The Eltham High School Instructional Model was developed in response to the recognition that:
- What teachers do in the learning process greatly impacts the learning outcomes of students in their care; and
- The way that students engage in and take responsibility for their learning impacts on the depth and authenticity of the learning that takes place.
Whilst there are many Instructional Models in the education environment, the Eltham High School model places the importance of the teacher/student partnership in the learning process front and centre.
Supported by a focus on the building of strong positive relationships through this partnership, we are confident we are providing the conditions for learning progression from the identified student’s point of learning to the next level.
The Model supports a consistent approach to deliver excellence through a focus on high quality teaching and learning.
The Eltham High School Instructional Model describes what effective teachers do in their classrooms to engage students in intellectually challenging work. It provides an overview of the learning cycles and breaks it down into four stages of instruction: Why, How, Do, Review.
In designing the Eltham High School Instructional Model, evidence based practice and research into a range of models and education theory were explored to arrive at the end product, which we felt was reflective of the school values, school culture, the professionalism and calibre of our teachers, and the nature of our students.
The Eltham High School Instructional Model was co-constructed through a collaborative approach between staff and students. Sitting alongside the Model are the EHS Learner questions, thus emphasising the importance of the student in the learning partnership and supporting the development of student agency and voice.
