Part two of TeFL Domain 4 Teaching for effective learning. South Australian teaching framework.

1. Teaching for
effective learning
4.2 Connect to students’ lives and
aspirations

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3. Acknowledge the personal significance of student
contexts,cultures and aspirations
 Do you have a monocultural,
monolingual perspective?
 How do other groups or
cultures use this
skill,knowledge strategy?
 Are the practices culturally
inclusive?
 How might they use this
knowledge in the future?
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4. Learner interest is generated through what comes
through the door and what is generated in classroom
 Value individual self-
expression.
 Offer activities where students
choose their own way of
completing them.
 Offer different ways of
learning content.
 What lights them up?
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5. Support students to know themselves, their passions
and their strengths
 Create activities which allow
them to dream.
 Create activities where they
explore for themselves.
 Allow them to share their
ideas with others.
 Allow them to have input into
their learning.
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6. Encourage new perspectives and discussion
 Challenge their avenues of
information.
 Listen to responses and direct
them onto new ground.
 Pose guiding questions which
encourage a complexity of
thinking.
 Allow them to discuss their
ideas openly.
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7. Allow students to investigate and share learning
interests
 Encourage group and class
presentations.
 Encourage safe presentations to
other audiences.
 Encourage them to listen to
everyone.
 Allow them to understand that
learning opportunities are
everywhere and can be shared.
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8. Develop topics which demonstrate relevance to life
beyond the classroom
 Encourage students to connect
learning with real issues.
 Encourage students to connect
learning with their aspirations.
 Show them real life
applications of what they are
learning.
 Allow them to see their
learning as a continuum.
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9. Connect learning to issues of personal, local, national
or international significance
 Allow them to use their learning
to create change.
 Encourage them to use their
learning in safe national/global
situations
 Encourage them to use their
learning to contribute as
citizens.
 Allow them to use their learning
in safe,new situations.
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10. Use contemporary technologies
 Encourage them to
experiment with technology
 Encourage them to explore
technology
 Encourage them to look at
technology in a complex way
 Encourage them to compare
the efficiency of devices for a
particular task
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11. Ensure a range of purposes and community audiences
 Get them to blog or use safe
social media.
 Get them to use their learning
to produce materials for the
benefit of all.
 Look at presentation options.
 Use a range of task
presentations.
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12. Create ways of involving families
 Create assignments where they
need to discuss information with
their families.
 Create assignments they will
talk about.
 Ask them to speak with parents
and family about different
things.
 Get them to compare cultural
approaches to different aspects
of their learning.
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13. Capitalise on unique strengths
 Get them to connect safely
globally and be rewarded for
their uniqueness.
 Allow them to draw or create
artistic responses.
 Value and discuss different
approaches.
 Get them to see if everyone does
the same thing it can have its
limits
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14. Identify the extra skills they need
 Create assignments which
highlight learning gaps.
 Scaffold the harder things.
 Create opportunities for them to
see they need to learn.
 Show examples of what they
can achieve.
 Let them contribute ideas and
skills to challenges.
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15. Explore literacies
 Look at how languages
explain/understand things
differently.
 Use visual literacy.
 Support literacy with captioning.
 Challenge them to develop flexible
ITC literacy.
 Show them how meaning can
change through medium of
expression.
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Government of South Australia 2013 Attribution