1. Mansfield State School Pedagogical Framework.
Louise Lamont, 2016

2. The Core Systemic Priorities….
Student centred planning.
High expectations.
Alignment of curriculum, pedagogy and assessment.
Evidence-based decision making.
Targeted & scaffolded instruction.
Safe, supportive, connected & inclusive learning environments.
Louise Lamont, 2016

3. Strategic Improvement Strategies.
Louise Lamont, 2016

4. Dimensions of Teaching and Learning….
Explicit Instruction
Louise Lamont, 2016

5. Our 2016 Priority Areas….
Student improvement & high quality teaching practices in:
Reading
Writing
Numeracy
High quality teaching practices
Australian Curriculum implementation
Whole school assessment & data collection
Closing the gap – indigenous & non-Indigenous
Community partnerships
Instructional Leadership development

6. Dimensions of Teaching and Learning Mansfield Style….
Louise Lamont, 2013

7. Strategic Improvement Strategies.
Louise Lamont, 2013

8. School Improvement Priorities 2013 – 2016.
The priorities for Mansfield State School over the next four years, as detailed in The School Plan are:
Core Priority – Reading.
Core Priority – Writing.
Core Priority – Numeracy.
High quality teaching practices – focus on high quality teaching practices, characterised by high expectations of all students, deep knowledge of learning areas and pedagogical practices, targeted teaching in response to students’ specific needs and context, and a safe, supportive, inclusive and disciplined learning environment.
Australian Curriculum implementation.
Whole of school assessment and data collection.
Core Priority – Science.
Core Priority – Closing the gap between the attendance and outcomes of our Indigenous and non-Indigenous students.
Productive partnerships with school community stakeholders.
Instructional leadership development.
Louise Lamont, 2013

9. Where does the Pedagogical Framework fit with the Curriculum Plan?
Louise Lamont, 2016

10. Where does the Pedagogical Framework fit with the Curriculum Plan?
Louise Lamont, 2016

11. Louise Lamont, 2016

12. Explicit Instruction.
In his article entitled, ‘In Pursuit of Expert Pedagogue,’ Berliner (1986) ultimately concluded that effective teaching is a dynamic mixture of expertise in a vast array of instructional strategies combined with a profound understanding of the individual students in class and their needs at particular points in time. (Marzano; The Art & Science of Teaching, 2007).
Louise Lamont, 2013

13. Explicit Instruction. At Mansfield State School, teachers:
Explicitly teach new concepts using elements of the Gradual Release of Responsibility model (Pearson & Gallagher, 1993) and the Fleming Model of ‘I Do – We Do – You Do.
Use the following steps in explicit teaching sessions:
- Reflect on prior learning (warm up)
- Set the purpose for learning.
- Explain the concept/ tell students what to do.
- Model how to do it.
- Guide student’s hands-on application of the new learning.
- Break learning into small parts.
- Think aloud.
- Integrate higher order thinking skills across the curriculum.
- Use Information Technology innovatively to engage students.
What we see as evidence is:
High levels of student engagement.
Variety of contemporary teaching strategies.
Data driven teaching that is purposeful, focused on student’s needs, and explicit.
High expectations of students
Louise Lamont, 2016

14. Explicit Instruction. I Do We Do You Do
Explicit Teaching is a sequence of supports:
Setting a purpose for learning
Explaining the concept & telling students what to do
Showing them how to do it (modelling) Thinking Aloud.
Guiding their hands-on application of the new learning.
I Do
We Do
You Do
Louise Lamont, 2016

15. Not linked to MAIN LESSON
Warm – Ups.
Not linked to MAIN LESSON
Move students'
knowledge from
short to long term
memory
Switch on students
to learning
Warm-Ups.
Build students'
stamina (ability to
focus)
Develop automaticity
(number facts, sight
words, phonics etc)
A warm-up in action:
Louise Lamont, 2013

16. Warm – Ups.
English Warm Up Usually delivered at the start of an English block. A typical literacy warm up includes:  Sight words and vocab  Phonics  Phonemic awareness  Tracking & segmenting  Spelling rules  Grammar concepts  Punctuation concepts  Comprehension strategies  NAPLAN concepts  Selection of previous work covered
Maths Warm Up
Usually delivered at the start of a Maths block. A typical numeracy warm up
includes:
 Number facts
 Times tables
 Four processes
 Place Value
 Rules, formulas
 Coverage of all maths strands
 Maths vocab
 Applications on concepts/skills
 NAPLAN concepts
 Selection of previous work covered
Louise Lamont, 2016

17. I Do. I Do WALT – What Are we Learning Today?
WILF – What Am I Looking For?
Louise Lamont, 2016

18. We Do
We Do.
Louise Lamont, 2016

19. You Do.
You Do
Louise Lamont, 2016

20. Check for Understanding through student reflection………
Plough Back.
Check for Understanding through student reflection………
Louise Lamont, 2016

21. Let’s look at a lesson in practice……….
Explicit Teaching.
Let’s look at a lesson in practice……….
Louise Lamont, 2016

22. Questions?
Louise Lamont, 2016

23. Where to from here?
This term we will focus on the ‘Explicit Teaching’ domain.
Professional Development, Teacher Talks, Sector Meeting discussions, Year Level Meeting discussions & Line Manager’s classroom visits will focus on embedding the expectations for explicit teaching in all classrooms.
Each term, the main focus will be on one dimension from our Pedagogical Framework. The plan for this will be shared soon.
Louise Lamont, 2013

24. What support will there be?
Professional discussions with colleagues, Line Managers, HOC & Leadership Team.
Planning support from HOC.
Coaching (Reading & problem Solving) involving Leadership Team.
HOC happy to mentor in classrooms. If you’re trying something new & want feedback, HOC can provide this.
Opportunity to Watch Others Work (WOW). If you’d like to go & see a colleague in action with explicit teaching, let your Line Manager know so that release time can be organised.
Louise Lamont, 2013