Explicit Teaching
At Mission Beach State School we have adopted explicit teaching as a core whole school teaching method. This ensures consistency of approach in all classrooms.
The explicit teaching model includes the following components: Warm Up, Introduction, I Do We Do You Do, Plough Back and Review.
The warm up is specifically to move knowledge from short term to long term memory through oral repetition and chanting of core facts or skills previously taught through fast response activities on the whiteboard or on flashcards;
The introduction is designed to review or make links to previous work and to engage students ready for new or continued learning;
The I Do involves the direct instruction by the teacher of the process or skill and the explicit modelling of the expected standard. This is where the teaching is broken down into a step-by-step process;
The We Do involves the students in the guided practice of the process or skill until all have mastery. The learning is scaffolded to build student confidence;
The I Do component is where the student works silently on the individual task while the teacher moves around the class to monitor, provide feedback and support;
The plough back & review provides an opportunity to review key concepts and skills and clarify expected standards and qualities.
Visible Learning
Visible Learning within our classrooms is an organisational structure that allows our students to have clarity around what it is they are learning, what success in that learning looks like and what they need to do in order to be successful in their learning. It places a high degree of responsibility on each child to take ownership for their learning by setting goals and constantly reflecting on their own progress towards the achievement of those learning goals as identified in the learning framework on the classroom walls. Examples of student work highlight what success looks like for each section of the work and these examples are aligned with the learning framework and displayed alongside the framework as a point of reference. This then becomes a learning resource for the whole class and allows children to work with peers to develop knowledge and understanding.