Alignment matrix by Approach

Department of Education, Training and Employment Education Queensland I United in our pursuit of excellence Alignment matrix by Approach This Alignment matrix shows how a selection of widely-used pedagogical approaches aligns with the core systemic principles that are identified in Education Queensland s Pedagogical framework policy and that are to underpin Queensland state school pedagogical frameworks. The purpose of the matrix is to assist each school to develop or refine their pedagogical framework. All the information presented here has been taken from the principal texts and/or websites for each approach. This printable version details how each approach addresses the six core systemic principles. This facilitates in-depth analysis of a selected approach. It also provides a brief description of each approach and defines each core systemic principle. Version 1

Alignment matrix by Approach Approaches A B C D E F G H Principles Art and Science of Teaching Dimensions of Teaching and Learning Direct Instruction Fleming Model of Effective Teaching IMPACT Productive Pedagogies Symphony of Teaching and Learning Visible teaching, visible learning 1 Student-centred planning 2 High expectations 1.A 1.B 1.C 1.D 1.E 1.F 1.G 1.H 2.A 2.B 2.C 2.D 2.E 2.F 2.G 2.H 3 Alignment of curriculum, pedagogy and assessment 4 Evidence-based decision making 3.A 3.B 3.C 3.D 3.E 3.F 3.G 3.H 4.A 4.B 4.C 4.D 4.E 4.F 4.G 4.H 5 Targeted & scaffolded instruction 5.A 5.B 5.C 5.D 5.E 5.F 5.G 5.H 6 Safe, supportive, connected & inclusive learning environments 6.A 6.B 6.C 6.D 6.E 6.F 6.G 6.H Alignment matrix by Approach Version 1 Page 2

A. Art and Science of Teaching Principles Approach: Art and Science of Teaching 1.A Student-centred planning Decisions based on knowledge of the students and their prior learning and attributes Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation If design questions are interpreted for students individually rather than collectively, student-centred planning is addressed. Understanding students interests and backgrounds is part of the design question for establishing and maintaining effective relationships with students. There is no explicit reference to using this information for planning and instruction. Tracking student progress is a key element of this approach. While tracking student progress is part of a design question, this approach does not give explicit advice about adjustment in planning based on the tracking. Comprehensive and challenging learning goals for each student based on agreed data sets Design questions include how to communicate high expectations to all students. Advice for this question challenges teachers to maintain and effectively communicate high expectations to all students. Research evidence is offered of the negative effects of low expectations. 2.A High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff Design questions include how to help deepen knowledge and how to generate and test hypotheses high order thinking tasks. This approach does not give explicit advice about authentic contexts. Marzano offers the design questions in a reorganised format, with additional elements, as a framework for observing and giving feedback on teaching, and as a focus for ongoing professional learning. 3.A Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Design questions and advice include how to track student progress against goals. This includes giving feedback to students about their progress against the goals. Design questions and advice about content involve deploying pedagogy to support learning goals. Tracking student progress is part of a design question. Teachers are advised to plan tracking at the same time as goals are established. The development of scales for success criteria related to achievement of goals is included as part of communicating goals to students. Lesson and unit design are addressed in detail. There is no explicit advice about consistency across the school or learning area. This approach does not give explicit advice about moderation practices. Alignment matrix by Approach Version 1 Page 3

Principles Approach: Art and Science of Teaching 4.A Evidence-based decision making Teaching and learning informed by student performance data and validated research Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students Marzano has a meta-research data base of studies to support key instructional strategies. This approach does not give explicit advice about basing teaching on student performance data. Data is used to give feedback to students about their progress. The Marzano Teacher Evaluation Model is designed to gather evidence on the link between teacher action and student achievement. The Art and Science of Teaching states that teachers need to determine the right strategy with the right students at the right time. Advice is given that student response and success in a specific site determines whether a strategy is high yield or not. Giving students feedback (and correction) on their performance against the goals is part of the design question on setting goals and tracking student progress. The Marzano Teacher Evaluation Model is used to give feedback to teachers. 5.A Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students Design questions refer to different types of learning, which require a range of strategies. Advice for the design question about engaging students with new knowledge includes the need for a comprehensive approach with both explicit teacher guidance and opportunities for students to construct meaning. Elements in the Marzano Teacher Evaluation Model are explicitly applied to the use of technology to ensure effective use of technology. This approach recognises that not all strategies work for all students. The domain on planning and preparing identifies the need to plan for students with special needs. Advice for the design question about how to help students engage with new knowledge includes some strategies for scaffolding previewing and organising information into chunks. 6.A Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies Design questions include how to engage students, celebrate success, how to recognise adherence/non adherence to rules and procedures, and how to establish and maintain effective classroom rules, procedures and relationships. This approach talks about effective use of technology by applying design questions explicitly to use of technological tools. Alignment matrix by Approach Version 1 Page 4

