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CHCEDS047
Assist in facilitation of student learning
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CHCEDS047 Version 1 March 2022
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CHCEDS047Assist in facilitation of student learning
Introduction
Welcome to the CHCEDS047 Assist in facilitation of student learning unit.
By completing this unit, you will be able to:
 Apply understanding of current education

approaches relevant to the education
environment.
 Establish an environment conducive to

student learning.
 Facilitate the learning process.
 Support and monitor student learning.

139943989 / Tyler Olson / Shutterstock.com
Welcome to assist in facilitation of student learning. You will explore the skills and knowledge that a
teacher aide requires to use current education approaches relevant to the education environment.
The teacher plans for the year or semester in each of the curriculum areas. This overall plan is then
broken into unit plans that have within them a number of individual lessons. The lesson plan
includes the strategies and activities that will be used to facilitate the learning process. The teacher
has chosen the best approach and strategies.
As a teacher aide, you support different teachers in and out of the classroom and have an
opportunity to apply a variety of teaching and learning work practices, under the direction of your
supervising teacher/s.
There are four (4) key components as follows:
Firstly, understanding of current education approaches relevant to the education environment.
 Teaching and learning approaches and

 The role of the Australian Curriculum
 Principles of teaching and learning
 Contemporary learning theories such as Bloom’s Taxonomy, Vygotsky’s Zone of Proximal
Development and scaffolding
Secondly, establishing an environment conducive to student learning by seeking to -
 Support the teacher and students in a range of classroom settings.

 Use a variety of learning activity approaches and strategies.
123 TMP N – Template – Learner Guide v1.2 © TAFE Queensland 2022 | Page 3 of 85
CHCEDS047 Assist in facilitation of student learning
 Consider students’ social, emotional and cognitive needs when supporting them.
 Use and modify a range of learning materials and resources.
 Establish relationships with your students through positive communication, active listening
and behaviour guidance strategies.
Next to this is facilitating the learning process.
This involves investigating classroom strategies that best support individual and small group
learning opportunities. There are different ways students prefer to learn. So part of your role
considers:
 Interaction with students according to their learning styles, and assisting them to learn new
ways.
 Development of practical classroom strategies in explicit instruction and scaffolding
 Enhancement of learning activities through modification of resources or adjustments to meet
individual needs
 Keeping learning student focused to promote independent learners.
Lastly, to support and monitor student learning through:
 Formal and informal observation conducted to give feedback to the teacher.

 Monitoring, documenting and reporting on student progress.
 Maintaining, storing and securing student records.
77123365 / Monkey Business Images / Shutterstock.com
Current education approaches

Approaches to education are based on our understanding of how we learn. As we discover new
ways of thinking about learning, approaches to education also change.
How we learn
Since the Greek philosopher Plato (347-427BC) stated that people gain knowledge and truth
through self-reflection, we have strived to understand more about how people learn. In more recent
times, theorists began to formally study how we learn. This has led to many theories about learning
and teaching.
Each theory about learning and teaching has a set of ideas that explains how people learn. Theories
are created by professionals in their field and if popular, are adopted by the wider educational
community. There are a range of theories around teaching and learning that a teacher will apply in
their teaching practice. They may not use only one educational approach, but a combination that
best suits them and their students.
An awareness of these theories assists a teacher aide working in a range of education settings from
prep to high school. This knowledge will assist a teacher aide in understanding the reasoning behind
the use of various classroom strategies. This understanding is very helpful when working with
teachers to plan for learning and teaching.
By learning about approaches to education, you will also gain a better understanding of how
teachers teach and have an understanding of the language they use to talk about the teaching
process.
195322289 / Yury Zap / Shutterstock.com
Teaching and learning approaches

Below is an overview of the three major learning approaches used in education today. It shows how
the principles from each theory can be applied to teaching and learning practices.
Theorists Teaching and learning principles Application of principles to

education practice
Behaviour
Ivan Pavlov  Behaviour can be observed.  Praise and reward.

B. F. Skinner  Learning and behaviour can be  Set curriculum.
shaped through reinforcement.  Memorise learning.
 Learning is passive.  Teacher tells and students
 Knowledge is transmitted. listen.
Cognitive
Jean Piaget  Learning is determined by  Discovery learning.

internal processes, including  Self-directed Activities.
Noam Chomsky
memory, information processing
 Readiness testing
and perception.
 Teacher creates the
 The individual student’s capacity
environment for learning.
to learn is determined by
interaction of environment and
stage of development.
Social - Cultural
Lev Vygotsky  Learning is a social process  Prior knowledge and

where new information is linked understanding.
Jerome Bruner
to prior knowledge and  Scaffolding
understanding.
 Peer and teacher assisted
 Students learn through their learning.
interactions with others,
 Explicit instruction.
participation in their culture and
through language.  Teacher guides students to
reach deeper levels of
understanding.
Research – The above theorists and more
Aussie Educator Learning Theories is a website that provides a brilliant and extensive collection of
research on all the theorists and their theories. Worth a visit.
Source: http://www.aussieeducator.org.au/education/theories.html
The Australian Curriculum

We know from research, that the learning process can be enhanced by using sound teaching and
learning practices.
Each school system has a defined set of principles of practice, or frameworks, used to guide the
way teachers plan for student learning. Teachers apply these principles of teaching to all areas of
the curriculum.
What students learn

The Australian curriculum describes what students attending Australian schools from
Kindergarten/Prep to Year 12 are taught.
The K-12 curriculum is implemented by each State and Territory. From K-10 there are eight key
learning areas: English, Mathematics, Science, Humanities and Social Science, The Arts,
Technologies, Health and Physical Education and Languages.
Teachers plan what students learn and are assessed on, using the curriculum. The requirements of
the curriculum are then used in semester, unit and daily planning. This ensures teachers are
teaching what is required and allows for uniformity of curriculum
amongst schools. There are various staff members in schools that
oversee the planning process. The staff members that oversee
curriculum vary depending upon the school size and organisational
structure. These include but are not limited to: Head of Department
(HOD), Head of Special Education Program (HOSES) and Head of
Curriculum (HOC).
Video
There are seven (7) general capabilities identified in the Australian Curriculum. This videos
illustrates these.
189640328 / spass /
General Capabilities - ACARA (5:02 MINS) Posted 4 Oct 2017 Shutterstock.com
https://www.youtube.com/watch?v=H0IJueFN5xE Accessed 13/4/2022
Research
To learn more about the Australian Curriculum do an internet search for ‘ACARA’
(Australian Curriculum Assessment and Reporting Authority). Accessed 13/4/2022
https://www.acara.edu.au/curriculum
Principles of effective teaching and learning

Select each of the headings below to read about some key principles of effective teaching and
learning. Think about how these are done at your school
(adapted from Principles of learning and Teaching P-12 www.education.vic.gov).
Click on image to reveal each sub heading and text

The learning environment is safe and
supportive
 Health, safety and wellbeing are integral to

the learning environment.
 Students must feel safe, respected and

valued.
 Positive relationships and trust are nurtured.
 Students are recognised for their effort.
Learning is student focused and

promotes independent learners
 Learning is meaningful and relevant to the

students social and personal
interests.
 Collaboration and teamwork are

taught.
 Goal setting and self- monitoring is

promoted.
Teaching and learning reflect students’

culture, background and needs
 Learning is inclusive of ability, gender,

culture and background.
 Teaching focuses on individual needs.
 Learning from each other is valued.
152028728 / Brocreative /
77073613 / 116496178 / Monkey Business
Images / Shutterstock.com
Learning is scaffolded and teaches students how to think
 Scaffolding supports students when learning new concepts.
 Effective scaffolding includes resources that have been planned to support (scaffold) the
learning process; the templates and worksheets; guidance from teachers and teacher aides
in the development of cognitive (thinking) processes and social skills needed for the task.
 The use of effective scaffolding is assisted if: the students

are challenged to explore and discuss ideas; thinking and
problem solving is promoted through explicit instruction that
builds on and prior knowledge, skills and experience; links
are made across the curriculum; sufficient time is allowed
for structured learning activities; creativity and imagination
are part of learning.
Learning connects with the community
 Student's learning can be transferred to the ‘real world’.

141890416 / michaeljung /
 Students learn through interaction with their communities.
Shutterstock.com
 Engaging with technology is an integral part of contemporary
education.
Monitoring, assessment and reflection are part of the learning

process
 Students are active participants in the assessment process.
 Students monitor and reflect on their learning.
 Students know how and on what78205462

they are/ being
Paul Vasarhelyi
assessed./
Shutterstock.com
182653634 / sindlera /
Shutterstock.com
Teaching and learning principles

The purpose of each activity below is to help you identify how each of the teaching and learning
principles can be applied in the education environment.
Imagine that you are working as a teacher aide in the following classrooms: Read the scenarios and
then select the correct principle in the multiple-choice questions from the options provides.
Scenario - 1
A teacher aide is supporting year 8 students in a science lesson. The class is learning
about particle model/ theory of atoms (solids, liquids. gases). The teacher aide is
following the lesson and assists where needed, especially in step 4.
The lesson goes a bit like this:
1. The teacher has a class discussion about water and the many forms it can be found
in. Student input is important and links to what the students already know and their
current understanding. The teacher produces three containers: a) water; b) ice; and
c) gas (air). The discussion continues and the students are asked why/how steam
in the air, ice, and drinking water can contain ‘water’ but can look, feel and behave
so differently.
2. The teacher demonstrates how the water particles behave when they are in each
form (later called ‘states of matter’). The demonstration was given verbally with
visual images to illustrate each state of matter – water, ice, gas – and how the
particles of move faster for each state of matter.
3. The teacher hands out a worksheet for students. On the worksheet students need
to draw particles in each state of matter in each state and describe the
characteristics of the particles.
4. The teacher and teacher aide support the students’ learning by:
 Prompting students to recall facts demonstrated
 Asking questions – “What happened when….?
Video
This video has been included for those who have an interest in understanding and viewing
an illustration of practice animating the particle model as per the above scenario.
Animating-the-particle-model
https://www.youtube.com/watch?v=pyyc_tA6v5M
Accessed 13/4/2022
Activity – Scenario 1
Select the correct principle:
¨ Teaching and learning reflect students’ culture, background and needs
¨ Learning is scaffolded
¨ The learning environment is safe and supportive.
¨ Learning connects with the community
¨ Monitoring, assessment and reflection are part of the learning process.
¨ Learning is student focused
Feedback on correct answer
Learning builds on students’ prior experience/ Lesson begins with what the
student knows.
Scenario - 2
A Year 2 class has shown a lot of interest in dinosaurs. The teacher has organised a visit
to the museum where the students will see dinosaur fossils and participate in an
interactive display about dinosaurs in Australia. Following the visit to the museum, the
teacher amends lessons in various curriculum areas to incorporate the dinosaur theme.

