It begins with the fundamental premise that students are the experts on how to teach, and students are the experts on content.

In practice, the domains do not exist in isolation. support colleagues to develop sequenced learning programs that are scaffolded to promote student independence in learning, structure learning sequences to provide multiple opportunities for students to consolidate new knowledge and practise new skills, support colleagues to monitor students’ progress, and adjust instruction to meet individual student needs, model effective practice and support colleagues to develop individual learning strategies and assessment rubrics in collaboration with students, explain reasons for using particular strategies and encourage students to reflect on which strategies are most effective for them. [19][20][21], Confucius (551–479 BCE) stated that authority has the responsibility to provide oral and written instruction to the people under the rule, and "should do them good in every possible way. [14], Aristotle (384–322 BCE) composed a treatise, On Education, which was subsequently lost. Cambridge University Press. evolving and will be expanded through showcasing best practice across Victorian government schools. build safe learning environments that support students’ wellbeing, set learning goals that explain what students need to understand and what they must be able to do, communicate high expectations and promote effort and hard work, consider students’ backgrounds, interests and prior knowledge, demonstrate knowledge of contemporary resources to enrich teaching and learning programs and to enhance student engagement, engage with individual students and respond to their academic, social and emotional needs. Giroux, Henry and David Purpel. Reality Pedagogy is an approach to teaching and learning that focuses on teachers gaining an understanding of student realities, and then using this information as the starting point for instruction. scalable possibilities, allowing individual teachers, professional learning communities, and whole schools, to set goals and actions centred on the pedagogical model domains.

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[3][4] Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Other relevant practices in the Confucian teaching tradition include the Rite and its notion of body-knowledge as well as Confucian understanding of the self, one that has a broader conceptualization than the Western individual self. [47], American author and educator Carol Ann Tomlinson defined Differentiated Instruction as "teachers' efforts in responding to inconsistencies among students in the classroom." "[14] One of the deepest teachings of Confucius may have been the superiority of personal exemplification over explicit rules of behavior. [14] Plato saw education as a fulfillment of the soul, and by fulfilling the soul the body subsequently benefited. [8][9] Negative connotations of pedantry have sometimes been intended, or taken, at least from the time of Samuel Pepys in the 1650s. Developing expertise across those essential interrelated components builds practice excellence. analyse student data, reflect on the effectiveness of their own teaching and identify appropriate  professional learning. practice principle 4: Curriculum planning and implementation engages and challenges students. Ed.

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