High Impact Teaching Strategies

Example 2: Multiple exposures in the VCE

A VCE teacher in south-west Victoria planned structured multiple exposures to strategically support knowledge acquisition, transfer and deep understanding. The VCE unit plan calendar was set up to ensure key knowledge areas were addressed over a series of lessons rather than a single lesson, and that earlier Areas of Study were revisited halfway through the year and again before the exam. When relevant, the class discussed links between current and previous topics. Students encountered and revisited content and skills on multiple occasions and in different settings – initially through pre-reading, then being explicitly taught the concepts in class, and by completing ‘Do Now’ activities and exit slips that addressed content from previous and current lessons. Additional reinforcement strategies included watching short, relevant video clips in their own time, completing practice questions, receiving feedback on practice questions, completing and receiving feedback on practice SACs, being taught active revision strategies, and ultimately completing and receiving feedback on the SACs. Over the longer term, students completed Unit 3 practice exams halfway through the year to revise content from earlier in the year. They revisited the content prior to the end-of-year exam. Thanks to clear structuring of the units, spaced practice, and multiple exposures to the content and vocabulary, students deepened their understanding of the subject. They were able to draw links between classroom learning and everyday life. This ensured students were ready for their exams, and prepared both to apply their knowledge and become active citizens.

CONTINUUM OF PRACTICE