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Effective Instruction

This page is about effective teaching in a high school classroom. The ideas presented here are my own interpretation of educational ideas and theories.

The Effective Instruction framework
Teaching models (for each key element)
The GOOD, the GREAT, and the EXCELLENT
Becoming a GOOD TEACHER

EFFECTIVE INSTRUCTION

The schematic below represents my ideas about Effective Instruction. I believe there are three main categories of instruction and these are the three "domains" - Feedback, Content, and Context which are borrowed from the new ASOT model. These three domains are particularly relevant to high school classrooms and the ideas I have around effective Instruction. Each domain has one or more sub-category where each domain is categorised in more detail as "key elements". Each key element forms the basis for a teaching model. The teaching models are where I describe what good teaching looks like. Each teaching model is less than a page long - making my description of good teaching less than nine pages.



Teaching models

Intro

Each key element (there are nine) of Effective Instruction is described in some detail by a teaching model which is less than one page in length. The format of one model (Critical and Creative Thinking skills) is shown below.




The GOOD, the GREAT, and the EXCELLENT


How to become a GOOD TEACHER









Intro / Disclaimer / What???

What is "effective Instruction"? For me the simple answer is... a structure of effective teaching and learning in a high school setting. For those familiar with some current research based methodologies you will, at first glance, think this model appears to be based significantly on the new Art and Science of Teaching as it borrows three of the domain names from the ASOT model. Where it differs is by incorporating more than the ASOT model to develop a framework that is specific for high school settings. I am a high school teacher and therefore am much more interested in specific instructional methodologies which apply to my classroom setting. I would like to state here that I do not claim to have any particular original or innovative ideas about what makes instruction "effective". My ideas borrow from current research methodologies such as ASOT, Hattie's work and the Aust. professional standards from AITSL. I have simply tried to put together a simple framework and series of teaching models that would allow any high school teacher to quickly identify some simple things they can do to become a good teacher. Becoming a better teacher is something I have been trying to do for a long long time, and I have learnt that there is no gospel and no perfect model. Every single student needs their teacher to be excellent in slightly different ways, so I imagine my journey to being better teacher will never end.



























Teaching models for FEEDBACK

LGs and SC - teaching model


Teaching models for CONTENT

Direct Instruction - teaching model

Practice and Deepening - teaching model

Checking for Understanding - teaching model

Critical Creative Thinking - teaching model


Teaching models for CONTEXT

Engagement - teaching model

High Expectations - teaching model

Relationships - teaching model

Routines - teaching model

Gary Turner Science
QLD Alan Druery Excellence in Teaching Award (QCT)
QLD Secondary Teacher of the year Award (AISTL)
QLD Centenary of Federation Teaching Award (RACI)
Peter Doherty Excellence in Science Teaching Award
Prime Minister Commendation for Science Education Award