Learning is meaningful and builds on students interests/ Students are interested in
dinosaurs.
Scenario - 3
In year 9 Geography, the students are studying land formations. At the start of the
session the teacher explains that their assessment will be a group presentation of their
projects. They look at YouTube clips of some student and adult presentations that have
positive and negative aspects and reflect on these.
The class assessment includes documentation of the planning steps and actions of each
group member; reporting at a number of steps in the development of the final
presentation; the criteria and standards required to achieve each result level is explained
and given to the students when the assessment is first discussed; the assessment tasks
included an individual reflection journal.

Students know, how (the task) and what (the criteria) they are being assessed on.
Scenario - 4
There has been an incident of teasing in the Year 1 playground. The school follows a
social emotional learning program called ‘Be You’. After managing the incident, the class
teacher uses the program to plan class sessions that focus on feelings, friendship and
respect. A class discussion includes looking at the actions and feelings involved then
practising the strategies that come out of the class activity.
¨ Teaching and learning reflects students culture, background and needs

Students feel safe. / The individual students and the wider class group
(community) know what is acceptable.
Research
Search for the ‘Beyond Blue’ website to view information about the ‘Be You’ program
designed to cover the five (5) areas of social and emotional learning.
Scenario - 5
The school has been planning for NAIDOC week all year. They have invited an elder
from the local Aboriginal community to introduce the day with a Welcome to Country.
Some of the First Nations students are very proud to be participating in a dance and
music performance in front of parents, the community and the school. The school
embraces the day that has activities that includes all members of the school community.
Activity - Scenario 5

Learning is inclusive of ability, gender, culture and background/.The students feel
proud of their culture.
Scenario 6
As part of their history studies, the year 12 students are meeting with a group of returned
servicemen and women who have agreed to share their stories. The students will be
documenting the stories and presenting them to the servicemen and their families on
ANZAC Day.
Why did you choose that principle?

Students learn through interaction with their community. The students will learn
about war from the returned servicemen and women.
Support for learning

Watch the below video, where Kelly Pears provides an insight into the roles and responsibilities of a
teacher aide as part of the learning process and sharing her passion for her work.
Video
A Day in the Life of Teachers Aide (2.09 mins)
https://www.youtube.com/watch?v=J0P1Zn74ars Accessed 13/4/2022
One of the key roles of the teacher aide is to support students’ learning.
Activity – Support for learning
Match the learning responsibilities of the teacher aide with the appropriate stage of the
learning activity listed below.
Preparation stage; Implementation stage: Reviewing stage.
Learning responsibility Learning Activity stage
Meet with teacher to plan activities Preparation stage
Support planning for individual needs Implementation stage
Prepare technology, resources and materials Preparation stage

according to directions
Support students learning individually, in groups Implementation stage

or as a whole class, using agreed learning and
teaching approaches
Set up classroom according to plan Preparation stage
Use agreed behaviour strategies Implementation stage
Use agreed observation and recording methods Implementation stage
Meet with teacher to review and modify activities Reviewing stage

and resources, according to directions
Research specific information as directed Reviewing stage
Assist with modifying future assessments Reviewing stage
Conduct small group activities under the Implementation stage

supervision of a teacher
Scaffold learning
The teacher aide’s role is to support students with learning activities that apply or revise what the
student already knows and can do. This is called scaffolding.
For successful learning to occur, students need to connect new facts, ideas and concepts to what
they already know, understand and can do.
The term ‘scaffolding’ is used to describe any of the many strategies a teacher and teacher aide
may use in helping the student move from their current knowledge or abilities to the new learning
objective. Scaffolding is the support the students need while building on their learning. As they
master the new learning, the scaffolding is no longer needed and can be removed.
The concept of scaffolding was based on Vygotsky’s zone of proximal development, commonly
referred to as the ZPD. The first zone refers to what the child can actually do. The second zone
describes the potential for learning. In this stage the student will need assistance from the teacher,
teacher aide or their peers. With practice the student masters these skills and is able to apply their
knowledge and understanding to new situations.
Vygotsky’s Zone of Proximal Development. © TAFE Queensland 2016
Video
This video gives a commentary on Constructivist Learning Theory that makes sense. How
student come with knowledge and prior experiences to the learning.
Constructivist Learning (4:45 mins)
https://www.youtube.com/watch?v=PK2NILj3BrU Accessed 7/4/2022
Video -
Watch the video below from Teaching Matters about scaffolding (5:13 mins)
https://youtu.be/9gNjGD_W3dM
Accessed 13/4/2022
This scenario illustrates how the Year 7 teacher helps Mark, the teacher aide plan an activity.
Before studying a unit on information technology, the Year 7 teacher meets with Mark, the teacher
aide, to outline her plan and explain how she wants Mark to support the students.
Scenario – Scaffolding in the classroom
Read the scenario and then answer the questions.
“Hi Mark. This week we will begin our technology unit. The purpose of this unit is to
enable each student to select and learn about a new piece of technology, or to develop
skills in a technology that they already know a little. Students will choose a piece of
technology commonly used in their homes and produce a report on its development and
use. At the end of the unit the students will present what they have learned and be
assessed on their group projects.
Each week I have scheduled a session in the resource centre where the students will
work in small groups. In the first session the students will be asked to list and discuss
any technology they are already familiar with. To help the students track their learning,
one strategy we will use is a KWL graphic organiser. I would like you to upload this for
the students to access on their laptops. When they are working on this can you keep an
eye on Kim and Sam. They may need more help to complete the KWL. You might need
to sit with them and help to start by completing one thing in each column. Make sure
you’re thinking out loud with them to model what is expected.”
The graphic organiser Mark uploads has three headings where the students will record
what they already know about technology, what they want to know and what they have
learned.
“First the students will record their information under the heading: ‘What I already know
about technology’. As they are working on their laptops, we will move around to each
group and discuss the information they have recorded. This will help to clarify their level
of understanding.”
“We have already identified that Kim and Sam may need support with their language
skills and that Jonas has a modified laptop. While we move around to each group of
students make a note of any learning support you provided and jot down what the
student couldn’t do by themselves.”
“When you support individual students, use a problem-solving approach. When using
this strategy, start by asking questions that help the student identify what they want to
know or do. When you help them, remember to model the steps and think out loud.”
In the follow up session the teacher plans to find out what the students want to know about
technology. The information gathered during these sessions will help the teacher plan meaningful
learning experiences that have purpose for the students. The role of the teacher aide becomes
critical in providing feedback and additional support based on the data collected in the first session.
At the end of the unit the students will reflect on what they have learned.
Engaging learning resources

Graphic organisers are a useful visual learning tool used to help students organise their ideas.
They help students with:
 problem solving
 linking facts to concepts and ideas
 sequences
 decision making
 planning
 and increase comprehension
Research
You can access different graphic organisers at the Education Places’ website.
KWL graphic organiser
https://notebookingfairy.com/k-w-l-graphic-organizer-printable/
Self-check - Scenario – Scaffolding in the classroom
Answer the following questions to test your understanding:

Pick the answers that explain how Mark implemented the principles of scaffolding:
þ Built on what students already knew
þ Discussed what the students understood and could do
þ Teacher used the information to plan meaningful learning
þ Reflected on learning at the end of the unit
Name the resource used to record the student’s prior knowledge:

Graphic organiser, KWL chart
What strategy did the teacher instruct Mark to use to support students:
Model response
Problem solving, modelling, questioning.
Bloom’s taxonomy of critical thought

Benjamin Bloom first published his taxonomy of critical thought in 1956, which has been widely
applied at all levels of education. Taxonomy comes from the Greek word taxis meaning order and
nomos meaning low. Bloom’s taxonomy orders thinking skills from the simplest to the most
complex. It was later revised to incorporate 21st century thinking.
The model below illustrates his revised taxonomy. Click on each heading in the image to see
a description
 Create:-combining parts to create a new whole
 Analyse:-breaking down information into components parts
 Apply:-applying the facts, rules, concepts and ideas.
 Understand:-what the facts mean.
 Remember:-recognising and recalling facts.
Using Bloom’s Taxonomy in the classroom

Asking questions is an important way of helping students to learn.
This is sometimes referred to as a problem-solving approach.
Using Bloom’s taxonomy enables you to organise questions from simple knowledge questions to
higher level thinking questions. The table below illustrates how the selection of verbs used to ask
questions, reflects the level of thinking. You can use these verbs to ask students questions,
increasing in complexity, in any curriculum area.
1 Remember - Name, Spell, Match, Select, Define
2 Understanding - Explain, predict, paraphrase, discuss
3 Application Questions - Use, make, demonstrate, draw, practice
4 Analysis Questions - Develop, analyse, brainstorm, verify
5 Evaluation Questions - Judge, assess, prioritise, recommend
6 Creativity Questions - Improve, revise, make, create
Video
Bloom's Taxonomy: Why, How, & Top Examples (4:19 mins) Posted 29 Mar 2017
https://www.youtube.com/watch?v=OOy3m02uEaE Accessed 7/4/2022
Watch the following video to see how you can use these verbs to ask students questions.
Readings
Want to know more about using Bloom’s Taxonomy in the classroom?

