Excellence in numeracy through the Victorian Teaching and Learning Model

Teachers can use the Victorian Teaching and Learning Model (VTLM) to establish, enhance or modify their instructional practice to develop a focus on excellence in numeracy.

The VTLM provides teachers with a framework to review student achievement, reflect on current teaching practices and put in place effective strategies to extend every student's learning.

Using the VTLM in the classroom to achieve numeracy excellence

Current research and best teaching practice across Victoria form the evidence base of the VTLM. Teachers will find clear links between the VTLM and the ideas and guidance produced by the leading researchers in education.

Consider using the VTLM to support numeracy excellence by:

  • using a range of materials/representations/contexts for the same concept (High impact teaching strategy (HITS) 4: Worked Examples, HITS 6: Multiple Exposures).
  • using a range of question types to probe and challenge children's thinking and reasoning; encourage children to explain their mathematical thinking/ideas (HITS 7: Questioning).
  • having high but realistic expectations of all children (Practice Principle 1: High expectations for every student promote intellectual engagement and self-awareness).
  • using reflection to draw out key mathematical ideas during and/or after the lesson (Pedagogical Model, Elaborate domain).
  • using a variety of assessment methods and modify planning as a result of assessment (Practice Principle 6: Rigorous assessment practices and feedback inform teaching and learning; Pedagogical Model, Evaluate domain; HITS 8: Feedback).

These ideas are drawn from the Early Numeracy Research Project in Victoria (2002) and can also be seen in the case study accompanying Professional Practice Note 18, see: Using the Victorian Teaching and Learning Model at Vermont Secondary

Using the VTLM to support teacher professional practice

The VTLM encourages teachers to focus on professional development and to identify areas for improvement. Each component of the VTLM supports teachers to consider different aspects of their teaching practice. To further their skills and knowledge, teachers can use:

The vision of learning

This focuses on values that drive a high performance learning culture.

Break the statement into parts and reflect on what happens in your classroom. What do you need to change to ensure the Vision is true for your students?

Practice principles

The nine signature principles make the difference in improving student achievement and motivation.

Which principle is your school's focus and which is your individual focus? How do these link to your classes with respect to numeracy? Are your students supported and challenged?

Pedagogical model

Teachers are encouraged to reflect on their teaching practice through the continuum of practice provided for the domains.

Place yourself on the continuum of each domain - Engage, Explore, Explain, Elaborate and Evaluate. Which domain would you identify as an opportunity for improvement? What can you do to move to the next level?

High impact teaching strategies (HITS)

The HITS component of VTLM draws attention to the ten most effective teaching strategies.

Which do you commonly use when you teach numeracy skills? How do you use the strategy? Place yourself on the continuum of each of the HITS and consider how you can move to the next level.

Starting a conversation with colleagues

The questions below offer conversation starters for group discussions in Professional Learning Communities (PLCs), Communities of Practice (CoPs), teaching teams, or individual conversations with learning specialists and other teachers:

  • Do teachers hold a common belief and understanding of what it means to be numerate and how teaching numeracy can be achieved across learning areas? How important is this in our planning and delivery of curriculum?
  • How can teachers challenge students to think through explaining, listening and problem-solving? Where can the skills (understanding, fluency, problem solving and reasoning) be further developed?
  • As a PLC/teacher, where are we/am I on the continuum of practice in the Pedagogical Model and HITS? What knowledge and skills do we/I need to improve my teaching practice?
  • As a PLC/teacher, how do we/I deepen our/my knowledge of the HITS that best support our/my students' learning, and move through the continuum of practice? What evidence from our/my numeracy learning classes can we/I collect to show growth?
  • As a PLC/teacher, what professional knowledge and skills can we/I share with our/my colleagues to improve their use of the VTLM to support numeracy learning?
  • As a PLC/teacher, are we incorporating numeracy standards in our curriculum planning?
  • Are we using student numeracy data to inform our practice, diagnose student numeracy needs and evaluate the impact of our interventions?
  • How can we collaborate to develop numeracy goals with students and for ourselves?

Explore the latest professional practice note

A professional practice note has been developed to support you and your colleagues to use the Victorian Teaching and Learning Model to achieve excellence in numeracy.

Professional practice note 18: excellence in numeracy through the Victorian Teaching and Learning Model

Professional Practice Note 18 resources

Additional information and support

For more information, or to share your feedback, email: professional.practice@edumail.vic.gov.au