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Victorian Teaching and Learning Model 2.0

Revised Victorian Teaching and Learning Model (VTLM 2.0)

Structure of the VTLM 2.0

The VTLM 2.0 introduces an emphasis on the evidence about how students learn as the basis for effective teaching. It provides increased clarity for teachers about the elements of teaching that have the strongest evidence base. The VTLM 2.0 links to best practice approaches from existing frameworks that contribute to effective student wellbeing and classroom management, such as the Positive Classroom Management StrategiesExternal Link (PCMS).

The VTLM 2.0 provides a streamlined presentation, reducing the previous VTLMExternal Link ’s 5 components to 2 elements:

  1. Elements of learning – the process of human learning, based on cognitive science, neuroscience and education psychology.
  2. Elements of teaching – representing the evidence-based teaching practices that most effectively support learning: planning, enabling learning, explicit teaching and supported application.

Guidance will be published from Term 4 2024 outlining the strategies and practices that are located within each VTLM 2.0 element of teaching.

Elements of learning

The four elements of learning in the VTLM 2.0 are based on insights into the process of learning from cognitive science, neuroscience and education psychology.

The four elements of learning in the VTLM 2.0 represent these key findings from the evidence-base:

  • Attention, focus and regulation: Learning requires students’ active engagement and focused attention in order to move new information from working memory to long-term memory. Student learning can be supported by minimising distractions, setting appropriate levels of challenge, using rules and routines, and establishing learning environments where students feel accepted, valued and that they belong.
  • Knowledge and memory: Working memory is the active workspace for engaging with knowledge, skills and concepts. Learning happens when new knowledge moves from working memory to long-term memory. Long-term memory is where information, including our memories, are stored and new knowledge is linked to existing mental models.
  • Retention and recall: As working memory has limited capacity, it is best supported if new information is introduced in small, manageable chunks, a task is not too difficult for the current level of knowledge, there are no visual or auditory distractions and there are clear expectations and consistent rules and routines. Practice using new information facilitates transfer to long-term memory and retention. Recalling new knowledge strengthens the connections in long-term memory and makes it easier to apply.
  • Mastery and application: Spaced, varied and repeated practice consolidates learning, builds neural connections, supports transfer of learning to new situations and leads to ever more complex mental models in long-term memory. This in turn supports retrieval and application of knowledge. Students can more effectively engage in problem solving and generate new learning once they have acquired the relevant knowledge.

An overview of each element is at VTLM 2.0 (PDF)External Link .

Elements of teaching

The four elements of teaching in the VTLM 2.0 are Planning, Enabling Learning, Explicit Teaching and Supported Application. An overview of each element is at VTLM 2.0 (PDF)External Link . Further guidance on the practices aligned to each of the VTLM 2.0 elements of teaching will be progressively released from Term 4, 2024.

Each of the VTLM 2.0’s 4 elements of teaching cascades down into 3-5 strategies. The following example outlines an element of teaching and practices located within it:

Practices in the explicit teaching element

Practices located within this element of teaching include:

  • Focus the learning
  • Explicit explanation and modelling
  • Scaffold practice
  • Monitor progress

Links to existing frameworks and guidance materials

Guidelines provided with the original VTLM, such as the High Impact Teaching Strategies (HITS) and High Impact Wellbeing Strategies (HIWS), will be incorporated into the VTLM 2.0 guidance materials where they are supported by the evidence-base of the VTLM 2.0.

Many of the HITS have a place within these strategies. For example, one strategy of explicit teaching is scaffolding. HITS practices that are relevant to scaffolding include worked examples, collaborative learning and multiple exposures.

Once the full suite of VTLM 2.0 guidance is released, previous resources will be retired.

Explicit teaching – an overview

The VTLM 2.0 has explicit teaching practices at its core. Evidence demonstrates that explicit teaching practices are most effective at delivering strong learning outcomes for the majority of students, including priority cohorts.

Explicit teaching is an evidence-based approach to teaching that is designed to manage the cognitive load of students as they learn new content. It involves fully explaining and effectively demonstrating what students need to learn.