Access this reading for a comprehensive list of verbs using Bloom’s Taxonomy
Questions for the revised Bloom's Taxonomy1
Access this reading for a comprehensive list of questions using Bloom’s Taxonomy
Revised Bloom’s Taxonomy – Question Starters 2
Accessed 7/4/2022
This video explains clearly how Bloom's taxonomy is a toolbox that teachers, teacher aides and/or
students can use to classify and organize learning objectives.
Video
Bloom’s Taxonomy: Structuring The Learning Journey (4:46 mins) Posted 3 Jan 2016
https://www.youtube.com/watch?v=ayefSTAnCR8 Accessed 7/4/2022
Summary: Current education approaches

Learning and teaching are based on theories that explain how we
learn. From these models, educators have developed principles of
effective teaching and learning that can be applied to learning
across all curriculum areas. Scaffolding connects new facts, ideas
and concepts to what students already know understand and can
do. Instructional routines help to organise learning in a meaningful
and consistent way, so students can focus on what their learning.
The teacher aide, with the guidance of classroom teachers, can
support students’ learning using the principles of effective teaching
and learning.
When you plan and conduct an activity with the teacher consider:
 your role as teacher aide in the learning process
 how to organise learning
 strategies to use, such as scaffolding 58964026 / oliveromg /
 and how to reflect and report on an activity. Shutterstock.com
Reflect
What did you already know about teaching and learning practices?
Which new practices would you try to use when supporting learning?
What principles of practice have you observed in the classroom?
Self-check – Current education approaches
Please answer the following questions:

Current education approaches are based on learning theory.
True
False
Vygotsky is a social cultural theorist. What did he believe? Select all correct answers that
apply:
Learning is a process where new learning is linked to prior knowledge.
Students learn through interactions.
Learning is passive
Which of the following are principles of effective teaching and learning? Select all correct
answers that apply:
The learning environment is safe and supportive
Learning is teacher focused
Learning is scaffolded and teaches students how to think.
Select all the statement that correctly explains the zone of proximal development or ZPD.
The ZPD has three zones. The first refers to what the student can do, the second what
they can do with help, and the third is what they cannot yet do.
The ZPD is based on the principle that students need to connect new facts and concepts
to what they already know, understand and can do.
The ZPD means that with help from the teacher or other adult the students can achieve
anything.
Explain the meaning of explicit instruction and what it means for you as a teacher aide.
You may use point form to elaborate.
Model response
Full feedback required for answer. Explicit instruction is a systematic approach to
teaching. The teacher aide needs to know the content to be taught, the skills, concepts
and vocabulary. Explicit instruction uses the I do, We do, You do model to teach.
Establish an Environment Conducive to Student Learning

Introduction:
In this section, we will explore the skills and knowledge that a teacher aide requires to contribute to
a positive and effective learning environment. This includes the physical, social emotional and
cognitive learning environments. You will learn about different forms of instruction such as
cooperative learning, activity planning and resources that you can use in your practice such as
critical thinking skills and graphic organisers.
Providing an effective learning environment is a complex task.
Schools where students feel valued, can express their thoughts
and ideas and feel safe, build a positive environment conducive to
learning. The school and staff also need to consider the diversity
and individual needs of students within the school or classroom.
The role of the teacher aide in providing for an effective learning 282523331 / Jandrie
environment will be to: Lombard / Shutterstock.com
 Support the teacher and students in a range of classroom settings.
 Use a variety of learning program approaches and resources.
 Consider students’ social, emotional and cognitive needs when planning with the teacher.
 Use and modify a range of learning materials and resources.
 Establish positive relationships with students.
Establishing a positive learning environment

 What were your best times at school?
 What subjects did you most enjoy and why?
 What do you remember about your favourite teachers?
You may have responded that friendships and social situations were some of the best times at
school; that you enjoyed subjects that you could understand and do, where the teaching methods
matched your learning needs; and that your favourite teachers were fair, friendly and ‘good’ at
teaching.
Video -
Insert Video interviews with students - What do you like about school?
What’s your favourite topic or best subject at school?
What are you good at?
Think about who is your favourite teacher – then give me an example of what he/she does
that makes him/her your favourite teacher?
For successful learning to occur, the learning environment must meet students’ differing social,
emotional, and academic needs through:
 engaging learning activities
 positive communication strategies
 effective behaviour practices
 and mutually respectful relationships.
An effective learning environment
How is the role of the teacher aide important in the development of an effective learning
environment?
An effective teacher aide demonstrates the following
attributes.
 A teacher aide consults with the teacher to understand

and confirm the activity (linked to curriculum plan and
student needs).
 A teacher aide ensures student needs are being

addressed during the activity.
 A teacher aide chooses appropriate resources for the

activity and students.
 A teacher aide reflects on the activity/session with

the ability to give feedback to the teacher.
Think about above four points when considering the

information that follows. How will you carry out each key task in
the workplace? 92399944 / wavebreakmedia
/ Shutterstock.com
The Environment
For learning to be effective the school and classroom need to consider the following environments:
 The physical learning environment
 The social-emotional learning environment
 The cognitive learning environment.
The physical learning environment

Policies, procedures and regulations are implemented to make schools a safe place for students
and staff.
Select the arrows below to see the areas of school safety.
Areas of school safety.
The physical environment:

such as buildings, furniture, resources and
playground equipment.
The cyber environment:

such as the internet and electronic devices.
The social environment:

including behaviour, bullying and
discrimination.
The personal environment:

such as inclusion, health and wellbeing.
300292352 / oliveromg, 370748372 / Billion Photos, 227440270 / CREATISTA, 284502632 / Monkey Business
Images / Shutterstock.com
The teacher aide must know their schools’ policies, procedures and regulations. School policies
such as the Student Code of Conduct, set out clear rules and consequences for all students to
follow. The Code of Conduct and Student Protection ensure that the teacher aide understands
both the legal and ethical behaviours required when working with students. Professional learning
opportunities are available to teacher aides to develop both knowledge and skills in these areas.
Example -
“In the Year 6 classroom, Ms Anson, the teacher is meeting with Karly, the teacher aide to
plan a unit on report writing. Ms Anson explains some of the physical environment
considerations:
“The purpose of this unit is to develop the students’ skill in report writing.
The students will work in pairs to conduct a survey of the other students in our class. The
survey topic is “Cyber Bullying”. In class we will discuss the survey questions. The
students will practise introducing themselves and explaining what they are doing, to survey
participants; conduct the survey and then record the answers.
In the next two sessions they will first create a graph to show the results of their survey
and then write a report of their findings.
I have allowed an hour and a half after lunch, for each session.
Please photocopy the surveys off G Drive for each of the students.
As you know, Brigitte has impaired vision and will need an enlarged survey form set to an
18pt font. Monitor her progress and let me know if she is having any difficulty doing the
task. She may prefer to record the interviews and type them up later.
This activity will be quite noisy and active. Part of your role will be to ensure that students
are walking in the classroom and using their inside voices. Remind them of the rules, as
needed.”
This year 1 teacher from St Saviour’s Primary School in Toowoomba, Queensland class draws on a
diverse range of resources. Her understanding and use of physical resources (the learning space –
classroom, hardware/software) and human resources (teacher aide/other students) is exemplary.
Video
A collaborative learning space (3:26 mins)

https://www.aitsl.edu.au/tools-resources/resource/a-collaborative-learning-space-illustration-
of-practice#tab-panel-2
The social emotional learning environment
Learning how to get along with other people are part

of the social skills needed at school. Skills such as
empathy, or being able to see another viewpoint,
develops along with thinking skills. Emotional skills
are needed to manage one’s emotions and
behaviour. Skills such as self-awareness help us to
identify our own temperament and learn how to cope
with our emotions.
227254621 / Nadya Lukic / Shutterstock.com
Planning for the social-emotional learning environment

In the conversation below the teacher is not only informing the teacher aide of the lesson content but
also the needs of the students (individually and collectively) that need to be addressed by the
teacher aide. This is the time that a teacher aide needs to ensure they understand what is required
of them. Use effective communication skills in this process. Reflecting the information back to the
teacher to make sure you are clear and also ask questions if you require more information.
Example
Ms Anson and Karly are collaborating on the planning for a report writing activity. Ms
Anson describes the social skills the students need to demonstrate:
“I would like you to monitor Aaron and Sara closely. Sara is likely to be hesitant about
going up to her classmates and introducing herself. I’d like you to help her practice the
introduction which we will cover in
class and be nearby to model the
response for her if she needs it.
Aaron may find this activity too
stimulating and may need a few of
his prearranged timeouts. If you see
him getting agitated use his personal
time out signal and if he needs more
support let me know straight away.
I will review behaviour expectations 289558970 / Monkey Business Images /
at the start of the session. This
Shutterstock.com
should give you a clear idea of what
to reinforce during the activity.
Please rotate among the students and mainly observe and scaffold their learning.
The goal is to empower each student, not to do the work for them. Give lots of
encouragement as you see or hear students working on task.”
Social and emotional learning programs (SEL) teach students social and personal competence.
These programs contribute to creating a safe, positive and productive learning environment.
The video KidsMatter below describes “five social and emotional competencies” students need to
learn for better academic success and personal wellbeing. Based on research completed by the
Collaborative for Academic, Social and Emotional Learning or CASEL.
Video
Social and emotional competence
https://youtu.be/pWZeR1bB038 (9:26 mins)

