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A great post from Kath Murdoch in which she outlines how inquiry teacher teach. What I really liked about it is that even if you don't 'do inquiry' you can still take some of the facets of an inquiry teacher.

"The English Developmental Continuum F-10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards for the AusVELS English Domain. These teaching strategies are designed to support purposeful teaching of individuals and small groups of students with similar learning needs. It is intended that teachers use the strategies in the context of their own classrooms, text or topic being taught."

A great post from Jason Borton discussing how he worked with his leadership team to refocus his school on learning.

A resource with five dimensions to support teaching and learning

A post looking at Carol Dweck's Mindsets and how it impacts learning. Focusing on feedback as an intervention in the classroom, the writers unpack what they found before and after, as well as some tips.

"The major stumbling block for mathematics education in Australia is that teachers, qualified or not, don't learn enough mathematics and they don't learn it well enough"

An interesting reflection on formative assessment and some simple ideas of how to incorporate it into the classroom.

The Mathematics Developmental Continuum F-10 provides evidence based indicators of progress, linked to powerful teaching strategies, aligned to the progression points and the achievement standards of AusVELS Mathematics. Indicators of progress are points on the learning continuum that highlight critical understandings required by students in order to progress through the AusVELS achievement standards. --- A great place to build your content knowledge, but also a great place show where the next step is.

A glogster presentation containing 12 different ways to utilise Google Docs for learning. There are also links to more information for each example.

Alex Quigley explores the topic of group work. Rather than a clear answer, he provides a excellent series of reflective questions to guide things. If we accept the notion of the 'wisdom of crowds', then what is the magic number for group size? There is no fixed answer, but research evidence shows that any group size above six is unlikely to be effective. Why is this? Well, successful group work relies on group goals, but alongside individual responsibility. With too many students in a group it is too easy for social loafing (students putting in less effort when they know they can because other group members pick up the slack) to happen. Better to have a smaller groups, such as trios or fours. Of course, even then, they'll need training.