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 Pete Goss, Grattan Institute School Education Program Director, hosted a panel of senior leaders covering all three school education sectors in this State of Affairs event in Brisbane to explore:
- What is targeted teaching, and why is it worth doing?
- Is teaching being targeted effectively in practice? What are the challenges and barriers?
- What is the role of governments and education systems, schools and teachers, and parents in ensuring targeted teaching is embedded in every classroom?