Accessed 13/4/2022
Research
Search for KidsMatter Resources to access information and media relevant to children,
teens, young adults, parents and schools.
Accessed 13/4/2022
Activity – Social emotional learning competencies
After viewing the video, match the five (5) SEL competencies with the relevant key
attributes listed below.
 Understanding self and identifying own emotions
 Coping skills
 Show understanding and empathy
 Getting along with others
 Consider choices & think about consequences
SEL Competency Key Attributes
1. Self-awareness Understanding self and identifying own emotions
2. Self-management Coping skills
3. Social awareness Show understanding and empathy
4. Social relationships Getting along with others
5. Responsible decision Consider choices & think about consequences

making
The cognitive learning environment

The cognitive learning environment focuses on thinking skills.
Cognitive thinking skills are the mental processes everyone uses
to process information, solve problems, ask questions and create
new ideas.
Including:
 Seeing, hearing, touching, remembering.
 Organising information, forming concepts, linking ideas.
 Understanding, asking questions, creating, analysing,

evaluating, reflecting.
In this video, you will learn about 'the information processing

theory' based on the idea that we actively receive information from 64931230 / dotshock /
our senses. The brain then processes the information using Shutterstock.com
encoding and retrieval.
Video
Information Processing Theory (2:23 mins)
https://www.youtube.com/watch?v=ENzV7nVLuhk
Accessed 13/4/2022
Example
Ms Anson outlines the thinking skills she plans for the students to develop during the
report writing activity.
“Before they write their reports from the survey information, I will talk to them about the
type of questions on the survey.
I have used two knowledge questions to learn what the students surveyed know about
Cyber bullying; a question that checks their understanding of Cyber bullying; an analysis
question on the students’ perception of the prevalence of Cyber bullying and an
evaluation question to learn what they think about the effects of Cyber bullying.
When the students collate their survey information, this strategy will provide an
opportunity for different levels of thought and problem solving. When you talk to the
students, I would like you to check their understanding of the terms, analyse and
evaluate.
The other skill that I will go through in class, is the structure of a report. Please check that
students are following this when they write up the
results from their survey. If they are not using report
writing conventions, I would like you to ask them about
the features of a report. They should be able to self-
correct using the guidelines they have been taught.
Again, the goal is to scaffold their learning through
problem solving to empower the students, not to
provide them with the answers. The thinking process is
more important than getting the survey correct. Ask me
anything you are unsure of during the sessions.”
142030834 / RimDream /
Shutterstock.com
Each of the teachers you work with will have their own approach to teaching and learning. When you
meet with your teachers to discuss activities or lessons, you may need to become familiar with
different instructional models. Always ask your teacher to explain how they want an activity done if
you are not sure of their approach.
What does a thinking classroom look like?

Schools use a range of instructional models to develop deeper thinking skills, to encourage problem
solving and to foster creativity and imagination.
Explicit instruction Explicit instruction makes clear connections to curriculum

content using progressive steps that lead to a student’s
development and independent application of knowledge.
Inquiry based learning Inquiry based learning is student centred and uses active
learning, often based on real life scenarios, to analyse and solve
problems
(University of Manchester, 2015).
Collaborative Learning Collaborative Learning involves groups working together to solve

a problem, complete a task or create a product. Learning
becomes a social process where students actively engage with
their peers.
Flipped Learning Flipped Learning is where the initial learning happens outside of
the classroom using reading materials, scenarios or electronic
learning materials. Class time is spent using the knowledge
gained to focus on deeper thinking skills including problem
solving, debates and discussion
(Marshall, 2013).
Research
Want to learn more?

The Australian Institute for Teaching and Learning has video examples of the ‘principles of
practice in the classroom’. https://www.aitsl.edu.au/tools-resources
Accessed 13/4/2022
Preparing for explicit instruction

What does the teacher aide need to know or find out from their supervising teacher, when using
explicit instruction to support students in a learning activity?
Select the headings below to read more:
Content  What concepts does the student need to understand?
 What skills does the student need to know or learn?
 What vocabulary is needed?
Sequence  What steps from easiest to complex should I use?
 Do any skills need to be broken down into smaller steps?
Lesson focus  How will I introduce the lesson?
 How will I elaborate on the lesson?
 How will I close the lesson?
92401087 / artistName / Shutterstock.com
Conduct a learning activity

Select the headings below to learn more about what language and instruction you might you use:
Introduction
What is the activity is about? “Today we are going do multiplication”.
What the learning focus is: “We are going to practice multiplying with numbers
ending in zero”.
Overview of new learning: “In this session you will investigate patterns for
multiplying with numbers ending in 0”.
Purpose of assessment: “To check your learning, you will have a game to play on
your iPad.”
Elaboration
Link to prior learning: “Last week we …”
Clarify: “How did you…”
Guided instruction: “Watch me as I do...”
Guided Practice: “We will do the next one together…”
Practice
Independent practice:: “Now you do…”
Applying what was learned to “How else could we…”

new contexts:
Review
Summary: “Let’s talk about what we learned (KWL)…”
Reflect
If you were conducting this activity with a student think about the following questions:
• What content do you need to know before the activity?
• In what sequence will you introduce the learning?
• What language will you use to introduce the learning?
• What will your guided instruction look like/ sound like?
• What will your guided practice look like/ sound like?
• What will you look for during independent practice?
Explicit instruction
Explicit instruction is a systematic approach to teaching that uses an ‘I do’, ‘We do’ and ‘You do’
approach.
Example
Guided instruction : ‘I do’

The teacher aide models the skill step by step and uses
the correct vocabulary.
Guided practice : ‘We do’

The teacher aide and the student work together, step by step and both use the correct
vocabulary. At this point the teacher aide observes and clarifies any step not understood
by going back to the previous step, if needed.
Independent practice : ‘You do’

The student demonstrates the steps and uses the correct vocabulary while the teacher
aide observes that the student is using the skill and vocabulary accurately.
Video -
This video demonstrates the ‘I do we do you do” of explicit instruction so that you can see
it in action.
Teacher Matters: Explicit Instruction (4 mins)
https://www.youtube.com/watch?v=APyvwPzxZ7I Accessed 8/4/2022
Research
Two Prep/Foundation teachers and one Year 6 teacher from Cairns West and Kallangur State
Schools demonstrate aspects of explicit teaching of the Australian Curriculum for English. The video
Explicit Teaching can help you to see how these teachers use ‘modelling, think aloud and visual
demonstrations’ to explain the expectations of the learning intentions.
Video
https://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-overview.html
Accessed 13/4/2022
Activity - Explicit teaching
Match the statements below to the aspects of explicit teaching illustrated in the video
Statement Teaching aspect
Focusing instruction on the learning content Today we are going to look at three different
type of sentences.
Making assessment explicit How are we going to know if we have

achieved that?
Connecting to prior knowledge at the start Remind me of three different strategies we

of a lesson used…
Asking questions to monitor understanding How is a subordinate clause different to an

independent clause?
Provide scaffolded learning experiences Let’s look at an example sentence.
Develop self-regulation and independent Put your red cup on top if you need help
learning
Inquiry based learning example

View the following example of a kindergarten classroom in Tasmania who demonstrates not only an
effective lesson but also excellent teamwork and communication between the teacher and teacher
aides. As you watch the video create a list of the positive strategies used. You may have to watch it
a couple of times to make a complete list. Think about the role of the teacher aides in this classroom
as you watch the clip.
Video -
AITSL: Why do Objects Sink or Float? Australian Institute for Teaching and School
Leadership Why do objects sink or float3
https://youtu.be/6iIWMRY_FNg (AITSL), 2012.
Research
Collaborative learning environments
“Collaborative learning is a situation in which two or more people learn or attempt to learn something
together. Unlike individual learning, people engaged in collaborative learning capitalize on one
another's resources and skills.”
Wikipedia, accessed 29/4/2022
Collaborative learning environments encourage students to work together. Students may be

engaged in whole class discussions, work in pairs or small groups. The learning is usually student
centred with the teacher and teacher aide supporting the students’ learning.
Students work in the classroom, or in other areas such as the resource centre or outdoors. Here the
teacher demonstrates her vision for collaborative learning in her year 4/5 class. The students have
been provided with a practical scenario to test their understanding of how to measure volume as
part of their Mathematics learning.
The teacher creates a group based learning activity that intentionally mixes up normal groups and
challenges individuals to contribute and support each other. When some groups require assistance
she provides support and guidance to assist their decision making.
Video
Managing students' learning 3:46 mins
AITSL -Managing students' learning - Ross Park Primary School
https://www.youtube.com/watch?v=T-XIdeotfq8
http://www.youtube.com/embed/T-XIdeotfq8?rel=0&wmode=opaque Accessed 7/4/2022
Collaborative active learning might include -
 Whole class discussions – From informal to brainstorming, discussions reveal to the teacher
and teacher aide what the student knows, where understanding is limited, and shared
viewpoints.
 Think-pair-share activities – Allow students to think about a topic or question, then share
their ideas with a classmate. Build oral communication skills and comprehension.
 Quizzes and games - With gamification and interactive technology, students are exposed to
a new, fun learning style that they may also want to experience and continue at home.
This video demonstrates using think-pair-share in the classroom to create a collaborative learning
environment where students work together to solve a problem or answer a question about an
assigned reading.
Video -
Using Think-Pair-Share in the Classroom (5:42 mins) Posted 30 Jan 2013
https://www.youtube.com/watch?v=-9AWNl-A-34 Accessed 7/4/2022
Collaborative learning support strategies

