Learning & Teaching

Students have time for Guided Practice

• Time is provided during class for students to complete examples of the skill, allowing for ‘just in time’ feedback.

• Practice activities are ‘levelled’ to allow for differentiation where appropriate

Routines and Procedures are established and consistent

• Classroom discipline structures are set early and adhered to consistently (boys feel safe in structure)

• Clear protocols are set for discussions, group work, and individual work, including what to do when students are confused or need help

• Students are made aware of both what structures exist and why these benefit their learning

• Protocols around submission of work, feedback timelines, and work structure are clear

What Explicit Teaching is not:

Chalk and Talk:

• Explicit teaching has sometimes been mischaracterised as direct instruction to the detriment of any other instructional method. A lesson consisting of only direct instruction (without guided practice or feedback mechanisms) will likely overwhelm the cognitive load of students and lead to minimal learning.

A lack of critical thinking:

• Paul Kirschner claims that “if critical thinking skills exist, they can be explicitly taught”. Proponents of explicit teaching suggest that teachers should identify what it is that experts do when thinking critically, and teach those skills, behaviours, and mindsets with the same declarative intention as any other content.

One size fits all:

• Explicit Teaching does not negate any differentiation. While explicit teaching usually presents the class with an overall learning goal, well-structured lessons move from the concrete to the abstract. While some students may achieve success by mastering the concrete, others will need to be pushed to consider connections beyond the immediate learning. Lorraine Hammond also argues that direct instruction (the content delivery part of direct teaching) “allows teachers to teach the same concept to students but differentiate at the point of individual practice”. This means that great lessons may include ‘levelled’ guided practice activities as embodied in the SOLO and ‘must, should, could’ protocols.

Pure Inquiry or PBL:

• While experts use something similar to the inquiry model in research to generate new knowledge, they do so from a vast base of declarative knowledge and well-honed skills. It is necessarily slow and methodical. Novices experience more efficient knowledge and skills growth with clear scaffolding. Student research projects have their place when research skills are to be explicitly taught and practiced.

How does Explicit Teaching fit with the Oblate Charism?:

First, make them human, then make them Christian, then make them saints.

St Eugene was very direct in his communications. When St Eugene started his preaching career, he broke down the barriers for the common people of Provence to hear his message. First, he held his masses early in the morning to allow the common people to attend. Second, unlike the other priests of his region, he preached in Provencal, rather than High French. His preaching was deliberately direct and understandable. Tradition has it that St Eugene would try to find the one congregant who was disengaged and try in his preaching to reach that one soul. His aim was universal mastery reached through clear and unambiguous instruction.

Research Base and Further Reading:

Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications. Hammond, L (2019). Explainer: what is explicit instruction and how does it help children learn? The Conversation Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge. Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(2), 75-86. Knight, J. (2012). High-impact instruction: A framework for great teaching. Corwin Press. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American educator, 36(1), 12. Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational psychologist, 42(2), 115-121.

Explicit Teaching - A sample lesson structure

Guiding Principles Underpinning Mazenod Learning and Teaching

Mazenod’s learning and teaching pedagogical framework is set upon a set of guiding principles that are followed by all teachers and in all subjects. Teachers collaborate to achieve a consistent approach to these principles: respectful relationships:

• these underpin our learning and teaching. All members of the community display courtesy and respect to one another discipline:

• the College values and seeks to instil a discipline towards learning, with resilience and a willingness to learn as features high expectations:

• in regards to behaviour, attitude, commitment and academic performance equity:

• a set curriculum and course delivery and a preparation for assessment and assessment tasks that is common across classes within the same subject

• continuity and progression: is seamless across the year levels with evident pathways for student development in particular subject areas personalised:

• provision for all students including those with individual needs and those with particular gifts and talents. Enhancement pathways, special needs, modified programs and options in assessment for mainstream are all provided rigorous and relevant:

• a robust curriculum that is thorough and challenging. The curriculum is regularly reviewed and updated with reference to State and National requirements

• lifelong learning:

• a curriculum that is designed to be relevant as both preparation for future learning demands and for a happy and prosperous adult life explicit and scaffolded lessons and tasks:

• explicit step by step instructions are provided, that graduate learning, building from simple tasks to more complex tasks. Our lesson design seeks to provide a scaffold that enables students to complete tasks, together with a clear understanding of what students are learning and why they are doing so. This is further articulated in rubrics for assessment of tasks and projects regular feedback:

• Mazenod provides regular assessment for students in many forms including both formative and summative. Feedback is provided in a variety of forms including marking sheets, rubrics, written, audio or video teacher comments, peer feedback and self-evaluation. Student work is returned in an appropriate timeframe, typically within two weeks

The High Impact Teaching Strategies

The HITS are a set of teaching strategies designed to make the Visible Learning framework operational, rather than theoretical. The advocated explicit teaching approach incorporates all 10 of the HITS, althoughtnot always in every lesson.

Within these twin frameworks teachers are trusted as professionals to plan for student learning, drawing on their personal strengths as teachers and individuals.

To assist teachers with the task of planning for meaningful learning, the College employs three learning data platforms:

MazCom – our instance of the Schoolbox Learning Management System with a variety of data tools

TrackOne Studio – learning analytics suite edQuire – real time school learning analytics and laptop use monitoring

To assist staff in humanizing and operationalizing this data, the College employs a Dean of Data, Systems, and Analysis and a dedicated Data Analyst. You are welcome to contact either of these staff members at any time for data support or training.

Curriculum

The Deputy Principal (Curriculum) runs monthly Curriculum Meetings with a team of staff appointed by the Principal. Items for discussion can be submitted through your Faculty Coordinator or directly to the Deputy Principals – (Learning and teaching or Curriculum and Staffing) who you will find easy to approach. The Curriculum team is made up of the Dean of Data Analysis, Dean of Staff, Learning Diversity Coordinator, VCE Administration and Exams Coordinator, Enhancement Coordinator and the Faculty Heads who are directly responsible for the curriculum at Mazenod College. The College also administers an extensive Enhancement Programme for gifted students and facilitates the Learning Centre to support students with special needs.

Course Outlines

All subjects at every year level are governed by Course Outlines or planning documents of which each student should have access via the College Learning Management System, MazCom. These documents are located on MazCom and provide a description of the course and outline course requirements and learning outcomes.

Exams are held at the end of Semesters 1 and 2 for all students. For students in Years 11 and 12, there is a detailed VCE Policy for successful completion and attendance.

Year 7 - 10

Apart from the Course Outlines that are given to students via MazCom, each assessment task should be introduced by way of a criteria sheet. This outlines the requirements for the task and sets out the criteria by which grades will be awarded. Letter grades or percentages are allocated to assessment tasks at these year levels, based on the performance of the students according to these criteria or on a rubric or a marking scheme.

Most subjects award very high to very low for each criterion, with each having a numerical value (eg. very high is five and very low is one). The total scores are then compared to a pre-determined scale for grades, and the grade consequently arrived at. Grades range from A+ to E and a UG is awarded when a piece of work fails to meet the minimum required for an E. There is a Late Work Policy on MazCom for Years 7-10.

Year 11

In Year 11 the Course Outline should also be used to indicate to students the minimum requirements for an ‘S’ for a VCE unit. Failure to submit any part of the requirements by the last day of the semester, as declared in the diary, will result in that student receiving an ‘N’. ‘S’ or ‘N’ does not apply to Years 7-10. Contact with parents of students who fail to submit work, or meet deadlines is required, and this communication is shared with the Year Level Coordinator.

Year 12

Course Outlines should also be used with Year 12 and VCAA procedures and practices must be followed. All Year 12 students complete formal examinations.

Homework

Homework is considered to be an integral part of the teaching and learning program, supports the development of sound study attitudes and habits and is considered valuable for developing an individual sense of responsibility and self-discipline.

The school believes that homework serves a number of purposes including:

• Developing positive study habits and subject working skills

• Reinforcing and enriching work undertaken in class

• Providing parents with an insight into the work covered at school and providing feedback to teachers

• Preparation for assessment tasks and exams

The homework guidelines vary from year to year, gradually increasing from Years 7 to 12. Ranges are indicated to allow for individual differences and some increase during the year and at exam time.

Individual students have different patterns each week depending on other commitments and may complete fewer sessions with slightly more time or vice versa.

Homework should be noted in students’ diaries and regularly monitored. Time guidelines include school related reading and other activities.