B. Dimensions of Teaching and Learning Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Dimensions of Teaching and Learning DoTL is centred on students and their successful achievement, starting with where the student is at. It is based on the assumption that effective teachers place the student at the centre of their practice. 1.B Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation Assessment information is used to support improvements in student learning. Assessment is planned and used to find out where each student is at and what the next step for learning is. Potential sources of data are described. Collection of information about learning to inform student feedback is described as an ongoing process. Comprehensive and challenging learning goals for each student based on agreed data sets This approach describes attainable and worthwhile goals. Goals are based on student data about current knowledge and skills, needs and interests. DoTL states that effective teachers have high expectations for the achievement and performance of all students and for their own teaching practice. 2.B High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff The section on sequencing describes moving students on to in-depth knowledge and developing their higher order thinking skills. DoTL refers to teachers using research and other forms of professional inquiry to develop deep knowledge and expertise in their learning areas/subjects, and to the need for support of teachers as they strive for effective teaching and learning. 3.B Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Alignment is a strong message of DoTL. DoTL presents assessment as an integral part of the planning process, with an expectation of assessment and monitoring throughout the planned teaching and learning sequence. Under this approach, students should be given (up front) exemplars and task-specific standard descriptors of elements to be assessed. DoTL refers to whole-school perspectives on assessment. This approach gives no explicit advice about whole-school approaches to lesson design and delivery. Teacher agreement through professional discussion to align judgments about student responses is part of DoTL advice. Alignment matrix by Approach Version 1 Page 5

Principles Teaching and learning informed by student performance data and validated research Approach: Dimensions of Teaching and Learning Student performance data is the basis for teaching and learning in DoTL. The bibliography for DoTL lists the research base for the approach. 4.B Evidence-based decision making Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students The cycle of planning and sequencing of teaching in response to student performance data and feedback allows evaluation of the effectiveness and impact of teaching practice. Teachers are to use self-feedback and feedback from others (colleagues and students) to improve the effectiveness of their teaching. Feedback for effective student learning is identified as crucial in DoTL. Reference is made to feedback to parents about their children s learning and to staff for improvement of teaching. This approach gives no explicit advice about agreed or consistent practices for these. 5.B Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students A variety of strategies is outlined, according to the nature of the intended learning. This approach gives no explicit advice about technology. DoTL outlines a process for differentiating and personalising learning based on student feedback. 6.B Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies DoTL refers to the goal of developing student autonomy. This approach gives no explicit advice about classroom and behaviour management or whole-school approaches. This approach gives no explicit advice about digital technology. Alignment matrix by Approach Version 1 Page 6

C. Direct Instruction (DI) Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Direct Instruction (DI) DI requires teachers to test students knowledge for accurate placement in the course. DI states that students will progress at different rates based on ability. Decisions relate to the starting place in instruction and the rate of progress, not to the nature of learning experiences or the content. 1.C Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation Tests provided as part of the core program are used to place and group students at the appropriate instructional level. There is no reference to personalised learning pathways; this approach aims to express the one best pathway for all students in their materials. Ongoing monitoring is a central feature of DI, with inbuilt work checks and correction procedures and ongoing testing within the teaching program. Comprehensive and challenging learning goals for each student based on agreed data sets A central tenet of DI is that all students will learn if taught appropriately. The teaching program emphasises fundamental skills. 2.C High expectations 3.C Alignment of curriculum, pedagogy and assessment Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data There is a focus on fundamental skills. Materials are fully developed, resourced and designed to be extremely explicit and to provide strong support for teachers. Schools that subscribe to the National Institute for Direct Instruction (NIFDI) can access on-site, pre-service training of up to a week in DI methods. Coaching materials can be purchased from NIFDI. There is on-site coaching and feedback on how well teachers implement the instructional program, group students and provide correction. Providers of the materials field test their teaching scripts in terms of achievement of established goals. Assessment is built into the provided materials. Consistency is achieved through adherence to the teacher scripts. Exemplar student responses for assessment provided. Alignment matrix by Approach Version 1 Page 7

