Quality Teaching makes the Difference
The research is conclusive; quality teaching makes the largest difference to student learning outcomes.
Good teachers use tried and tested instructional techniques. They hone their craft through professional development, try new pedagogical methods, reflect carefully on their teaching and seek to improve through lesson observations and feedback.
This is our area of expertise.
Before reading on... Try this 10 minute Teaching and Learning self-assessment quiz
At itc publications we are passionate about bringing pedagogy to life within classrooms. We have delivered hundreds of workshops to schools, reaching thousands of teachers over the past 14 years. Our workshops are grounded by cutting-edge educational research using many of the engaging cooperative and cognitive tools shared in our existing publications.
Schools across Australia consistently engage with our consultants because we offer hundreds of inspiring and practical lesson examples across all year levels and subject areas, enabling teachers to easily implement our ideas into their classrooms. Importantly, many of our workshops and consulting services are accredited by the NSW Education Standards Authority (NESA).
Our School Workshops
NEW - Queensland Senior Assessment System Workshop - be cognitive verb ready!
Explicit Instruction - scaffolding for success
Cooperative Learning – the power of peers
Lesson Observations and Feedback
Differentiated Instruction – catering for all
Critical Thinking – making better decisions
Creative Thinking – unleashing your students’ creative talents
Explicit Teaching and Assessment – how to design for success
Broad Brush Unit Planning - how to design challenging units of work
Lesson Planning - 1:1 joint lesson planning and team teaching
Phone us today and speak with one of our consultants on (07) 3890 4680 to see if we can assist you and your school.
Would you like to hear more real-life case study examples of our in-school consulting programs?
Our clients are happy to share their successes. Read our case studies here.
Here are some words from some of our happy clients.
“I want to thank you for the Differentiated Instruction workshops you conducted at Brisbane Bayside State College. The workshops were extremely practical and engaging. It is great to see our staff keen to attend twilight PD after a full day of teaching because your workshops related directly to their classroom practice with practical ideas and strategies.
As we move to the new Senior Assessment in Qld., your focus on task verbs (cognitive verbs) provided the platform for a review of our practice in order to set students up for success under the new system. The sessions you conducted... really hit the mark with regard to our College agenda and developing teacher capability in delivering a differentiated curriculum.
Thank you again for your work and I look forward to future sessions with our staff.”
Principal - Brisbane Bayside State College
"Gerard - your workshop has charged us with the confidence to proceed immediately. We are into it next week! We had the bits and pieces ready to go but just needed the little push and confirmation we were heading in the right direction! Thanks for your help!”
Andrew Cummins, Principal, Cedar Creek State School, Qld
"I just wanted to say how great our staff meeting was yesterday. Eric was so passionate, so enthusiastic. What an amazing teacher/presenter. He had everyone so motivated. I felt encouraged as a teacher. I’m excited."
Kylie Johannessen, Immanuel College, Qld
“Eric's professional development is one of the most valuable I've ever done. He delivers in an engaging manner, listens well and interacts with teachers in a friendly way. Although he is so knowledgeable, he is approachable and humble. There is a lot of teacher participation in his sessions - modelling lessons and discussing outcomes. Back in the classroom, I have had the HOT skills in the forefront of my mind when planning lessons and find that the engagement level of the students is high when these skills are incorporated into the lessons. Students are becoming more creative with their ideas; they are showing tolerance and respect when listening to others and are more confident about justifying their opinions.”
Year 7 teacher, Kimberley Park Primary School, Qld
“In the short nine months since we first met with Eric and started using itc publications’ resources, we have seen some incredibly positive outcomes within the College. Not only have staff embraced itc’s Thinking Skills Framework, there have been many innovative applications of the framework.”
Earnshaw State College, Qld
Small groups: 90 minutes (1 x Topic only)
Large: groups: Full day
Broad Brush Unit Planning (BBUP) is a Backward Mapping model for planning units of work, which begins with the summative and formative assessment tasks and works backwards to plan learning experiences for students to undertake that task.
This highly practical and hands-on workshop follows-on from the itc Critical & Creative Thinking workshop, as it emphasises the incorporation of the Thinking Skills Framework and the thinking tools into the un...
Co-operative Learning should not be confused with group work. If students are working in an unstructured interaction, then this is group work. Co-operative Learning activities, on the other hand, must have all four of the following elements:
• Positive Interdependence
• Individual accountability
• Monitor the groups
• Equal Participation
Research verifies that students’ results improve with co-operative learning as opposed to individual learning (Hattie, 2009). With co-operative learning, students have the opportunity to see other perspect...
To be truly creative, it is important that students go beyond the obvious. Students must be encouraged to try and develop the unexpected in their work and avoid just recycling old ideas.
However, some students can limit themselves by feeling that they are ‘not very creative’. Everyone is creative. This workshop will explore the principles of creative thinking in creative writing, creative design and creative problem-solving.
This workshop is suitable for all year levels and most subject areas.
Note: As most creative thinking in mathematics is focused on extrapolation and forecasting, this workshop will have lim...
With the introduction of the new QCAA Queensland Certificate of Education system in 2019, the implications for assessment in relation to the accurate use and interpretation of cognitive verbs and in providing quality formative student feedback is significant.
There are 75 cognitive verbs embedded in the new and redeveloped 2019 Queensland syllabuses. They are not new. Teachers are well acquainted with them, just maybe under different names; task verbs, Common Curriculum Elements (CCEs)or thinking skills.
They are used explicitly throughout each and every 2019 syllabus document, and within each ...
This workshop links assessment, higher-order thinking and a thinking skills framework into an Explicit Instruction process. The design of any assessment piece begins with a task verb, such as ‘explain’, ‘design’, or ‘compare’. The selection of the right verb is crucial as it defines the assessment task, determines how a student will organise their thoughts and research and influences the language they will use.
This workshop will focus on a number of thinking tools linked to the various task verbs and offers a practical thinking skills framework for use in the classroom. This workshop emphasises the need for explicit teaching and th...
How often are there visits to classrooms to observe the teaching and learning occurring at your school? Does everyone feel comfortable with classroom visits? Are these visits and observations linked to targeted Professional Development?
Lesson Observations are a powerful way to improve teaching and learning through gathering objective classroom data with effective feedback. It involves visiting classrooms for 40 – 60 minutes and observing students, their learning and their work. It should be a non-threatening and non-evaluative process, aimed at improving the teaching and learning in your school.
The purpose of Lesson Obser...
Explicit assessment items are clear, provide students with a clear sense of direction from the outset and eliminate any potential confusion.
The design of any assessment instrument begins with a task verb, such as ‘explain’, ‘design’, or ‘compare’. The selection of the correct verb is crucial as it defines the task, determines how a student will organise their thoughts and research and influences the language they will use.
This workshop will focus on reviewing and re-designing an existing assessment instrument, ensuring appropriate thinking tools are linked to the various task verbs. A practical thinking skills framework for assessm...
Differentiated Instruction (DI) occurs when we make adjustments to our lessons to cater for the different learners in our classrooms.
There are four opportunities for differentiated lessons:
- Activity - designing higher-order thinking/challenging questions and tasks
- Process - scaffolding tasks with the appropriate thinking tools and language to ensure that all learners can experience some success
- Cooperative learning - using cooperative learning tools, which allow for peer tuition and caters for the different learning styles of students