The teacher aide can support the teacher and students in the collaborative learning classroom by:
 knowing classroom routines and transition strategies
 helping students organise themselves and the required materials
 using questions that promote thinking and problem-solving skills
 demonstrating a task or skill as required
 using explicit instruction where information is new or not clearly understood
 encouraging cooperation and collaboration among peers
 and encouraging active participation by each student.
Flipped Learning
The flipped classroom is where students use outside the classroom time for online learning and
come to the classroom for collaborative active learning. This approach sets the student learning
content via self-study, freeing up classroom time for discussions and problem-solving, inquiry-based
learning.
This approach allows teachers to prioritize classroom time for active learning by assigning
preparatory activities such as reading information, view videos for knowledge and accessing online
self-paced learning tools for students to consolidate their learning.
View Lisa Pluis, Director of Science Gungahlin College Canberra as she describes the change she
has made to her teaching approach due to the impacts of new technologies and the benefits of
using her class time for more problem-solving, practical work and discussion with her older students.
Video -
The flipped classroom model (4:21 mins)

https://www.youtube.com/watch?v=LYvyU6IrBWk
Accessed 13/4/2022
Technology is a key component in the success of this approach. The tools are available for –
 Teachers to create short instructional videos and presentations to support learning topics.
 Utilising the experts who have their own Youtube channels (video Eddie Woo below).
 Accessing the internet allowing teachers, teacher aides and students to search for
information on any topic.
 Commercial software products constructed specifically for learning against the Australian
Curriculum have gathered in numbers for use with every age group and every subject area
(view video on 9 Useful Apps for Educators below).
Video -
Meet Eddie Woo, the maths teacher you wish you’d had in high school | Australian Story
https://www.youtube.com/watch?v=SjIHB8WzJek
Accessed 13/4/2022
Video -
9 Useful Apps for Educators
https://www.youtube.com/watch?v=7Se2bY44UhY
Accessed 13/4/2022
Summary: Environment conducive to student learning

When planning for effective student learning, all
aspects of the learning environment must be
considered. This includes students’ physical,
cognitive, social emotional and cognitive needs.
As each student’s needs and abilities differ, this
enables the educator to develop programs to
meet individual needs.
The school’s teaching and learning principles

underpin planning by teachers. For example, 71235064 / Monkey Business Images /
each school has a behaviour management
Shutterstock.com
policy that aims to make students feel safe and
valued. Social and emotional learning programs are used by schools to develop students’ social
emotional competence. Cognitive skills are developed using teaching and learning strategies that
encourage investigation, questioning and problem solving, and resources that promote cooperative
learning.
A positive and respectful learning environment uses fair and consistent rules, sets clear
expectations and uses positive communication strategies to empower students to take responsibility
for their learning.
Reflect
What programs are used by your school to promote social and emotional competence?
How well do you know your school's behaviour management policy?
Research the thinking skills framework used by teachers at your school, when planning
learning activities.
What cooperative learning strategies have you observed / used?
Can you access and use resources such as graphic organisers?
Self-check – Summary: Environment conducive to student learning

An effective learning environment develops students’ physical, social, emotional and
cognitive competence.
þ True
¨ False
What are the social and emotional competences? Select all correct answers:
þ Self-awareness
þ Responsible decision making
¨ Self-pity
What is collaborative learning? Select all correct answers that apply:
¨ Students working individually to solve problems.
þ Groups working together to solve problems
þ A social process where students are actively engaged.
Select all the statement that correctly define Bloom’s Taxonomy of Critical Thought:
þ Bloom’s taxonomy orders critical thinking skills.
þ Remembering and Understanding are the first two skills.
þ You can use Bloom’s Taxonomy to select verbs to reflect the level of thinking.
List three ways that the teacher aide can support students in a cooperative learning
activity. Point form is acceptable.
Any three of the following:
 Know classroom routines
 Know classroom transition strategies
 Use questions to promote thinking and problem solving
 Demonstrate a skill or task
 Use explicit instruction
 Encourage cooperation and problem solving
 Build positive relationships
Facilitating the Learning Process
Introduction:
In this section, we will explore the skills and knowledge that a teacher aide requires to facilitate learning.
This includes considering the students’ learning styles, conducting activities according to instructions. You
will learn about the different ways students prefer to learn, including the Multiple Intelligences and develop
practical classroom strategies in explicit instruction and modifying resources to enhance learning
experiences.
For successful learning to occur, the learning must meet students’ differing social, emotional, and
academic needs through:
 engaging learning activities
 positive communication strategies
 effective behaviour practices
 and mutually respectful relationships.
Objectives By satisfactorily completing this topic it is expected that you will be able to:
 Interact with students according to their learning styles.
 Conduct activities according to programs and directions.
.
50734687 / sirtravelalot / Shutterstock.com
Ways of learning
Hearing, sight, touch, smell and taste are our sensory pathways to learning, known as modalities.
We process, store and communicate information about the world around us through our auditory,
visual and tactile/ kinaesthetic modalities, as well as the olfactory (smell) and gustatory (taste)
modalities.
“An effective means to reach all learners is modality-based instruction; this consists of
organizing around the different modalities to accommodate the needs of all learners.
Most students learn with all their modalities, but some students may have unusual
strengths and weaknesses in particular modalities. For example, students strong in the
visual modality will be frustrated or confused with just verbal explanations”
(Cortland, 2015).
Learning styles
The three (3) learning modalities, often identified by the acronym VAK, became popular in the
1970’s. They continue to a point of reference by teachers, in their approach to teaching for
differences in individuals’ learning.
 Visualizing modality
 Auditory modality
 Kinaesthetic modality (Cherry, 2015).
Use of the learning styles to cater to individual learning preferences is a popular teaching and
learning approach, although evidence-based research has not proven this supports greater learning
results for individuals. However, when teachers enable students to learn through different
modalities, they are facilitating learning that is student focused and reflecting students’ needs.
Visual learners
learn best by seeing. Graphic displays such as charts, diagrams,
illustrations, handouts, and videos are all helpful learning tools for
visual learners. People who prefer this type of learning would rather
see information presented in a visual rather than in written form.
Aural (or auditory) learners

learn best by hearing information. They tend to get a great deal out of
lectures and are good at remembering things they are told.
Reading and writing learners

prefer to take in information displayed as words. Learning materials
that are primarily text-based are strongly preferred by these learners.
Kinaesthetic (or tactile) learners

learn best by touching and doing. Hands-on experience is important to
kinaesthetic learners.
© TAFE Queensland
How can a teacher aide apply this information in their practice?

It is important to note that in any group of students there will be a mix of learning style strengths and
preferences. If you are working with a large group, you can ensure you are catering to all by
accommodating for a mix of learning styles. If you are working one on one with a student, it is useful
to discover how they acquire and process information. This is likely to vary from task to task.
Video -
Learning Styles (Preferences) VAK (6:10 mins)
https://www.youtube.com/watch?v=0onG1OUTUWk
Accessed 13/4/2022
Note
Teaching and supporting students by incorporating different learning styles all at once
ensures improved learning by challenging students to learn in different ways.
For your own interest, find out more about yourself as a learner by completing this learning styles quiz.
Answer the following questions as best as you can.
The quiz will keep track of your answers, and once you have completed the questions you will be able to see
how you use learning styles.
Have a listen to what this teacher has to say about engaging students with their learning
Transcript
I think one of the best ways to engage students with their learning is to accommodate as many
different learning styles as possible. For example, if a student is highly visual, then strong visual
resources will “switch their brain on” to learning. Visuals such as: colourful power point
presentations; maps; graphs; charts; videos; excursions to galleries or theatre; and colourful
concrete resources such as paints, texters and Lego, will help to inspire the student to engage with
their learning.
It makes educational sense, to provide student support (as often as possible) that accommodates all
learning styles i.e. visual, auditory, and kinaesthetic.
Teaching and supporting students by incorporating different learning styles all at once ensures
improved learning by challenging students to learn in different ways.
It is important to consider other factors to ensure the learning environment is as effective as
possible. The many needs of the student must be considered such as:
 The learning environment is safe and supported. E.g. Checking for physical risks or hazards;
ensuring social safety in the playground; establishing positive relationships with students.
 Learning is student focused and promotes independent learners. E.g. Supporting each
student to achieve the most they can. This can be as diverse as providing extension activities
to a high achiever or, supporting an ASD student to be independent with their toileting.
 Teaching and learning reflect culture and background. E.g. EATSIPS; 8 ways of Aboriginal
learning;
 Learning is scaffolded and teaches students how to think. E.g. Explicit Instruction; Bloom’s
Taxonomy (question starters); Vygotsky’s ZPD.
 Learning connects with the community. E.g. Harmony Day; Clean up Australia Day; Look out
for your neighbour during Covid-19.
 Use a variety of learning program approaches and modify a range of materials and
resources. E.g. V.A.K. learning styles; incorporating Gardner’s theory of multiple
intelligences.
 Educators need to adopt a multi-strategy, yet individual approach to ensure students have
the most effective learning experience possible.
Gardner’s Multiple Intelligences

We all learn in different ways using our five modalities.
The three modalities used most commonly for teaching
are auditory, visual and kinaesthetic. Differentiated
instruction uses a variety of approaches to cater to the
culture, background and needs of the learner.
Howard Gardner outlined eight Multiple Intelligences
that explain how people are smart in different ways.
Some schools differentiate instruction by using this
approach to planning learning activities.
https://upload.wikimedia.org/wikipedia/commons/1/1a/Multiple-intelligence.jpg
Musical - is about having a sensitivity to sounds, pitch, tone and rhythm. Early learning is often
through reciting rhymes and songs; using beat to learn to read and recite times tables.
Logical – mathematical - is about having a strength in numbers, reasoning, and critical thinking. It’s
about quantifying, hypothesising, and then proving them to be right or wrong.
Verbal-linguistic - is about reading, writing, storytelling and oral presentations.
Bodily-Kinaesthetic - is about manual handling, moving your body in space, learning by doing.
Interpersonal – one’s interactions with others, understanding others feelings, moods, motivations.
Enjoying activities that involve groups of people, collaborative learning.
Intrapersonal – refers to ones’ own self-awareness, about being introspective, enjoy working alone.
Naturalistic – refers to understanding living things and reading nature – signs, clues, knowledge.
The first video takes you through each of the intelligences, explaining their context. In the second
video, Julie Cater, a lower primary school teacher, shows how she puts the Multiple Intelligences
into action in her classroom.
Video
8 Intelligences - Theory of Multiple Intelligences Explained - Dr Howard Gardner 4:15 mins
https://www.youtube.com/watch?v=s2EdujrM0vA&t=123s
A Multiple Intelligences Lesson in Action (7:48 mins) Posted 16 Oct 2016
https://www.youtube.com/watch?v=EPeQEDStmYU Accessed 8/4/2022
Putting it into practice: Explicit teaching

