CSBB PEDAGOGICAL FRAMEWORK
PEDAGOGICALLY REASONED PRACTICES INFORMED BY TEACHER KNOWLEDGE
Know students and how they learn
NEW LEARNING
Novice Learner ‘Surface learning’
Learners are encountering new content, skills, or knowledge along the continuum of learning.
Novice learners gradually build their knowledge and skills through direct and explicit instruction, practice and repetition.
Learners experience new information, skills and knowledge as separate pieces of information ‘chunked’ into accessible components.
Explicit instruction, teacher guidance, modelling and scaffolding is required to support students' acquisition of new knowledge and skills.
When information is very complex or new, it is important that teachers reduce the load on students’ working memories as much as possible to maximise learning.
(CESE, 2018)
● Organise material into logical sequences
● Break complex information into smaller steps
● Present new material using explicit instruction, demonstration and modelling
● Demonstrate using worked examples and nonexamples
● Explain own thinking using think-alouds to develop students' metacognitive skills
● Provide detailed guidance, scaffolding and necessary supports
● Regularly check for understanding during modelling and instruction
Know the content and how to teach it
BUILDING PROFICIENCY
Building fluency and competency ‘Deeper learning’
Students have attained a level of knowledge and skills that can be practised. As students' knowledge and skills increase, learning requires a mix of guided instruction and opportunities to practise problem-solving.
This practice builds fluency and supports development of schema required to retain information. Schemas, which are organised patterns of thought or behaviour, assist in processing and retrieving information from long-term memory.
When students initially attain a level of expertise in the background knowledge of a subject, they can practise and extend their learning effectively through independent problem-solving.
(Sweller 2021) AERO
● Plan and provide deliberate, structured opportunities to practise
● Focus practice on specific skills and processes in response to individual needs
● Build fluency and competency through varied tasks
● Combine guided instruction with problem-solving
● Gradually reduce scaffolds and support as needed
● Increase opportunities for independent application of learning
● Prompt critical thinking and reasoning
EXPLICIT TEACHING
MASTERY OF LEARNING
Deepening learning for transfer and application ‘Transfer’
Students have developed understanding, allowing them to integrate, transfer and apply knowledge and skills to new contexts.
Students continue to develop a deep and well-organised knowledge base that allows them to adapt their learning and problem-solving strategies to new and varied situations, showing high levels of flexibility and creativity.
Once they have mastered a set of knowledge and built a mental model that connects relevant information, they are then able to apply their knowledge and skills to solve unfamiliar problems.
(Sweller 2016, 2021) AERO
● Plan and provide increasingly complex tasks
● Create tasks requiring application of learning to new and unfamiliar contexts
● Enable independence by encouraging selfdirected learning and gradually reducing scaffolding
● Encourage critical thinking by posing problems and reflecting on multiple perspectives
Plan lessons according to students existing knowledge and skills
Use multiple entry points to provide opportunities for all students to engage in learning
Explain the lesson structure and make learning explicit through learning intentions and success criteria
Teach specific vocabulary and terminology associated with subject matter
Activate students’ prior knowledge and draw connections to new learning
QUESTIONING AND COMMUNICATING
Plan for and pose questions that: engage students actively and assess their understanding create opportunities for students to use various forms of communication require deep thinking, justification, and reasoning promote different ways of thinking about the content vary in complexity as students’ knowledge and skills progress
ASSESSING, MONITORING AND PROVIDING FEEDBACK
Prompt, listen actively and monitor student learning Adjust instruction to ensure alignment with success criteria
Provide timely, specific and effective feedback about student progress to assist next steps in learning
Address student misconceptions and adjust teaching to maximise learning