shipPs
teaching tool
Sacred Heart in pedagogical Perfection since 1970
Theory and Practice
In 2019 the Sacred Heart staff began their journey in high impact teaching practices through the SHIPP Program (Sacred Heart in Pedagogical Perfection).
This project initially started its foundations in the curriculum, building staff knowledge around the Australian Curriculum and common concepts within it. From these identifies concepts the staff developed 5 key concepts of understanding; Identify Health and Wellbeing; Our Natural Environment and Sustainability; Places and Spaces in Time; Social Organisation; and The Physical World and Scientific Laws.
As the program developed the staff deepened their understanding of the curriculum. This led to the evolution of the SHIPP program, shifting from a focus on curriculum and planning, to redirecting towards a focus on researched based best teaching practices. Through our agreed practice and shared vision of research the staff have created a list of theorists who they believe enable them to remain true to the development of building learners who have a deep understanding of the material taught whilst value questioning and learning about their world.
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These list of leading educational researchers and texts of influence include, but are not limited to, are:
- Kath Murdouch (2015) The Power of Inquiry
- Ron Ritchhart & Mark Church (2020) The Power of Making Thinking Visible
- Ron Berger (2016) Learning That Lasts
- Oliver Lovell (2020) Cognitive Load Theory in Action
- Tom Sherrington (2019) Roshenshine’s Principles in Action
- Barbara Oakley (2021) Uncommon Sense Teaching
Other researchers and works of influence have been John Hattie, Dylan Wiliam, Arran Hamilton, Trevor MacKenzie, Oliver Caviglioli, Guy Claxton and Beth Rogowsky, Terrance Sejnowski, Judith Hochman and Natalie Wexler’s The Writing Revolution, and the Victorian the Department of Education and Training paper on High Impact Teaching Strategies - Excellence in Teaching and Learning (2017).
Clarify learning intentions which clearly state what success looks like
Simplifies what students need to understand and do to achieve
Access student prior knowledge
Purpose for learning by linking specific learning goals
Class Discussions
Provaction - books, photos, picture, toys, videos, boxes, material, etc
Incorporates a series of clear steps and transitions between them
Scafolds learning to build students knowledge and skill
Barbara Oakley
Uncommon Sense Teaching
Dr Nathaniel Swain
Example Presentation
Numeracy Recources
Show don’t tell
Step-by-Step examples
Graphic Summaries
The ability to inquire with purpose and curiosity
Effective learning requires deep thinking, inspiring wonder and metacognition
Open
vs
Closed
(Hattie)
Comprehension
Strategies
Donut Discuss
Two way feed back designed to advance student understanding, as well as understanding their own impact on their learning
Harvod’s Project Zero
Inquiry Mindset
Trevor Mackenzie
Jessica Vance
Drive by Post its
I used to think....
Now I think....
Encourages student to think about their own learning process and assists with self-reflection
Through this practice students think about thier own thinking as a learner, collaborator and contributor, leading to deeper thinking and promotes self-motivation
Student Goal Setting
Classroom
Discussions
Differentiated
teaching
Using evidence of student learning to make adjustments, so all students achieve success and improve learning
Hattie‘s “Visible Learning”
Marzano “The Art and Science of Teaching
Barbara Oakley “ Uncommon Sense Teaching
Expressing ideas/learing/thoughts through a variety of activities