When learning is organised in a meaningful and consistent way, students become familiar with the
routines and are able to spend more time focusing on what they are learning.
In the video clip below teacher, Anne Archer explains the use and importance of direct instructional
routines in the classroom. It’s about the language used and the order of the learning routine.
Video -
https://youtu.be/ZzvPwvxnBrQ Accessed 7/4/2022
“I DO, WE DO, YOU DO”
Explicit instruction is one of the most powerful teaching strategies. Also called guided
practice, it is highly effective because it supports the student throughout the task, gradually
releasing responsibility to them, when they are capable.
Explicit instruction meets individual students’ needs because it breaks learning up into
smaller parts. Some students may have difficulty remembering long series of instructions
due to behavioural issues, health issues, additional needs, or English as a second
language. Guided practice allows for various degrees of practice and it is effective for
students who require more support. The steps can even be repeated where necessary for
students who require intensive support.
Step 1: “I DO”
This step essentially shows the students what they need to know and how to do it. The
student is provided with clear, concise, and consistent instructions on what the task is. The
teacher then models the task in the same way that the students will be expected to practice
it.
Step 2: “WE DO”
The student is supported while practicing the task. The teacher can verbalise or “think out
loud” about the process. “Students who learn and think differently often don’t know how to
begin a task or what to do when they’re stuck. Modeling self-talk can be particularly helpful
for these students.” (Greene)
Students require plenty of opportunity for practice before the task will “stick” in their long-
term memory. Students with individual learning needs may need to practice many more
times than their peers before they can accomplish task independence.
Step 3: “YOU DO”
This step encourages the student to transition to independent practice. The teacher
continues to provide support (if required), by giving feedback through prompts and verbal or
non-verbal cues. Providing feedback can give immediate reassurance to the student that
they are “on task”. Immediate feedback can also focus the student to adjust, or correct, and
then independently achieve the task. (Greene)
Video -
The explicit instruction video role plays follow with case studies
Reading
Here is a copy of the Learning Activity plan associated with the video of Kelly Taylor,
teacher aide, working with three (3) lower primary school students
Effective classroom participation

Building meaningful relationships with students, where there is trust and mutual respect is key to
managing interactions. The teacher aide is able to build rapport with students by getting to know the
students’ interests, be inclusive and accepting of individual differences.
Example
Ms Middleton, the English coordinator, has asked Kay, the teacher aide, to work with a
group of Year 9 students each Monday morning. Kay knows from last year’s classes that
a few of the students have some behaviours of concern such as getting off task, being
loud and disturbing others and generally ‘fooling around’. Ms Middleton has met with Kay
to discuss some of the strategies that together they will use to manage the student
interactions and focus on learning.
“Kay it is the start of the year and I want to establish clear behaviour expectations for the
whole group. I know that last year, you worked effectively with most of these students
and have built rapport with many of them. This is a really good start. I thought that today
we could discuss some strategies we can focus on to strengthen those relationships.”
“Last year I found out that Angela is a keen surfer; that James helps his Mum care for his
brother with a disability, and that Michael was doing really well in photography. I would
always greet them by name and ask each one
something personal. They really liked that I
remembered what they had told me and that I showed
an interest. I even watched a surfing contest that
Angela was in last year. She won!”
“That’s great Kay, if you can maintain those
relationships and use your skills to build up trust with
Hayley and Aaron as well, then I think we have a much
better chance of getting them engaged in their
learning.”
Shutterstock.com
In this video, the Year 5/6 extension maths teacher uses routines and cooperative learning
strategies to establish classrooms expectations to ensure participation by all students. At the end
of the lesson, she uses metacognitive strategies where students reflect on their maths and relate
their learning to the real world.
Video -
Establishing classroom expectations from the Australian Institute for Teaching and School
Leadership
https://youtu.be/pbH-y5Ouqck
Accessed 13/4/2022
Building effective relationships with students

When you use positive communication and encouragement, it
promotes students’ self-worth and models the social behaviours
that students need to get along with others in society.
Research has shown that we remember the messages we
received from people who were important to us in our childhood,
and that they can have a direct impact on our self-esteem.
Think about messages that have ‘stuck’ with you. Did anyone say,
“He’s just like his brother” or “You are really good at dancing” or
“You won’t ever be a rocket scientist?” Positive communication and
encouragement take effort. You need to stay focused on what all
students are doing and notice both their learning and social
behaviours to be able to give genuine feedback. It is easy to focus
too much on the demanding students and the student with
behaviours that are of concern.
Example
When we focus on all students, we also encourage the quiet achiever and the students
who may be struggling.
48955699 / Phovoir /
“Thanks for waiting quietly while I was showing our visitor to the office.” Shutterstock.com
“Sally I noticed that you got most of your spelling correct. Great effort.”
“You contributed some really useful ideas that we will use next session.”
“You used the right process to solve that problem.”
Positive communication
Positive communication uses language purposefully, to guide and direct students. As it focuses on
behaviour, students will view the teacher aide as fair and assertive.
Communication Details of communication Examples of communication

method
Positive  is clear, brief and directional  “We are working quietly on

communication and our writing, thanks.”
 tells the student what  “When you have finished
behaviour is expected your work, then you can
 uses ‘Thanks’ to show use the computer.”
intent  “Mark (pause to get
 gets students attention first attention and make eye
contact), put your hand up
 describes the behaviour.
to talk.”
 “In your seats thanks!”
Negative  points out the undesirable  “Please don’t talk all the
communication behaviour time!”
 does not indicate what  “No, you can’t use the
behaviour is expected computer now!”
 describes the person  “How many times have I
 uses sarcasm and rhetorical told you to put your hand
questions and explanations. up? Why are you doing
that when the rest of the
class is working?”
 “You are all so noisy!”
Active listening
Have you ever said, “Well done” or “That’s no good”, and realised that you did not pay attention to
what you were seeing or hearing? Active listening is a skill you can learn by focusing on what the
speaker is saying. It shows that you are interested in what the speaker has to say and enables you
to respond in a genuine way.
Select the headings below to learn about some of the skills of active listening:
Paralanguage
Non-verbal gestures and facial expressions
such as a nod, smile or high five:
Paraphrase
To repeat what the speaker says using your
own words:
Reflecting
Clarifying emotions without judgement or
offering solutions:
125447297 / Joshua Minso, 249762535 /

Voyagerix, 79635889 / Blaj Gabriel,
Shutterstock.com. Modified by TAFE
Queensland.
Mirroring
Repeating the speaker’s statement as a
question to check that you heard correctly:
I Statements
Used sparingly when feelings are strong.
Directed at behaviour not the person:
14761478 / michaeljung, 262831859 / Robert

Kneschke / Shutterstock.com. Modified by TAFE
Queensland.
Enhance students learning experiences

There are many ways that you can assist the teacher to enhance students’ learning experiences
using resources such as quality web sites, videos and printed resources.
The following activity has been designed to show you how you can enhance learning using existing
resources.
Scenario - Investigating angles
The following scenario will help you think about a range of ways to enhance students’
learning experiences.
Ms Wilson’s Year 4 math class have been investigating angles as part of the
Measurement and Geometry Strand in Mathematics.
They have been learning how to: Compare angles and
Classify them as equal to, greater than or less than a
right angle.
You have been asked to come up with ideas for an
inquiry-based activity to enhance their learning. You
have found a video clip on the ABC Splash children’s
web site (below). When you show it to Ms Wilson she is
very enthusiastic and you both brainstorm ideas.
386608276 /
Zepedrocoelho /
Shutterstock.com
Watch the ABC Splash video on Daredevil Geometry and answer the following Self-Check
questions.
Video
Video & Research Go to ABC Education home page and search for
Mixed Up Maths, Ep 7: Daredevil geometry (2:33 mins)
https://www.abc.net.au/education/mixed-up-maths-ep-7-daredevil-geometry-video/13572174
Activity – Enhance student learning
Describe the activity you decide to do with the students after watching the video.
Model response
The students will investigate how many cars a ‘stunt rider’ could jump using 30, 60 and
90º angle jump ramps.
What should the students already know and understand before they can do this activity?
Model response
Angle, degrees, right angle, symbol for degree, 90°, 60°, 30° degrees.
How can we use Bloom’s taxonomy to develop their critical thinking?

