teaching and Learning strategies
For tutors, Literacy and Numeracy teams.
In this article, Adam Inder discusses a new suite of resources to help school leaders and teachers use a multi-tiered system of supports with students in Years 7 to 9 who are struggling with foundational literacy and numeracy skills.
Other resources:
How Unconditional Positive Regard can improve your interactions with students.
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