High Impact Teaching Strategies

This strategy is NOT demonstrated when the teacher:

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  gives students a choice of activities but does not explain how they can use specific strategies to achieve particular learning goals
  
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  does not encourage students to take responsibility for their own learning, or for applying metacognitive strategies.
  

This strategy is demonstrated when STUDENTS:

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  have a repertoire of learning strategies and can select strategies appropriate for the learning goals
  
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  reflect on their learning processes, self-assess and acknowledge the impact of effort on achievement
  
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  actively seek out feedback because they value it as a way to improve understanding of how they learn
  
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  are capable of self-regulation and proactively take control of, and responsibility for, their own learning.
  

Resources:

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  AITSL video:
  

Inquiry learning in play spaces: https://www.youtube.com/watch?v=G4BEMQuUk9s

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  New Pedagogies for Deep Learning – Examples from Victorian schools: http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=fadaf2dd-1faf-4626-a300-126b09b1951f
  
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  Practice Principle 3: Student voice, agency and leadership empower students and build school pride, and Practice Principle 5: Deep learning challenges students to construct and apply new knowledge
  

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/principlesexcellence.aspx

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  Pedagogical Model: Elaborate and Evaluate
  

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/pedagogical-model.aspx

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  Professional practice note 14: Using metacognitive strategies to support student self-regulation and empowerment https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppn14.aspx
  
• 
  Education Endowment Foundation report – Metacognition and self-regulated learning https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/