Matthew Flinders Girls Secondary Colleges purpose is to build a learning community that challenges and supports young women

to be the best that they can be.

MATTHEW FLINDERS GIRLS SECONDARY COLLEGE

T E A C H I N G & L E A R N I N G M O D E L
ces s Bu ing In Ge ildin for ne rat g Co mati Ex ing nce on ten Tes pts din tin gR g eas on ing Pro

Wa y s o f knowing

ing nk ing i Th eat ng ing Cr ecti ing nk hi Re tend nT Ex go tin ec Re

IN

IV

Cognitive Models Inquiry

IV

IN
Wa y s o f being

Skills for working

Social Models Constructivist

Direct Teaching Models Behaviourist

SUPPORTIVE
Collaborating Constructing Knowledge & Understanding Problem Solving Scaffolding Facilitating Learning skills Acquiring Knowledge Modelling Sequencing Reecting on success Looking forward

Matthew Flinders Girls Secondary Colleges purpose is to build a learning community that challenges and supports young women to be the best that they can be.

MATTHEW FLINDERS GIRLS SECONDARY COLLEGE

Direct Teaching Models: Involve the learning of skills and the acquisition and production of knowledge. These (Behaviourist) models include modelling and sequencing. http://bit.ly/Behaviorismeducation
Re#lecting on how well the new learning has been acquired and where to from here is important.

Social Models: Are based on learner collaboration and the construction of knowledge and understandings. These models include constructivist approaches and group problem solving. http://bit.ly/costructivismeducation
Scaffolding the learning is important and the role of teacher as facilitator.

Cognitive Models: Involve the processing of information, building of concepts, generation and testing of ideas and thinking creatively. These models include inquiry, inductive learning and teaching through analogy. http://bit.ly/cognitiveeducation
Re#lecting on thinking and extending reasoning to new situations is important.

Differentiated Instruction Essential to the Matthew Flinders Model of Teaching and Learning is the concept of Differentiated Instruction (DI). DI is based on knowing the entry point of the learner, their interests and learning proEile, and developing a plan of instruction to ensure individual progress through the teaching and learning sequence. DI covers the tailoring of content, process, products and the learning environment. The Teacher The Teacher is the planner, facilitator and assessor, with an expert base of content knowledge in his/her area of specialisation. In order to differentiate instruction effectively, it is the teachers responsibility to know their students point of entry through careful examination of all of the available data (NAPLAN, VELS, reports and communication with other staff). The Teacher makes decisions about lesson objectives and which model best suits a lesson objective. The Student The Student is a responsible partner in their learning, understanding their preferred learning styles, what they are learning and why. The MFGSC Inquiry Based Learning Model

Immersion

Petit Inquiry

Rich Task