PoLT Online Professional Learning Resource – Principle 4

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Guiding Questions

• 4.1 - Teaching sequences promote sustained learning that builds over time and emphasises connections between ideas
• 4.2 - The teacher promotes substantive discussion of ideas
• 4.3 - The teacher emphasises the quality of learning with high expectations of achievement
• 4.4 - The teacher uses strategies that challenge and support students to question and reflect
• 4.5 - The teacher uses strategies to develop investigating and problem solving skills
• 4.6 - The teacher uses strategies to foster imagination and creativity
• 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

4.1 - Teaching sequences promote sustained learning that builds over time and emphasises connections between ideas

This component involves running with ideas for sufficient time to examine and use them in depth. This applies to the way key ideas are built across a learning sequence, but might also mean having sufficient time in teaching sessions to properly examine ideas. Links are made across subject areas to demonstrate relevance and connectedness with what is being taught and how key ideas can apply to a range of situations.

Download worksheet: Guiding Questions: Principle 4.1 (Word - 158Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What do we do that builds connections between ideas across programs and classrooms?	How can we realise a learning environment connected through ‘ideas’? What learning and teaching strategies will we use? How will connections between the different domains be made to support learning?

Individual Teacher

Getting Started	Moving Forward
What do I do that builds connections between ideas across programs and classrooms?	How can I assess this? What learning and teaching strategies will I use? How will connections between the different domains be made to support learning?

4.2 - The teacher promotes substantive discussion of ideas

This component involves the teacher providing opportunities for students to talk together, discuss, argue and express opinions and alternative points of view. ‘Substantive’ refers to a focus on significant ideas, practices or issues, that are meaningful to students, and that occur over a sufficient period of time to be effectively explored.

Download worksheet: Guiding Questions: Principle 4.2 (Word - 158Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What do we do that builds discussion of ideas across programs and classrooms?	How can we realise a learning environment built through discussion of ‘ideas’? What learning and teaching strategies will we use?

Individual Teacher

Getting Started	Moving Forward
What do I do that builds discussion of ideas across programs and classrooms?	How can I realise a learning environment built through discussion of ‘ideas’? What learning and teaching strategies will I use?

4.3 - The teacher emphasises the quality of learning with high expectations of achievement

Teachers need to clearly signal an expectation that students will achieve at a high level and put in effort to produce quality work. This also involves teachers expressing and demonstrating confidence that students are capable of significant achievement. There is structured support to help students learn effectively so that this expectation does not occur in a vacuum.

Download worksheet: Guiding Questions: Principle 4.3 (Word - 158Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
Whose expectations and perspectives dominate our programs?	What other expectations and perspectives could dominate our programs? What learning and teaching strategies will we use? How will the schools expectations be shared with the students to promote high quality work?

Individual Teacher

Getting Started	Moving Forward
Whose expectations and perspectives dominate my programs?	What other expectations and perspectives could dominate my programs? What learning and teaching strategies will I use? How will the schools expectations be shared with the students to promote high quality work?

4.4 - The teacher uses strategies that challenge and support students to question and reflect

This component involves the development of learning tasks designed to encourage and support students to move beyond their current understandings and think more deeply about ideas and practice. Teacher questions are open-ended and designed to promote depth and breadth of knowledge and understanding. Teachers emphasise engagement with ideas and practice through exploration.

Download worksheet: Guiding Questions: Principle 4.4 (Word - 158Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What is the role of student questions in our classrooms?	How can we affirm, support and develop student questioning in our classrooms? What learning and teaching strategies will we use?

Individual Teacher

Getting Started	Moving Forward
What is the role of student questions in my classroom?	How can I affirm, support and develop student questioning in my classroom? What learning and teaching strategies will I use?

4.5 - The teacher uses strategies to develop investigating and problem solving skills

This component refers to higher order thinking skills that may be described in various ways, but encompass such things as interpretation, analysis, and application. It refers to the development of knowledge of ways of reasoning with evidence, particular to the discipline area. These skills and knowledge are needed to successfully solve problems.

Download worksheet: Guiding Questions: Principle 4.5 (Word - 159Kb)

Professional Learning Team Facilitator

Getting Started	Moving Forward
What purposeful investigations and problems are posed in our classrooms?	If we collaborated more closely and more widely, what kind of investigations and problem solving might be possible? What learning and teaching strategies will we use? Does the program allow students to develop a range of investigative and problem solving skills?

Individual Teacher

Getting Started	Moving Forward
What purposeful investigations and problems are posed in my classroom?	If I collaborated more closely and more widely, what kind of investigations and problem solving might be possible? What learning and teaching strategies will I use? Does the program allow students to develop a range of investigative and problem solving skills?

4.6 - The teacher uses strategies to foster imagination and creativity

There has been considerable recent attention paid to lateral and creative thinking, as part of ‘higher order’ thinking and a ‘thinking oriented curriculum’. Many schools have made this a major focus of teaching and learning policy. There are a number of elements of ‘creativity’ including flexible and unusual thinking, and facility with generating ideas.

Download worksheet: Guiding Questions: Principle 4.6 (Word - 159Kb)

 

Professional Learning Team Facilitator

Getting Started	Moving Forward
How do we recognise, respond to, and generate unusual, creative and flexible perspectives?	What are the possibilities for learning and assessment if we generate unusual, creative and flexible perspectives? What learning and teaching strategies will we use?

Individual Teacher

Getting Started	Moving Forward
How do I recognise, respond to, and generate unusual, creative and flexible perspectives?	What are the possibilities for learning and assessment if I generate unusual, creative and flexible perspectives? What learning and teaching strategies will I use?