Model response
 Define the investigation.
 Predict the outcome using 90°, 60°, 30°-degree ramps.
 Build a ramp using the different angles.
 Test your predictions and record the results.
 Evaluate your results and make a recommendation.
 Create your own short movie to teach about angles.
Encourage self-reflection
Students of all levels should be encouraged to set goals and reflect on their progress as an
individual or member of a group on an ongoing basis. Being reflective and learning from experiences
is not a natural process for everyone and is a skill or habit that needs to be learned and practiced.
The process of reflection can be formal or informal but is a planned process. The teacher will ensure
that the reflective process occurs through effective planning and resources.
Strategies include:
 Worksheets or tasks that include goal setting and planning of tasks through to an evaluation
process.
 Reflective journals.
 Peer evaluations and self-marking against a set criteria (rubrics).
The teacher aide can always ensure reflection is happening by asking questions that facilitate the
process.
234587410 / Syda Productions / Shutterstock.com
Teacher aide strategies to motivate learners
Case study
“The teacher aide is asked to help Daniel, a year 8 student, with an assignment in the
library. His teacher has explained that he is behind in his work and would appreciate a little
one-on-one support to help him stay on task to catch up with the class group. Daniel is a
new student in the class. He tends to be disruptive and often off-task when working in the
classroom.
As the teacher aide has not worked with Daniel before and has only baseline information
from the teacher, she begins by asking Daniel to show her what he has done and then
explain what he needs to do next.
As the teacher aide talks with Daniel, it is evident that he finds reading the task sheet
difficult. He struggles to type text on the computer. As the teacher aide asks questions
about the task, it is also evident that Daniel knows quite a bit about the topic.
The teacher aide assists him with prompting questions and by typing some of his verbal
responses, to help complete the task on time. She asks Daniel to take his work to the
teacher and let the teacher know what she has done.
Daniel worked well, but it’s evident that his reading and writing ability are well below
expected class levels. The teacher aide shares a few written statements and examples
with the teacher, as evidence of what she observed. The teacher realises that Daniel’s
behaviour is probably the result of learning needs and makes an appointment to see the
guidance officer to look into Daniel’s prior experiences.”
Kelly, the teacher aide has developed a wide range of strategies to deal with off-task behaviours
where students are distracted or not engaged with the learning activity.
Read the case studies and think about how you would deal with each of these situations.
Click on Kelly to reveal how she engages with each of the students.
Case study - 1
A group of Year 2 students are sitting on the carpet

working on tangrams.
Jack pushes James after he tries to grab his puzzle
pieces, and an argument follows.
62828830 / Cresta Johnson /

Shutterstock.com
Case study - 2
While doing creative writing on a topic of their choice,

Marie is sitting at her desk and staring into space.
Shutterstock.com
Case study - 3
Kelly, the teacher aide is helping students in the year 4

classroom to complete the following math problem:
Daniel has saved $15.75 in pocket money. He wants to
buy a new fishing rod that costs $38.95.
How much does he need to save before he can buy the
fishing rod?
345282875 / AMJonik.pl /
Shutterstock.com
Case study - 4
A new student has arrived in the Year 4 classroom, in

the middle of Term 2.
Jamal and his family have come from a refugee camp
and this is his first experience in an Australian school.
You have been asked to provide support to Jamal, to
assist him to settle into the school and to provide
language support.
35171560 / Arvind
Balaraman /
Shutterstock.com
Activity – Case Studies
Answer the following questions about the above case studies.

Case study 1 - How can you make this learning experience safer and more supportive?
Acknowledge students showing pro-social and on task behaviours. Apply the classroom
behaviour management rules such as warning, choice and consequence.
Case study 2 - How can you help Marie by making this activity more relevant and
meaningful to her?
Show interest, engage Marie in conversation to find out her interests, or if you already
know some of her strengths use a question such as: "How did you go at last weeks…… "
Case study 3 - What strategies can Kelly use that teaches the students how to problem
solve and scaffolds their learning?
Ask questions to find out what the student already knows and can do
Check that the student knows the following:
 that it is a subtraction problem
 how to subtract
 place value to 100
Use I do; we do; and you do to model correct process with a similar question
Monitor understanding by making notes, collecting samples of work and relaying specific
information to teacher after session.
Case study 4 - What are some of the ways you could help Jamal feel that his culture,
background and needs are being met at school? How could his family feel included?
Learn about Jamal’s food, traditions and culture. Learn some words from his first
language. Share your knowledge with other students. Invite Jamal to talk about his
favourite things from home. Take Jamal on a tour of school and teach him the routines.
Ensure that he has the stationery, books and equipment needed. Find out from the
teacher if the family could come to class to share some cooking, music or other traditions.
Summary: Facilitating the learning process

When educators facilitate effective teaching and learning experiences for students, they are guided
by a set of principles of teaching and learning.
They take into consideration, each aspect of the teaching and learning process to ensure that
learning is:
 In a safe and supportive environment.
 Student focused and promotes independent learners.
 Reflects student culture, background and needs.
 Scaffolded and teaches students how to think.
 Connected with the community.
 A process of monitoring, assessing and reflecting.
We all learn in different ways using our five modalities. The three modalities used most commonly
for teaching are auditory, visual and kinaesthetic. Differentiated instruction uses a variety of
approaches to cater to the culture, background and needs of the learner.
Howard Gardner outlined eight Multiple Intelligences that explain
how people are smart in different ways. Some schools differentiate
instruction by using this approach to planning learning
activities.
Classroom teachers use metalanguage to teach
students to talk about concepts such as language
structures. They also use explicit instruction to ensure
that they are meeting the needs of students and
teaching using clearly understood language and
processes. These strategies keep learning student
focused and teaches students how to think.
81981364 / Poznyakov / Shutterstock.com
Reflect
What strategies have you observed, that enhanced students’ learning?
Self-check – Facilitating the learning process
Please answer the following questions

Hearing, sight, touch smell and taste are our sensory pathways.
þ True
¨ False
How does a visual learner prefer to learn?
¨ Talking
þ Drawing
¨ Doing
What strengths does an Intrapersonal learner have?
¨ Lead and organise groups
þ Set goals and identify strengths
¨ Build and fix things
What are some principles of teaching and learning we can apply when creating or
modifying an activity?
þ Explicit teaching
þ Scaffolding
¨ Video clips
Support and Monitor Student Learning

Introduction:
In this section, we will explore the skills and knowledge that a teacher aide requires to observe,
monitor and assess learning. This includes formal and informal observation and formative and
summative assessment. You will learn about reflecting on learning and developing metacognitive
thinking skills. The section on behaviour explores building effective relationships, positive
communication, active listening and behaviour strategies.
Objectives
By satisfactorily completing this topic it is expected that you will be able to:
 Monitor, document and report on student progress.
 Maintain, store and secure student records.
 Manage student interactions and behaviours using agrees techniques.
104734148 / Lisa F. Young / Shutterstock.com
Support and Monitor Student Learning

To provide every student with learning experiences that meet individual needs, teachers vary their
instruction based on:
 what the student already knows and can do
 how they learn and
 what they are capable of doing.
These decisions are made by teachers based on what they observe, monitor and assess, both
during and after a learning activity.
Observe and monitor student learning

Teachers observe how students learn and
monitor specific learning outcomes based on the
curriculum. The purpose of observation and
monitoring is to:
 plan for learning
 identify individual needs in relation to

learning outcomes
 identify additional support needed to

achieve learning outcomes
141106900 / Monkey Business Images/
 evaluate and modify teaching strategies
Shutterstock.com
 communicate about children’s progress to
parents
 and be accountable to school authorities.
Planning for observation and monitoring is always done by the teacher. The teacher aide can play
an important role in supporting the teacher by providing data about students' learning, during
lessons and in group work. Monitoring and observation skills can be learned, and with practice and
guidance from the teacher, the teacher aide can learn how to use both formal and informal
observation and monitoring tools.
The teacher aide can monitor student learning by:
 Asking questions to check understanding.
 Moving around the classroom observing what students can do and cannot do.
 Using formal monitoring tools for reading and comprehension levels.
 Recording students’ work by collecting samples, photocopying, taking photographs, doing

audio recording and video recordings.
Examples of the teacher aide observing student learning
Informal observation
Jacinta, a year 3 student, does not often
participate actively in group discussions.
Today’s topic is about bush foods. Karly,
the teacher aide, notices that Jacinta
appears enthusiastic and volunteers’ facts
about where bush foods grow in the local
area. Karly reports her observation to the
teacher at the end of the session. 209042725 / Maya Kruchankova /
Shutterstock.com
Formal observation
Karly has been asked to do video
recordings of the year 10 drama students
doing their performances. The teacher has
prepared a checklist of learning outcomes
which he will complete later using the video
recordings.
272254151 / SpeedKingz / Shutterstock.com
Assess and document student learning

There are many different ways to assess students’ learning.
Formative and summative assessments:

Formative assessment is used at the beginning or during a lesson, to monitor what students are
learning and provides feedback to the teacher and students. The feedback helps the teacher and
the students know their strengths and what learning to target.
Types of formative assessment include:
 Meetings with students, parents or other staff
 Anecdotal records
 Checklists
 Peer assessment
 Diagnostic tools
 Activities
 Collections of work.
1288136623 / Rido /
Shutterstock.com
Summative assessment evaluates learning at the end of a unit of
work and uses benchmarks to measure the learning demonstrated.
Types of summative assessment include:
 Tests and exams
 Assignments
 Projects
 Portfolios
 Performances
 Demonstrations.
This video shows you how a Transition/Year 1 teacher at Ross Park Primary School in the Northern
Territory plans for students learning of addition, by monitoring, and assessing students’ knowledge of
the learning process and using what she learns to modify how and what she teaches.
Video - Illustrates formative and summative assessment
AITSL: Evaluating teaching & learning Australian Institute for Teaching and School
Leadership (3:30 MINS)
https://youtu.be/ZuWG_M3V6iI Accessed 13/4/2022
Research
NAPLAN is the National Assessment Program for Literacy and Numeracy for Years 3, 5, 7
and 9. It measures educational outcomes of Australian students.
Research
Want to know more about NAPLAN? Search the internet for NAPLAN: National Assessment
Program
Report on student progress

Reporting your observations about students must be done objectively.
 Objective reporting means that you only report what you observe and can measure.
 Subjective reporting uses your opinion or interpretation of a situation.
Self-check – Report on student progress
Determine the following statements as either subjective or objective.