Homework activities include: set homework, research, reading, spelling, language practice, assignments and assessment tasks, revision, exam preparation, exam and assessment task practice. There is no such thing as ‘no homework’. Starting in Year 9, one (and later two) weekend sessions should include some regular revision, summarising and exam preparation.

A weekly homework/study timetable can be a great help to many students, and can be a brief overview or outline of the week or a more detailed breakdown of the students’ use of the available study time, depending on the needs of the individual student. Homeroom teachers can assist in the preparation of a homework timetable.

Homework

If a student is needing to complete more than the upper limit of these guidelines on a regular basis they should consult with their Homeroom Teacher and/or Year Level Coordinator who can advise on ways to manage and reduce homework loads and who can liaise with the student’s subject teachers.

Detailed suggestions for Years 7-9

Year 7

1 hour – 1 hour 15 minutes per week night (5 sessions)

Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History, Science, Italian/Japanese/Mandarin) over the course of a week.

Each student must consider his individual timetable, but each night should have at least 4 to 5 blocks of 15 minutes sessions in order to cover each subject of that particular day. In the event that one subject has very little homework, this frees a student up to spend more time on another subject (or an extended assignment) for the evening.

A student should take a 5 – 10 minute break between each block or pair of blocks each night.

Year 8

1 hour 30 minutes per week night (5 sessions)

(possibly up to two hours in one night a week depending on a timetable)

Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History/Geography, Science, Italian/Japanese/Mandarin) over the course of a week.

Each student must consider his individual timetable, but each night should have at least 4 blocks of 20 minutes sessions with 10 minutes for reading/spelling/rote learning language phrases and no more than 6 blocks of 20 minutes on any one night. In the event that 5 or 6 homework sessions are required in any one night, the 10 minutes of reading etc. is given to one of the other subjects.

A student should take a 5 – 10 minute break between each block or pair of blocks each night.

Year 9

1 hour 30 minutes per night (6 sessions)

(possibly up to two hours in one night a week depending on a timetable)

Students should aim to commit equal homework time to each core theoretical subject (Religious Education, English, Mathematics, History, Science, Italian/Japanese/Mandarin) over the course of a week, and a smaller amount of time to other theoretical electives (such as Geography, Financial Literacy, Forensic Science, etc.).

Each student must consider his individual timetable, but each night should have at least 4 blocks of 20 minutes sessions with 10 minutes for reading/spelling/rote learning language phrases and no more than 6 blocks of 20 minutes on any one night. In the event that 5 or 6 homework sessions are required in any one night, the 10 minutes of reading etc. is given to one of the other subjects.

In Year 9, some nights will be very light for homework due to a student’s choice of electives, this does not mean the student should have a night off, but rather this allows them to take the pressure off another night by spreading their homework load across a week.

A student should take a 5 – 10 minute break between each block or pair of blocks each night.

Completion of Work (Years 7 - 10)

All students are expected to undertake their studies to the best of their ability, both in class and at home. This includes completion of all set work including assessment tasks. Students are expected to follow the guidelines, stages and timeline provided by teachers for the completion of work and assessment tasks.

Progress Concern –class work, homework and stages of assessment tasks

Should a student fail to complete classwork or homework or should they fail to make progress on extended assessment tasks, they will be given a warning and a reminder. Teachers will document progress. Further warnings result in possible lunchtime detentions. If there is no progress after a week, parents and Year Level Coordinators will be notified of the progress concern via an email letter. Further progress concerns result in Thursday or Saturday detentions.

Progress concern – major assessment task

Should a student fail to submit a major assessment task on the due date, a letter of concern will be immediately emailed to parents and Year Level Coordinators. Satisfactory explanation is requested. Satisfactory explanation can include school related activities, significant illness or major family activities or emergencies. Students have two further school days to complete the task.

1. If adequate explanation is provided the work will be marked as normal.

2. If no adequate explanation is given students can receive a maximum D+ for their work. Their result is reduced three whole grades (e.g. from A+ to D+)

3. If the task is not submitted within the two days allowed teachers will give an N grade for the task and notify the Year Level Coordinator to arrange a Thursday or Saturday detention. The task must still be completed.

4. If the task continues to be unfinished further detentions may result and a parent meeting will be organised.