Problem of Practice: Is the lesson worthwhile?
Does it incorporate rigour and high expectations for all students? 
Are there opportunities for students to talk purposefully to deepen their thinking and understanding? 
Are there opportunities for feedback that enable students to be self-directed in their learning?

 OurOur round began by listening to some students of Burwood PS telling us about their school, their learning & what makes a good lesson from their perspective. Here are their key points.

The highlighted focus for this round was rigour: what is it? how do we know when we've observed it? what teaching and learning actions contribute to it?  

Our key reading was a compilation of key ideas based on chapters 1 & 2 of Barbara Blackburn's book, "Rigor is Not a Four-Letter Word. Click here to download.  

A different perspective comes from Victorian Education and Training in their Professional Practice Note 7. Click here to download

The role of scaffolding was a discussion point during our round. How do we use scaffolding to support students achieve success, but still leave room for them to grapple and think? The blog, about Mathematics by Mark Chubb addresses this issue.

Webb's Depth of Knowledge is a framework that looks at the complexity & rigour of the learning. Here is a great description of the levels along with examples of questions that can elicit each type of knowledge.

WEBB's depth of knowledge

THE BIGGEST IMPACT