Principles Approach: Direct Instruction (DI) 4.C Evidence-based decision making Teaching and learning informed by student performance data and validated research Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students Ongoing assessment leads to re-formation of ability groupings and movement of students among groups. NIFDI refers to the Education Consumers Foundation s Project Follow Through, 1967-1977 as research-based endorsement of the DI program and materials. The program is field-tested in classrooms before publication. The producers of the materials undertake collection of evidence about student achievement and teacher practice to refine lessons. Course providers expect that schools will implement the program as is, making no adaptations to the teaching approach that underpins the materials. Corrective feedback to students is included as a central component of all lessons. Students do not continue until firm in components of basic skills. This approach recommends feedback based on lesson observations as a routine part of staff development and supervision. 5.C Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students The content and the teaching strategy are provided in the materials as a prescribed set. The program is developed for universal use and acquisition of fundamental literacy and numeracy skills. This approach gives no explicit advice about technology. Scaffolding is a central feature of DI, for all students; offered through the small steps in learning and the teaching script. The entry point for students is differentiated. 6.C Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies Management of group and student behaviour is built into the teacher scripts for the program. NIFDI states that the program will impact on student affective behaviours as well as academic achievement. The initial Project Follow Through, 1967-1977 research showed positive impact on self-esteem for DI students. This approach gives no explicit advice about recognition of difference, other than academic achievement. This approach gives no explicit advice about technology. Alignment matrix by Approach Version 1 Page 8

D. Fleming Model of Effective Teaching Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Fleming Model of Effective Teaching Students are tracked on staged continuums which teachers use to deliver programs that meet the needs of a wide range of abilities within one class. 1.D Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation Effective analysis of student achievement data from course book tests and national testing to plan instruction is an element of this model. Learning pathways are not altered, but students experience different entry points and rates of progress on those pathways. Work at their level for students is a central tenet of this model, with students placed in ability groupings for instruction. Data on student progress is regularly collected so students can be taken step by step through the learning continuums in literacy and numeracy. Comprehensive and challenging learning goals for each student based on agreed data sets This model is based on the belief that all students can succeed, and emphasises high expectations for all in terms of achieving benchmarks in literacy and numeracy. Continually raising expectations is part of the approach. 2.D High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff One of the four pillars in this model is that student learning should move from shortterm to long-term memory so that basic skills in literacy and numeracy are automatic. The approach includes teaching for deeper cognitive processing for vocabulary and comprehension. This approach gives no explicit advice about authentic contexts or high order thinking across the learning areas. Fleming highlights the crucial role of staff performance management, individual teacher coaching and an ongoing professional development program in this model. 3.D Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Instruction is focused on core literacy and numeracy content. Collection of data to track student progress against minimum benchmarks is crucial within this approach, but there is little specific advice about the nature of that assessment or when it is to be planned. This approach uses Pearson and Gallagher s Gradual release of responsibility model I do, we do, you do as a consistent sequence for lessons. The model emphasises a whole-school approach to explicit instruction. This approach gives no explicit advice about moderation. Alignment matrix by Approach Version 1 Page 9

Principles Approach: Fleming Model of Effective Teaching 4.D Evidence-based decision making Teaching and learning informed by student performance data and validated research Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students The starting point of instruction for literacy and numeracy is based on student performance data and responsive use of commercial products/programs. Fleming s model was strongly influenced by Slavin s Success for All, a highly structured literacyteaching program. Student achievement data is used to make judgments about how well the teacher is implementing chosen pedagogies rather than to make judgments about the pedagogy itself. Students receive individual feedback and correction in the you do phase of learning. Formal and informal coaching processes are advocated for all teachers, with specific feedback on effective curriculum delivery. Feedback is to be based on a range of data sources student achievement and classroom observations. 5.D Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students The model emphasises consistent use of explicit instruction within the I do, we do, you do framework rather than a range of strategies. Flash cards, rote learning, automatic response, revision and reinforcement are identified as central strategies. This approach gives no explicit advice about technology. Review and revision (scaffolding strategies) are part of moving learning from short- to long-term memory, one of the four pillars of this mode. Explicit instruction in the I do, we do, you do framework is another way to scaffold teaching. Differentiation of teaching is defined as adjusting the entry point for instruction. 6.D Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies Effective student teacher relationships is one of the four pillars of the approach. Fleming s model highlights relationships in the teaching learning context. Student school friendships and their trust in and respect for teachers are considered crucial. Development of a safe and orderly environment is emphasised. Fleming advocates explicit classroom and school routines, including bookwork, handwriting and classroom environment expectations. This approach gives no explicit advice about technology. Alignment matrix by Approach Version 1 Page 10

