Teaching + Learning

In Teaching and Learning this term, our focus has been on practical strategies that can help every student experience success in the classroom. At Warrandyte High, we recognise that every subject is different, but there are some common features that all good lessons have: setting high expectations, checking for understanding and scaffolding learning for every student.

High Expectations

Research consistently shows that students are more likely to succeed when teachers communicate high expectations and provide the support needed to achieve them. High expectations are about more than academic challenge, they involve creating a classroom culture where effort, persistence and improvement are valued, and where every student is encouraged to believe they can make progress.

Rather than lowering the bar when learning becomes difficult, effective teachers provide the guidance and encouragement that help students reach ambitious goals. This approach builds both confidence and resilience while fostering a genuine belief that success is attainable through effort and practice.

Checking for Understanding

One of the most powerful ways teachers improve learning is by continually checking what students know throughout a lesson, not just at the end. We can do this through multiple ‘Opportunities to Respond.’ Rather than asking, "Does everyone understand?", teachers use a variety of strategies such as questioning, mini whiteboards, partner discussions, exit tickets and quick retrieval activities to gather evidence of student thinking. Using a mix of these strategies, enables an interesting and engaged classroom where students are actively participating in their learning.

To this end, we have created multiple sets of ‘mini whiteboard’ packs for our teachers to borrow out from the library and I am currently making sets of resources (Yes/No Cards, Traffic Light Cups etc.) for our staff to use in their Checking for Understanding.

These frequent "checkpoints" allow teachers to identify misconceptions early, adjust their teaching in real time and provide additional support before small misunderstandings become larger learning gaps.

Educational researcher John Hattie identifies formative evaluation using evidence during learning to guide teaching as one of the most influential practices for improving student achievement. By making student thinking visible, teachers can ensure that every learner remains engaged and supported throughout the lesson.

Scaffolding Success

Just as scaffolding supports a building while it is being constructed, instructional scaffolds provide temporary support that enables students to complete tasks they may not yet be able to accomplish independently.

Scaffolds might include worked examples, sentence stems, graphic organisers, guided questioning, checklists, or modelled demonstrations. As students develop confidence and mastery, these supports are gradually removed, encouraging independence while maintaining appropriate levels of challenge.

Effective scaffolding allows all students to access rigorous learning without reducing expectations.

Learning Intentions and Success Criteria

You may have noticed our new Learning Intention and Success Criteria magnets displayed in every classroom.

These are much more than classroom decorations, they provide students with a clear roadmap for learning. By making these visible and referring to them throughout the lesson, teachers help students understand the purpose of their learning, monitor their own progress and recognise when they have achieved success.

Rather than wondering, "What are we doing today?", students are encouraged to ask, "What am I learning, and how will I know if I've been successful?" The Learning Intention and Success Criteria are designed to answer these questions clearly.

Numerous studies suggest that when students have clarity about learning goals and success criteria, they become more engaged, more self-regulated and better able to take ownership of their learning.

Working Together to Support Learning

These initiatives form part of our ongoing commitment to evidence-informed teaching. Small improvements in classroom practice, consistently implemented across every classroom, can have a significant impact on student learning over time.

By combining high expectations, regular checks for understanding, purposeful scaffolding and clear learning intentions, we aim to create classrooms where every student understands the learning, feels supported and is challenged to achieve their personal best.