Targeted Teaching: how to close the gap between theory, policy and practice

A huge spread of achievement in the typical Australian classroom makes it hard for teachers to target their teaching to the needs of every individual student. Our most advanced students are not adequately stretched while our least advanced are not properly supported, despite heroic efforts by many teachers and principals.

Students learn best when they are taught material that is targeted to what each individual is ready to learn next, rather than the standard year level material that may well be too easy or too hard. We have known this for decades. It is part of our national professional standards, and our expectations of schools. Yet it is easier said than done.

Grattan Institute’s latest school education report, Targeted teaching: how better use of data can improve student learning, explores the gap between the theory, policy and practice of targeted teaching.

Dr Peter Goss, Grattan Institute School Education Program Director, hosted a panel of senior leaders in school education to explore:

  • What is targeted teaching? Why is it worth doing?
  • What does it look like in practice, and what is the role of data?
  • What are the current policy settings around targeted teaching, and what are the barriers to broader implementation?
  • How do we embed targeted teaching in every classroom? What is the role of governments and education systems, schools and teachers, and parents?