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• drawing students’ attention to the key features of new material
• linking existing knowledge to new material by identifying connections with prior
knowledge and experience (Westwood 2006)
• modelling the process of developing concept maps using a ‘think aloud’ strategy
• providing students with or asking students to develop graphic organisers/concept
maps/visual aids
• providing focus questions before activities to assist students to monitor and reflect on
their comprehension of information (Curriculum Corporation 2005)
• providing sufficient practice and instructional scaffolding
• providing a scaffold for recording (Curriculum Corporation 2005)
• making explicit the indicators for success (eg a rubric), so students can judge when
they have accomplished the intended learning.
Review
Review occurs when students are required to apply previous learning at different times and
in different contexts. Review assists students to remember previously learned knowledge,
skills and strategies and to develop connections with new learning material.
Effective review involves:
• planning opportunities for review that are distributed over a period of time
• planning opportunities for the review of recently learned and previously learned
materials simultaneously
• reviewing previously learned knowledge, skills and strategies relevant to new learning.
Review strategies include:
• oral questioning
• tests and quick quizzes
• individual/group conferences
• using questioning to identify relevant prior knowledge (eg ‘What do we know about
information reports?’)
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Support Materials for Students with Special Education Needs
English K–6
Teaching and learning cycle
IMPLEMENTATION