Explicit teaching also involves being clear about learning objectives, building on students’ existing knowledge, providing new knowledge in manageable ‘chunks’, scaffolding learning, modelling practice and providing clear feedback to students as they apply their new knowledge and practise new skills. The Australian Education Research Organisation (AERO) describes explicit teaching like this:

Teachers directly explain to students how to complete a task, why the task is important, and how the task relates to and extends their previous knowledge. Demonstrations of how to perform tasks or solve problems are provided, often using worked examples. Regular checks for understanding are undertaken to allow teachers to identify and address misconceptions and support students’ learning progress.”

Explicit teaching is not all teacher talk. At its best, it is a high participation model. In practice, it includes implementing techniques such as:

  • Activating prior knowledge and ensuring that it is sound enough to build on
  • Stating clear learning objectives (informed by the curriculum)
  • Providing explicit explanations of new knowledge in manageable ‘chunks’
  • Using the “I do, we do, you do” technique, for example by:
    • modelling new learning through worked examples
    • scaffolding learning by providing opportunities for students to practise with timely corrective feedback
    • providing opportunities for students to apply their new knowledge, practise new skills and deepen their understanding
    • interacting with your students as they practise, providing prompts and additional scaffolds as required.

Many Victorian government schools are already achieving strong learning outcomes using explicit teaching.

Explicit teaching applied as part of the VTLM 2.0 is teacher directed but does not use either scripted lessons or the uniform lesson structures to the extent that characterises the Direct Instruction teaching approach.

More information about explicit teaching can be found hereExternal Link .

Student agency in the VTLM 2.0

The objective of the approaches and practices in the VTLM 2.0 is to support effective learning for all students and to empower students to exercise agency in their learning. Greater student agency in learning will lead to enhanced student voice over time.

Building student understanding of the learning process and developing self-regulation and self-efficacy is a key focus of the Enabling learning element of teaching in the VTLM 2.0.

Self-regulated learning techniques equip students to gradually take more control of their learning over time using deliberate strategies to plan, monitor and evaluate. (AERO) A key focus in self-regulated learning is developing metacognitive knowledge, which supports students to:

  • identify when they have successfully developed new knowledge
  • recognise when there are barriers to their learning and address these
  • have informed discussions with their teachers about their learning.

Student self-efficacy is enhanced when students have confidence in their ability to complete a learning task and deploy metacognitive strategies. (Education Endowment Foundation)

Explicitly explaining content and scaffolding students’ application of learning builds their knowledge and confidence. Teachers can support students in achieving content mastery through spaced recall and opportunities to apply knowledge in varied learning activities and contexts. Students who have mastered content have greater agency in applying their knowledge to new tasks, and to problem solving and critical and creative thinking.

Implementation

All Victorian government schools are expected to use the VTLM 2.0 to inform and refine the planning of their teaching and learning programs from 2025, working to fully implement the VTLM 2.0 from the start of the 2028 school year.

Supports for implementation of the VTLM 2.0 in schools

The department will support schools during the implementation process and is working to provide a range of resources tailored to different stages in the implementation and change process.

Initially, schools will be provided with self-evaluation questions in the 2024 Annual Implementation Plan (AIP) end-of-year assessment to evaluate their level of alignment with the revised VTLM 2.0 and F-2 reading approach (where appropriate). Schools can use their responses to help determine their next steps to work towards full implementation of the VTLM 2.0 in their 2025 AIP. Further information can be found at Annual Implementation Plan (AIP).

Further VTLM 2.0 guidance will provide insight into specific practices aligned to each of the elements of teaching and will be progressively released from Term 4, 2024.

Victorian Lesson Plans will support teachers to implement VTLM 2.0 approaches in Mathematics, English, Science and Digital and Design Technologies.

Chapter in VTLM 2.0 guidance outlining Revised Victorian Teaching and Learning Model (VTLM 2.0)

Reviewed 07 October 2024

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