E. IMPACT Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: IMPACT In the apply stage of IMPACT, teachers use data and observations to guide students to appropriate tiered tasks and higher order challenges. Connect is about connecting to students prior knowledge. 1.E Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation This approach personalises learning pathways based on data. It gives no explicit advice about the range/source of data. This approach gives no explicit advice about monitoring, but there is ongoing feedback throughout each teaching and learning sequence, which implies a monitoring process. Comprehensive and challenging learning goals for each student based on agreed data sets Inspire is the stage in which learning goals are developed and shared, based on data sets. Goals are expected to be aspirational yet achievable. 2.E High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff In apply, student knowledge and understanding is applied to higher order tasks and problem-solving activities, with students constructing original solutions and ideas. In transform, students improve and transform learning and then progress to expert status in curriculum areas in which they have a deep interest. Connect is about teachers working together to improve their own expertise. 3.E Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Such alignment is possible in the model, but the approach gives no explicit advice about alignment. In the model stage, teachers show exemplars and model what is required for high achievement. The shared responsibility for achievement (presented as part of the tenet, productivity ) encourages sharing of success criteria. IMPACT is both a learning framework and a lesson design, which is applied consistently across a school. It does not give explicit advice about the data collection process, although it advocates the use of data in decision making. In this framework, connect means that teachers are to work together on moderation. Alignment matrix by Approach Version 1 Page 11

Principles Teaching and learning informed by student performance data and validated research Approach: IMPACT This approach draws on the research base of Hattie and Fisher and Frey. Teaching and learning decisions are based on student data. 4.E Evidence-based decision making Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students High impact, high results strategies, based on student performance are part of the tenet, productivity. Ongoing feedback is central to this approach, including teacher to student, student to student and student to teacher. 5.E Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students IMPACT delivered with explicit instruction is the major strategy. Within the IMPACT sequence, teachers and students are expected to use online and digital tools/ technologies. Connect includes participation in online collaborative environments. Personalised learning is a feature of the approach. Scaffolding is provided in the model, practise and apply stages, with feedback. 6.E Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies The apply and transform stages of IMPACT encourage students to work autonomously. The approach is based on the Gradual release of responsibility model. The approach maintains that rich learning environments and quality teaching have a profound effect on students well-being. Use of digital technologies is a key feature of the approach, with these embedded in every stage and aspect of the teaching and learning. Digital citizenship (responsible and ethical use of technologies) is explicitly modelled and practised. Alignment matrix by Approach Version 1 Page 12

F. Productive Pedagogies Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Productive Pedagogies The dimensions of connectedness and recognition of difference emphasise design and presentation of learning experiences according to students background experiences, cultures and knowledge. There is no particular emphasis on students prior academic achievement as the basis for decision-making. 1.F Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation There is a strong emphasis on accommodating student differences through adjustment of tasks and the nature of knowledge. However, this is not explicitly tied to data or academic achievement. Differentiation (based on students background) and pedagogy and assessment reform (in order to achieve equitable outcomes for students) are fundamental to this approach. Productive Pedagogies gives no explicit advice about the role of ongoing monitoring/ diagnostic assessment in this process. Comprehensive and challenging learning goals for each student based on agreed data sets In Productive Pedagogies, all students are expected to do work of high intellectual quality. This is handled in a general way, not in response to student performance data. 2.F High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff Intellectual quality, which includes deep knowledge and understanding and higher order thinking, is one of the four dimensions in Productive Pedagogies. Authentic contexts are a focus in the connectedness dimension. The quality of professional support and learning is considered a major impact on the positive performance of schools. Shared sense of purpose, shared focus on pedagogy and deprivatised practice are advocated. 3.F Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Productive Pedagogies stresses that pedagogical choices should reflect the demands of a connected, challenging curriculum. Productive Pedagogies includes productive assessment and emphasises alignment of pedagogy and assessment, with both focused on connected, challenging teaching and learning. Explicit criteria and standards are emphasised as part of supportive school environment (one of the dimensions of productive assessment). There is particular emphasis on clear statements of what constitutes high quality performance. Productive Pedagogies emphasises a whole school focus on pedagogy and assessment. This approach gives no explicit advice about consistent lesson design. Moderation is described more as a means of improving overall teacher expertise in assessment rather than for its own sake. The QSRLS team identified extensive experience in moderation in Queensland and recommended more moderation for middle years teachers. Moderation is not included as one of the dimensions or productive practices. Alignment matrix by Approach Version 1 Page 13

