PoLT Online Professional Learning Resource – Principle 3

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Guiding Questions

• 3.1 - Teaching strategies are flexible and responsive to the values, needs and interests of individual students
• 3.2 - The teacher utilises a range of teaching strategies that support different ways of thinking and learning
• 3.3 - The teacher builds on students’ prior experiences, knowledge and skills
• 3.4 - The teacher capitalises on students’ experience of a technology rich world
• In the tables on this page
  • information under 'Getting Started' would be appropriate for those using the Resource who have had little or no experience with the Principles prior to using the Resource
  • 'Moving Forward' is appropriate for schools with some experience working with the support materials provided on the web, or who have undertaken PoLT training and have done some component mapping in their school

3.1 - Teaching strategies are flexible and responsive to the values, needs and interests of individual students

This component acknowledges that the classroom should be an interesting place and suited to a wide range of dispositions. Learning may involve a negotiation between prior views and knowledge and public knowledge found in the curriculum.

A range of student competencies and potential for future learning may be untapped in classrooms. This component emphasises the need to provide opportunities for these to be displayed.

Download worksheet: Guiding Questions: Principle 3.1 (Word - 159Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What do we do to demonstrate responsiveness to the values, needs and interests of individual students?	How do we know we are reaching all students, not only their needs, but their values and interests? If so how, if not why not? What learning and teaching strategies will we use? How does our school collect information about the students? How can we use this information in our planning to connect the students with their learning?

Individual Teacher

Getting Started	Moving Forward
What do I do to demonstrate responsiveness to the values, needs and interests of individual students?	How do I know I am reaching all students, not only their needs, but their values and interests? If so how, if not why not? What learning and teaching strategies will I use? How does my school collect information about the students? How can I use this information in my planning to connect the students with their learning?

3.2 - The teacher utilises a range of teaching strategies that support different ways of thinking and learning

This component refers to different ways students might approach learning, their different abilities and strengths, or their different perspectives on themselves as learners. It also refers to the variety of ways ideas are represented and the need to approach and demonstrate learning using different media and representational modes. The component implies the use of diverse approaches to allow students to experience diverse ways of learning and knowing, and targeted support for individuals, based on teacher monitoring.

Download worksheet: Guiding Questions: Principle 3.2 (Word - 159Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
How can we plan to reach all students in our classes?	What learning approaches do we see in each student’s participation? What forms of learning (e.g. linguistic, print, oral, visual, media, and gender representations) do these take? What learning and teaching strategies will we use? How will the learning experiences cater for the different ways that students may approach learning?

Individual Teacher

Getting Started	Moving Forward
How can I plan to reach all students in my classes?	What learning approaches do I see in each student’s participation? What forms of learning (e.g. linguistic, print, oral, visual, media, and gender representations) do these take? What learning and teaching strategies will I use? How will the learning experiences cater for the different ways that students may approach learning?

3.3 - The teacher builds on students’ prior experiences, knowledge and skills

Contemporary learning theories emphasise the importance of prior knowledge and beliefs in framing learning. This component emphasises the need to explore and monitor, and build on students’ prior learning. This exploration is important for students also, to support their own understandings of their learning.

Download worksheet: Guiding Questions: Principle 3.3 (Word - 158Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What understandings do we have of students’ prior learning experiences as an individual and as part of a class and year group?	How are student voices heard in the school community? What learning and teaching strategies will we use? How will student's knowledge that has been developed beyond the school be linked to learning at school?

Individual Teacher

Getting Started	Moving Forward
What understandings do I have of students’ prior learning experiences as an individual and as part of a class and year group?	In my classroom, how are student voices heard? What learning and teaching strategies will I use? How will student's knowledge that has been developed beyond the school be linked to learning at school?

3.4 - The teacher capitalises on students’ experience of a technology rich world

Students come to classrooms with a variety of experiences of and expertise in contemporary technologies. This component encourages the exploration with students of their interest and expertise and the meaning they assign to technological communication, design and representation. It is about enlisting students’ capabilities and interests associated with contemporary technologies.

Download worksheet: Guiding Questions: Principle 3.4 (Word - 160Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What experiences of a ‘technology rich world’ did our students connect with between 7 am and arrival at school today?	How are these experiences on the one hand woven into the curriculum and secondly critically reviewed by the students? What learning and teaching strategies will we use?  How will the variety of student experience and expertise in contemporary technology be incorporated and further developed through the learning experiences?

Individual Teacher

Getting Started	Moving Forward
What experiences of a ‘technology rich world’ did my students connect with between 7 am and arrival at school today?	In my classroom, how are these experiences on the one hand woven into the curriculum and secondly critically reviewed by the students? What learning and teaching strategies will I use? How will the variety of student experience and expertise in contemporary technology be incorporated and further developed through the learning experiences?