Our instructional model supports consistent, evidence-based teaching practices that promote engagement, understanding, and student success.
At Terang College, our instructional practices are grounded in cognitive science to ensure students achieve strong academic and social outcomes. Our teaching approach is intentional, evidence-based, and designed to support long-term learning and understanding.
We actively use proven strategies such as spaced practice, interleaving, retrieval practice, elaboration, dual coding, and concrete examples as core instructional tools.
Spaced practice involves revisiting learning over time rather than teaching content in large blocks.
Interleaving requires students to switch between topics while studying, helping them make stronger connections.
Retrieval practice strengthens long-term memory by recalling previously learned information.
Elaboration encourages students to explain why and how concepts work, deepening understanding.
Concrete examples are used to support abstract concepts with clear, real-world illustrations.
Dual coding combines words with visuals or actions to improve memory retention.
A typical lesson at Terang College is designed to maintain high levels of student engagement and frequent checks for understanding. Teachers aim to engage students every two minutes and check for understanding every three to four minutes using strategies such as TAP-PLE and mini whiteboards.
Lessons follow a consistent structure:
Every lesson begins with a review of content from the previous day, previous week, and three weeks prior. Recall and application slides are used alongside mini whiteboards to ensure all students are actively engaged.
Aligned to the Victorian Curriculum, learning intentions and success criteria are clearly shared. Teachers read aloud, students read along, pair-share their understanding, and a non-volunteer is selected to respond.
Teachers activate prior knowledge through universal experiences or by explicitly reviewing key sub-skills. The “rule of two” is applied: teach one example, practise one example, model the thinking process, and allow students time to practise.
New concepts are introduced through clear definitions, labelled examples, and comparisons between examples and non-examples. Teachers regularly check understanding and support students in explaining concepts in their own words.
Teachers model thinking strategies and check for understanding before moving into guided practice. For declarative knowledge, texts are read together and supported with graphic organisers to help students summarise and interpret information.
Learning is connected to personal goals, career aspirations, academic pathways, or real-world contexts to strengthen student motivation and engagement.
Teachers check for understanding through problem-solving or targeted questions to confirm learning.
Students practise the content taught while teachers work with small groups or individuals who require additional support or scaffolding.