Principles Teaching and learning informed by student performance data and validated research Approach: Productive Pedagogies Productive Pedagogies is based on pedagogies observed in highly achieving classrooms through the QSRLS. This approach gives no explicit advice about student performance data as the basis of planning and teaching. 4.F Evidence-based decision making Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students Reference is made to using assessment tasks to make decisions about pedagogy, although not in any systematic way focused on particular approaches. The role of feedback is described as part of social support, but this is not an emphasised component of Productive Pedagogies. The role of deprivatised practice with instructional leadership, collegial support and feedback is part of the advice about how to improve and sustain pedagogical practices within a school. 5.F Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students Productive Pedagogies comprises a comprehensive set of teaching and learning behaviours focused on improved social and academic student outcomes. Student engagement is a component of supportive school environment, one of the four dimensions. This approach gives no explicit advice about technology. This approach gives no explicit advice about scaffolding. Adjustments to teaching and learning in Productive Pedagogies are based on background culture, knowledge and experiences. The support described in the supportive school environment dimension is social support, not pedagogical support. 6.F Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies The recognition of difference and supportive school environment dimensions address these components in detail. This approach gives no explicit advice about digital technology, although the emphasis on connectedness requires the use of digital technology. Alignment matrix by Approach Version 1 Page 14

G. Symphony of Teaching and Learning Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Symphony of Teaching and Learning This approach is very explicitly learner-focused, with students at the centre of all decision making. The developers offer a P 12 learning guide to teachers who have undertaken training in this approach to help them make decisions based on students developmental stages. 1.G Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation Student data is interrogated to inform the next steps in planning and to make pedagogical choices. Symphony advocates constant checking for student understanding, and adjusting teaching and learning accordingly.w Comprehensive and challenging learning goals for each student based on agreed data sets Symphony identifies a range of tools to support teaching and learning. Tools and strategies are organised into an adaptation of Bloom s levels of thinking. 2.G High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff Symphony is explicitly planned around the adapted levels of thinking in Bloom s Taxonomy, with the assumption that all students should work at all levels of thinking within the context of the curriculum. This approach gives no explicit advice about authentic contexts, as all contexts are drawn from the Australian Curriculum and supporting Curriculum into the Classroom (C2C) materials. Symphony is accessed through a professional development program that supports instructional leadership and processes for whole-school implementation. Online resources are offered for those who have participated in the program. 3.G Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Symphony focuses on the use of pedagogical tools, including digital technology, aligned with curriculum intent. Technology is not used for its own sake, but only as it contributes meaningfully to student achievement of learning intent. Alignment of curriculum, pedagogy and assessment is a key message. Assessment is planned up front and audited to align with lesson objectives and evidence of learning. Standards are aligned to levels of thinking. This approach gives no explicit advice about consistency in lesson design and delivery as the approach is applied within C2C materials. This approach gives no explicit advice about moderation. Alignment matrix by Approach Version 1 Page 15