Paula is struggling with her reading because Mum doesn’t help her at home.
þ Subjective
¨ Objective
Santo answered all 10 math questions correctly
¨ Subjective
þ Objective
Louise didn’t change the ‘e’ to ‘i’ when adding ‘ing’.
¨ Subjective
þ Objective
Mat didn’t do his work because he is lazy
þ Subjective
¨ Objective
Jarred got 5 spelling questions wrong because he never does his homework
þ Subjective
¨ Objective
Scenario - 1
Read the scenario and then complete the reporting activity self-check.
The Year 5 students have been learning about the 24-hour clock. They are practising
converting time using a game from ABC Splash. You have been asked to move about the
classroom and observe and report on student progress.
Mary
© TAFE Queensland
Scenario - 2
Lou
© TAFE Queensland
Scenario - 4
Saari
© TAFE Queensland
Self-check – Report on student progress
Scenario 1 - Mary has recorded 2.36 pm on the 12-hour clock and 13:36 on the 24-hour
clock. What do you report to the teacher?
Model response - Mary recorded the 12-hour clock correctly. On the 24-hour clock she
did not add the 12 and 2 correctly.
Scenario 2 - Lou recorded 2:05 am on the 12-hour clock and 2:05 on the 24-hour clock.
What do you report to the teacher?
Model response - Lou recorded the hours and minutes back to front on both clocks.
Saari recorded 7:44 am on the 12-hour clock and 19:44 on the 24-hour clock. What do
you report to the teacher?
Model response - Saari recorded the minutes and am/pm incorrectly on both clocks
Maintain, store and secure student records
Legislation and policy ensure that there are consistent standards

and safeguards for maintaining, storing and securing student
records. Most information is stored electronically, however there
are also many paper documents that are filed for specified periods
of time.
158217437 / Iakov Filimonov
/ Shutterstock.com
Maintain, collect and store Details of information collected
information by
Schools: Student records such as academic reports, records of

attendance and enrolment details.
Teachers: Student records such as samples of work, formative and

summative tests, anecdotal observations, diagnostic test
results.
Example
Jennifer has been working as a teacher aide in Ms Blake’s classes for several years.
Jennifer and Ms Blake work well together and Jennifer is given a lot of responsibilities as
she has built up trust and rapport with staff.
Jennifer is responsible for storing students’ homework and samples of classroom work.
She files these in a portfolio set up for each student and ensures that all records are filed
in the locked filing cabinet at the end of the session.
Some of the storing of work takes place in the classroom during the day. Sometimes
students and parent helpers are present, so Jennifer ensures she doesn’t leave any
information about students lying about. One morning after parent reading, Mrs Jones
asked Jennifer how well Sam was doing in reading comprehension tests and could she
see the latest test results. Jennifer knew that this was not her responsibility and politely
told Mrs Jones that she should refer any questions about Sam to Ms Blake.
Self-check – Summary and monitor student learning

Differentiation means teaching all students the same content in the same way.
¨ True
þ False
How can a teacher aide monitor student learning? Select all correct answers:
þ Moving about the classroom observing what students are doing.
þ Taking photographs of students at work.
¨ Staying silent to avoid disturbing their thinking.
What is formative assessment?
þ Used at the beginning to monitor what students are learning.
¨ Used at the end of a unit to test students learning.
¨ Using a benchmark to measure learning.
Which statements are examples of on task behaviour?
¨ Throwing paper aeroplanes inside.
þ Taking turns using the equipment.
þ Putting hand up.
What is metacognition?
Model response
Metacognition means thinking about thinking and how to approach a learning task, solve
problems and reflect on the learning process.
References
Austin, K., Hammond, L., Orcutt, S. & Rosso, J. (Developers), 2001. How People Learn –
Introduction to Learning Theories. Stanford University School of Education,
http://web.stanford.edu/class/ed269/hplintrochapter.pdf (Accessed February 2015).
Australian Curriculum, Assessment and Reporting Authority & Education Services Australia, (nd).
Australian Curriculum. http://www.australiancurriculum.edu.au (Accessed February 2015).
Australian Curriculum Assessment and Reporting Authority (nd). Reporting. http://www.acara.edu.au
(Accessed February 2015).
Australian Broadcasting Commission, 2011. Where do frogs lay their eggs?
http://splash.abc.net.au/res/i/L17/index.html (Accessed February 2015).
Australian Broadcasting Commission, 2014. Time Tools,
http://splash.abc.net.au/res/i/L9646/index.html (Accessed March 2015).
Australian Broadcasting Commission, 2015. Daredevil Geometry?
http://splash.abc.net.au/media/-/m/1566240/daredevil-geometry (Accessed January 2015)
Australian Government Department of Education, Explicit Instruction, Educational Services
Australia, http://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-overview.html
Australian Institute for Teaching and School Leadership, 2014. Establishing Classroom
Expectations. V ideo recording, www.aitsl.edu.au/ Australian-professional-standards-for-teachers
Archer, A., (2011). Can you explain the use of instructional routines in the classroom? Video
recording, You Tube. https://www.youtube.com/watch?v=ZzvPwvxnBrQ (Accessed January 2015).
Australian Institute for Teaching and School Leadership, 2014. Evaluating teaching and learning.
Video recording, www.aitsl.edu.au/ Australian-professional-standards-for-teachers (Accessed
February 2015).
Australian Institute for Teaching and School Leadership, 2014. Hughie the
Helicopter. video recording, www.aitsl.edu.au/ Australian-professional-standards-for-teachers
Brame, C., 2013. Thinking about Metacognition. (Blog) Vanderbilt University - Centre for Teaching,
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ (Accessed February 2015).
Department of Education Training and Employment, (2015). Pedagogical Framework.
http://education.qld.gov.au/curriculum/pdfs/pedagogical-framework-a-glance.pdf (Accessed
February 2015).
Department of Education Training and Employment, (2015). Policies and Procedures.
http://deta.qld.gov.au/initiatives/learningandwellbeing/policies.html (Accessed March 2015).
Educational Services Australia, (2014). Explicit Instruction, Video recording, Australian Government
Department of Education, http://www.teachingacenglish.edu.au/explicit-teaching (Accessed
February 2015).
Educational Services Australia, (2014). Positive Learning Environments. Video recording, Australian
Government Department of Education, http://www.teachingacenglish.edu.au/explicit-teaching
Edutopia, 2010. Multiple Intelligences Thrive In Smartville. https://www.youtube.com/watch?
v=7zBKAT3Ie_s (Accessed February 2015).
International Centre for Education (nd). Learning Styles. www.icels-educators-for-learning.ca
(Accessed January 2015).
International Reading Association, 2013. KWL Graphic Organizer.
www.readwritethink.org/files/resources/lesson_images/lesson95/kwl_graph.pdf (Accessed February
2014).
Kids Matter Australian Primary Schools Mental Health Initiative, (nd). About Serious Behaviour
Difficulties.
https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C4_CBD_AboutSeriousBehaviourDiffic
ulties.pd (Accessed March 2015).
Kids Matter Australian Primary Schools Mental Health Initiative, Videorecording Number 5: The Five
Social Emotional Competencies , https://www.kidsmatter.edu.au/primary/resources-your-journey/c2-
social-and-emotional-learning/professional-learning/video (Accessed February 2015).
The Art Kosta Centre for Thinking, (nd). What is Habits of Mind ?
http://www.artcostacentre.com/html/habits.htm ( Accessed March 2015)
The University of Manchester, 2010. What is Enquiry Based Learning (EBL)?
http://www.ceebl.manchester.ac.uk/ebl/ (Accessed February 2015).
University of Georgia, 2006. Social Constructivism. http://epltt.coe.uga.edu (Accessed January
2015).
Ganus, M., (nd). Lessons Worth Sharing. TED Ed http://ed.ted.com/featured/SiuG5bgI.
Marshall, E., 2013. The Flipped Classroom. (Blog) Vanderbilt University- Centre for Teaching,
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ (Accessed February 2015)
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http://www.safeschoolshub.edu.au/resources-and-help/resource-gallery (Accessed February 2015).
Smith, M. K., (2003). ‘ Learning theory’,the encyclopaedia of informal education.
http://infed.org/mobi/learning-theory-models-product-and-process/ Retrieved:February 2015.
Vark A Guide to Learning Styles, 2015. The VARK Questionnaire. How Do I Learn Best? Online
quiz, http://www.vark-learn.com/english/page.asp?p=questionnaire (Accessed February 2015).
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CHCEDS047 Version 1 March 2022

By completing this unit, you will be able to:

 Apply understanding of current education

 Establish an environment conducive to

 Facilitate the learning process.

 Support and monitor student learning.

There are four (4) key components as follows:

Firstly, understanding of current education approaches relevant to the education environment.

 Teaching and learning approaches and

Secondly, establishing an environment conducive to student learning by seeking to -

 Support the teacher and students in a range of classroom settings.

Next to this is facilitating the learning process.

Lastly, to support and monitor student learning through:

 Formal and informal observation conducted to give feedback to the teacher.

77123365 / Monkey Business Images / Shutterstock.com

Current education approaches

195322289 / Yury Zap / Shutterstock.com

Teaching and learning approaches

Theorists Teaching and learning principles Application of principles to

Ivan Pavlov  Behaviour can be observed.  Praise and reward.

Jean Piaget  Learning is determined by  Discovery learning.

Lev Vygotsky  Learning is a social process  Prior knowledge and

Research – The above theorists and more

The Australian Curriculum

What students learn

https://www.youtube.com/watch?v=H0IJueFN5xE Accessed 13/4/2022

Principles of effective teaching and learning

Click on image to reveal each sub heading and text

 Health, safety and wellbeing are integral to

 Students must feel safe, respected and

 Positive relationships and trust are nurtured.

 Students are recognised for their effort.

Learning is student focused and

 Learning is meaningful and relevant to the

 Collaboration and teamwork are

 Goal setting and self- monitoring is

Teaching and learning reflect students’

 Learning is inclusive of ability, gender,

 Teaching focuses on individual needs.

 Learning from each other is valued.

Learning is scaffolded and teaches students how to think

 Scaffolding supports students when learning new concepts.

 The use of effective scaffolding is assisted if: the students

 Student's learning can be transferred to the ‘real world’.

Monitoring, assessment and reflection are part of the learning

 Students are active participants in the assessment process.

 Students monitor and reflect on their learning.

 Students know how and on what78205462

Teaching and learning principles

 Prompting students to recall facts demonstrated

 Asking questions – “What happened when….?

Select the correct principle:

¨ Teaching and learning reflect students’ culture, background and needs

¨ The learning environment is safe and supportive.

¨ Learning connects with the community

¨ Monitoring, assessment and reflection are part of the learning process.