When have I
How have I used this strategy
Strategy Focus questions
Are higher-order thinking
and critical analysis
occurring?
Does the lesson sequence
Deep cover operational fields in
knowledge
any depth, detail or level of
and higher specificity?
order thinking
Do the work and response
of the students provide
evidence of depth of
understanding of concepts
or ideas?
Does classroom talk break
out of the
Collaborative
initiation/response/evaluatio
and social
n pattern and lead to
learning
sustained dialogue between
students, and between
teachers and students?
experienced this in
as a teacher?
the past?
Reading through the story and
prompting the student to improve on
Working with a student on
their sentences by adding adjectives
writing a story.
and talking about how the sentences
sound when read out aloud.
Discussion of the three sections of the
story. (The beginning, then the middle
When working with and
and the end.) Giving an example of
observing primary aged
each of the sections, writing a group
students writing a story.
story and then the students writing their
own stories on a set topic.
When working with and Evidence is provided by the stories they
observing primary aged have written and through the class
students writing a story. discussion and group story.
During an online lesson the teacher
Observing a student
redirects the students to further
attending an online maths
discussion on a topic and they relate to
lesson.
real life experiences.

Are students critiquing and
second-guessing texts,
ideas and knowledge?
Knowledge as Does the lesson sequence
range across diverse fields,
complex and
disciplines and paradigms?
linked to
interests and
experience
Is there an attempt to
connect with students
background knowledge?
Problems that Do the lesson sequence and
are real and the assigned work have any
relevant to resemblance or connection
students to real-life contexts?
Is there a focus on
identifying and solving
A teacher making a
statement about a subject
that was not correct in the
eyes of the student and the
student asking to validate
the statement.
An introductory science
lesson where a teacher has
a discussion with students
on their knowledge of
science including science
terminology, their previous
experiences with science
and all of the different types
of science subjects.
Talking with students about
what they know, where they
have been and what
experiences they have had.
Most students are eager to
share.
Working with students on
their gross motor skills to
improve their coordination
in general.
Working out what a student
can buy with $2 at the
Giving students opportunities to ask
questions and critique work done by
others to for further explanation and
meaning to the subject.
Incorporating different learning areas
into one subject. Such as the use of art,
English and maths and how they are
used in science.
In preparation for going on an excursion
we discussed other places the student
had been to similar to where we were
going, what they had seen and done
when they were there. Then we
discussed what might be at this
excursion, what to expect and what they
could learn.
Research suitable activities and plan
lessons that are suitable for the
students to achieve. Taking into their
age, physical ability and concentration
level.
Working with the student and asking
them to look at the prices of items of

intellectual and/or real-
world problems? supermarket.
Yes, if a student is
distracted then the pace of
Do students have any say in the lesson slows, it is the
Student the pace, direction or teachers job to get them
direction outcomes of the lesson back on task and to ensure
sequence? they can achieve
completion of the lesson in
sequence and with suitable
outcomes.
A criteria sheet was given to
Explicit quality Are the criteria for judging students when the
performance student performance made assessment was set. The
criteria explicit? students know exactly what
is required of them for each
level of criteria.
Are diverse cultural Understanding culture
knowledges brought into knowledges and how they
play? affect a students perception
Cultural of the world.
knowledges
Active Talking about other cultures
citizenship Are attempts made to foster and being an active
active citizenship? member of the local
community.
things they would like to purchase.
Adding prices to work out if the student
has enough money to make the
purchases.
An example of this is when working
outside with students and they get
distracted by something else outside, it
might be a truck pulling up with a
delivery. The students start watching the
truck and are distracted and stop doing
what they are asked. This slows the
pace of the lesson and could hinder
reaching the outcome of the lesson.
A criteria sheet could be given to
students to students when explaining
the assessment. A discussion of each
level of the criteria and what is expected
at each level would provide the
information required.
Inviting students to share their stories.
Inviting people from other cultures to
share aspects of their culture with the
class for all to be involved and to
understand how other cultures can be
different. (cooking demonstration,
costume, craft)