Principles Approach: Symphony of Teaching and Learning 4.G Evidence-based decision making Teaching and learning informed by student performance data and validated research Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students Pedagogic decisions and selection of the appropriate tools are tightly linked to student performance data. Symphony draws on the research that supports explicit teaching. The developers offer a resource, Checking of understanding, with strategies for ongoing monitoring to inform teaching. Reference is made to using assessment tasks to make decisions about pedagogy, although not in any systematic way that is focused on particular teaching practices. Student feedback is a key component of the teaching and learning cycle in this approach. 5.G Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students This approach offers a range of tools and strategies, organised according to levels of thinking adapted from Bloom s Taxonomy. Tools and strategies can be selected or combined, and used in conjunction with frameworks of questioning, according to curriculum intent. The use of purposeful, online collaborative spaces is emphasised. Differentiation is based on student performance data. Explicit instruction is one of the theoretical underpinnings that contribute to scaffolding. 6.G Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies Digital technology is used to promote student autonomy. This approach gives no explicit advice about whole-school approaches to classroom and behaviour management, nor to recognition of differences other than in learning progress and stage of development. Purposeful and aligned use of digital technology is a focus of Symphony, with an emphasis on safe, responsible and ethical use. Alignment matrix by Approach Version 1 Page 16

H. Visible teaching, visible learning Principles Decisions based on knowledge of the students and their prior learning and attributes Approach: Visible teaching, visible learning Visible teaching and visible learning involves making decisions based on knowledge of the students and their prior learning. This includes understanding how and what students understand and adapting and responding accordingly. 1.H Student-centred planning Range of agreed data used to personalise learning pathways and target resources Frequent monitoring and diagnostic assessment to inform differentiation Teachers need to adapt learning intentions and personalise learning, based on analysis of evidence of students prior progress. All teaching decisions in this approach must be evidence based. Hattie emphasises close monitoring of success in achieving targets. Comprehensive and challenging learning goals for each student based on agreed data sets High expectations are necessary, with an understanding across the school of how to build on student achievement by setting and achieving challenging goals. The approach advocates specific and challenging goals, where challenge is relative to students current performance. 2.H High expectations Deep learning through higher order thinking and authentic contexts Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff This approach includes deep learning and refers to the need for teachers to have explicit and deliberate strategies for developing specific skills and deeper understanding. Hattie recognises the importance of high and challenging goals for teachers as well as students. This approach gives no explicit advice about the processes to achieve this. 3.H Alignment of curriculum, pedagogy and assessment Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities Assessment, with explicit criteria and standards, planned up front and aligned with teaching Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area Moderation practices to support consistency of teacher judgment about assessment data Teachers need a range of strategies aimed at enhancing the intended learning for any lesson. Teaching in this approach involves backward design, starting with the desired results, expressed as success criteria for learning intentions. Hattie acknowledges the role of computers in learning, describing conditions which optimise their effective use. This approach gives no explicit advice about moderation. Alignment matrix by Approach Version 1 Page 17

Principles Teaching and learning informed by student performance data and validated research Approach: Visible teaching, visible learning The suggestions in this approach are based on more than 800 meta-analyses of educational research. The approach urges teachers and schools to base decisions on evidence and to install practices that are known to produce effective results. 4.H Evidence-based decision making Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning Agreed feedback practices for staff, parents and students This approach highlights the value of feedback to teachers (based on student achievement and observations about what is happening in their classrooms) to help determine the effectiveness of their pedagogy in achieving learning intentions. This approach promotes the use of feedback to students that is related to learning goals and accompanied by redirection and correctional review. The significant effect size of student feedback is highlighted. 5.H Targeted and scaffolded instruction Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology Differentiated and scaffolded teaching based on identified needs of students Hattie cites a range of teaching strategies which have important effects on student achievement and stresses the need to try alternative strategies when selected strategies don t work. Visible teaching is crucial. Teachers need to know what has to be done and have definite strategies to achieve it. Hattie identifies learning as a personal journey, albeit with many generalities. He emphasises research about the importance of understanding students. 6.H Safe, supportive, connected and inclusive learning environments Consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy Innovative, responsible and ethical use of digital technologies This approach emphasises the importance of relationships, trust, caring and safety. It also notes the impact on learning when teachers become learners of their own teaching, and when students become their own teachers. This enables students to develop self-regulatory attributes such as self-monitoring, self-evaluation, selfassessment and self-teaching. Hattie acknowledges the role of computers in learning, describing conditions which optimise their effective use. Alignment matrix by Approach Version 1 Page 18

