Reader Submission

‘The result of unresolved concerns could well lead to an unwillingness to use immersive technology with students. Yet, often, the barriers are surmountable.’ Dr Susan O’Donnell and Adrian Rayner, from the VR Learning & Design Hub, look at teacher’s prior concerns and some of the solutions.

‘…we strive to ensure that all modules open up learning opportunities for all students, regardless of their academic abilities, by building in learning differentiation rather than simply bolting on at a later stage.’ Dr Susan O’Donnell and Adrian Rayner discuss the AR modules designed and developed by the Learning & Design Hub for use by F-6 students.

‘[When] fully embedded and aligned with the Australian Curriculum, AR can be an extraordinary tool for learning, particularly suited to use by primary-aged students.’ Dr Susan O’Donnell and Adrian Rayner give an update on the work of the VR Learning & Design Hub, which has been exploring the benefits of Augmented Reality in the classroom.

‘My experience as a teacher and researcher in Japan has allowed me to observe and study classrooms in depth. The first thing that caught my attention was the use of chalkboards.’ Dr Shirley Tan shares how the traditional Japanese technique of bansho board writing can enhance teaching and learning in your own classroom.

Building strong relationships and creating a positive learning environment is conducive to improving student outcomes. Humanities teacher Andreas Katsanos shares a step-by-step process he undertook to refine his own classroom practice in these 2 areas.

‘[Do] teachers need to be trained therapists? A resounding no. Teachers can provide the best support to students impacted by trauma by developing positive relationships, implementing evidence-informed classroom practices, providing effective instruction and managing the classroom environment so that all students, including those affected by trauma, can thrive,’ Dr Lorna Hepburn writes in our latest reader submission.

‘At Dromana College we had an issue with only a few teachers having the confidence to write a decent rubric…As a school, we therefore came up with our own guidelines on how to construct rubrics for years 7-10.’ In this reader submission, Assessment and Reporting Coordinator Jodi Wilson shares how the Victorian secondary school has been helping teachers to improve their own rubric design skills.

In his Teacher article Establishing Professional Learning Communities that work, Melbourne principal Dr Lars Andersson shared details of the planning and preparation phase at Richmond High School. In this follow-up, he discusses the implementation experience and the impact on practice and student outcomes.

In our latest reader submission, Dr Lars Andersson ­– Principal of Richmond High School in Melbourne – shares how his school has worked to establish effective Professional Learning Communities (PLCs). In this first article, he explains the thinking behind introducing the PLCs, and the planning and training phase.

'Closely crafting questions, reviewing data, making changes, engaging with open-ended questions were already all part of my daily work in the classroom.’ Dr Jason DeHart discusses the importance of teacher voices in research, and reflects on his own study journey.