Author: David Innes


Multiple Exposures is one of the High Impact Teaching Strategies (HITS) that has been known to have a great effect on student achievement in the classroom. The premise is that students learn best when concepts are repeated in a variety of different ways and they are given different opportunities to show their learning. In this lecture, you will be given an explanation of how multiple exposures works, some examples of where it has been used in the classroom and sample strategies and ideas that could be implemented. This lecture is designed for CRTs in either primary or secondary classrooms. 

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Author: Roland Lewis


Demystifying learning is a passion of mine.  For too long I was subject to and even participated in the hiding of learning goals from students, under the misguided assumption that they had to prove they could do it, through some sort of learning osmosis.  Thankfully the wider education (and I) have shifted away from this view to a more powerful learning strategy of making the learning visible and the focus of our core business – teaching.


They key to this is to develop a culture of learners who understand a consistent and predictable approach to learning new concepts and skills.  Once they understand how the learning is structured, then they can exercise a level of agency and become active participants in their own learning.  A learning board is a tool that allows learners to find the learning intention, steps to success, key metacognitive guidance and successful behaviours – to achieve their personal best, in each lesson.

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Author: Lara Schendzielorz


Our ability as educators to continuously improve our practice is always at the forefront of our minds. In the midst of National Reconciliation Week it is pertinent that we are considering our effectiveness as culturally competent educators and who we are learning from and working with to develop our skill sets, particularly in relation to Indigenous education and perspectives.  One element of this is through the engagement and partnerships with local Koorie communities as well as larger educational bodies.  Do you know who your local community is? Do you know how to engage with them?


Successful engagement with Koorie communities involves developing relationships to work together towards stronger awareness, greater interaction, understanding and informed education.



Through training in cultural competence with local community perspectives it allows for authentic, relevant and true exploration of Indigenous history, education experiences and perspectives. Working with communities allows for informed discussion and development alleviating assumptions and tokenism, allowing for truly reflective and engaged learning communities.

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Author: Louise Hanrahan 

 The structure of an effective lesson is no secret! Simply incorporate the following elements into your lesson:


  • Clearly explain the Learning Intention
  • Link the learning to the Success Criteria
  • Explicitly teach the new knowledge
  • Check for student understanding
  • Provide time to practice
  • Explain the assessment criteria

Structuring a lesson effectively can make a huge impact on student outcomes. By providing a predictable and transparent scaffolding to our lessons we can support students to access what is being taught.  When I provide a structure to my lessons which my students are familiar with I can keep the content interactive but also moving at a fast pace.   

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Author: Louise Hanrahan

How can we make success visible in the classroom?  Today’s session is a follow on from the Learning Intentions webinar.  We take a deeper look at how we can provide clear Success Criteria for our students. We will look at examples of success criteria and focus on how these SC clarify and communicate to students what success looks like.  When we provide clear Learning Intentions and Success Criteria we reduce the cognitive load for students, so that they can concentrate on achieving success in the lesson.


What have you taken from this course that you will implement in your classroom?

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