20250730 MAV25 synopsis - Flipbook - Page 81
We have seen that students have a greater chance of retaining
new ideas if they can connect them to ones they already
have stored in their long-term memory. Once students have
been exposed to an idea, they need to have multiple retrieval
opportunities to strengthen the connections.
How can cognitive load theory and the VTLM 2.0 guide us
toward our goal of increasing students’ retention?
An interactive session delving into what this looks like in a
secondary maths classroom.
Key takeaways:
Key takeaways:
1. How can VLPs support collaborative planning across
teams?
2. How can we maximise the impact of explicit teaching using
enabling and extending prompts?
3. How can we adapt VLPs to support the diverse needs of
our students while also building consistency and common
resources?
Supported by
1. How we can harness the power of daily review, low-stakes
quizzes, etymology, spacing and interleaving in our everyday
practice.
Supported by
C24 EXPLICIT TEACHING USING THE
VICTORIAN LESSON PLANS
Subtheme: Pedagogy and curriculum
Emily Glen, Victorian Maths Ambassador (school)
(F to Year 6)
Looking to strengthen your practice in explicit teaching?
This practical and engaging session will unpack one of the
Mathematics Victorian Lesson Plans (VLPs) with a focus on
how to use it as a powerful teaching and planning tool. Our
key questions for the session to guide our work include:
•
How can VLPs support collaborative planning across
teams?
•
How can we maximise the impact of explicit teaching
using enabling and extending prompts?
•
How can we adapt VLPs to support the diverse needs of
our students while also building consistency and common
resources?
Whether you’re new to VLPs or looking to strengthen your
use of them, this session will provide hands-on strategies and
ideas to embed them meaningfully in your practice to drive
teacher clarity and student growth.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
81
