Evidence-informed practice
Research and professional standards that informed the teaching decisions across Learning by Design.
A /
Learning + cognition
- novice → expert
- working memory
- cognitive load
- explicit instruction
- modelling
- worked examples
- guided practice
- scaffolding
- gradual release
- retrieval
- metacognition
Modelling
When students are new to a task, explicit instruction, modelling and worked examples can reduce unnecessary demands on working memory.
Sweller, 2016 · Rosenshine, 2012
Scaffolding
Support can be stronger when learning is new and gradually reduced as students become more independent.
Martin & Evans, 2018
Metacognition
Students are asked to record, revisit and reflect on their decisions so they become more aware of their own learning and what they need to do next.
Department of Education, 2020
Retrieval + multiple exposures
Important ideas are returned to across the sequence through quick retrieval, repeated looking and revisiting earlier interpretations.
AERO, 2023
B /
Curriculum + professional standards
VCAA
Art Creative Practice Study Design, Outcome 1, key knowledge and key skills.
HITS
Questioning, worked examples, feedback, metacognitive strategies and differentiated teaching used across the sequence.
APST
Professional standards used to consider content knowledge, teaching strategies, differentiation, assessment and professional learning.
AERO
Evidence on explicit instruction, scaffolding, practice and retrieval used to inform lesson design.
Creative Australia
First Nations Cultural and Intellectual Property protocols informed how cultural authority, position and culturally specific visual language are introduced and discussed.