Approaches Art and Science of Teaching Marzano, R. Marzano Research Laboratory (online). http://www.marzanoresearch.com/site/ [accessed 16 November 2012]. Marzano, RJ, 2007, The Art and Science of Teaching: A Comprehensive Framework for Effective instruction, Association of Supervision and Curriculum development (ASCD), Virginia. The Art and Science of Teaching is an approach developed by the Marzano Research Laboratory. It draws extensively on research and recognises the role of leadership in improving pedagogy. The approach is underpinned by three general characteristics of effective teaching: use of effective instructional strategies use of effective management strategies use of effective classroom curriculum design strategies. Marzano (2007) states that this model ensures quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. The framework is in the form of ten design questions: 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practise and deepen their understanding of new knowledge? 4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students? 6. What will I do to establish or maintain classroom rules and procedures? 7. What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures? 8. What will I do to establish and maintain effective relationships with students? 9. What will I do to communicate high expectations for all students? 10. What will I do to develop effective lessons organised into a cohesive unit? The Marzano Teacher Evaluation Model (Marzano 2011) extends the scope of the Art and Science of Teaching by describing 60 elements in four domains: classroom strategies and behaviours; planning and preparing; reflecting on teaching; and collegiality and professionalism. Dimensions of Teaching and Learning Education Queensland, Dimensions of Teaching and Learning (online). http://www.learningplace.com.au/uploads/ documents/store/doc_750_3009_dimensions_of_teaching_ and_learning.pdf [accessed 16 November 2012]. The Dimensions of Teaching and Learning (DoTL) was published by Education Queensland in 2010. It represents a synthesis of research around improving student learning (including Elmore 2007, 2010; Hattie 2008, 2009; Marzano 2007, 2009; Timperley 2008, 2009). The dimensions are: curriculum intent, assessment; sequencing teaching and learning; making judgments; and feedback. They are student-centred and focused on the need to ensure that every day, in every classroom, every student is learning and achieving. The set of linked, mutually supportive dimensions is intended as the basis of each teacher s professional practice, helping direct teacher activity and decision-making around the following aspects of student learning: What do my students already know? What do they need to learn? How do I teach it? How will they demonstrate their learning? How will I know how well my students have learned it? Where to next? Application of this framework involves teachers in an iterative process of asking questions about student needs and progress, evaluating evidence and thinking about what, when and how to teach for effective learning of all students. Direct Instruction National Institute for Direct Instruction. About DI (online). http://www.nifdi.org/15/about-di [accessed 16 November 2012]. Direct Instruction (DI) is a tightly scripted curriculum and pedagogy approach developed by Siegfried Engelmann. The National Institute for Direct Instruction (NIFDI), a US based organisation, defines DI as: a model for teaching that emphasises well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and accelerate learning The popular valuing of teacher creativity and autonomy as high priorities must give way to a willingness to follow certain carefully prescribed instructional practices (2012). A key belief underpinning DI is that all students can improve both academically and in self-esteem with precise teaching. DI teaching includes increasing the rate of instruction to help under-performing students catch up to higher performing peers by controlling curriculum and pedagogical input to minimise potential misunderstanding by students. Direct Instruction involves: 1. setting clear goals for students and making sure they understand these goals 2. presenting a sequence of well-organised assignments 3. giving students clear, concise explanations and illustrations of the subject matter 4. asking frequent questions to see if the students understand the work 5. giving students frequent opportunities to practice what they have learned. Note: The tightly scripted program, Direct Instruction (DI), should not be confused with the broader term, direct instruction, (all lower case) which is often used interchangeably with explicit and/or visible teaching. Fleming Model of Effective Teaching Fleming, J & Kleinhenz, E 2007 Towards a Moving School: Developing a Professional Learning and Performance Culture, Australian Council for Educational Research (ACER), Victoria. Fleming, J 2009. Haileybury, Berwick, Brighton, Keysborough. Presentation for Learning Difficulty Australia (LDA) (online). http://www.ldaustralia.org/1200_fleming_lda_ seminar_23.9.09.pdf [accessed 16 November 2012]. The Fleming Effective Teaching Model (or Explicit Teaching Model) was designed by Fleming and Kleinhenz (2007). The model is based on John Fleming s experience in a low-achieving Victorian school where changes in the school culture and pedagogy improved student success in literacy and numeracy. The model was strongly influenced by Slavin s Success for All Alignment matrix by Approach Version 1 Page 19