Lorraine Graham – författare

Drawing on Australian and international research, this book presents teaching and support strategies for educators to be responsive to the particular learning needs of each of their students and deliver quality inclusive education in a sustainable way.

Based on the Responsive Teaching Framework, an instructionally-focused approach for teaching that is evidence-based, purposeful, and responsive to students'' learning needs, this book assists teachers to build on their current capabilities and strengthen their expertise to ensure that every student in their classrooms can be an effective learner. Part I of the book explains the theoretical and practical basis of Sustainable Learning as a way of thinking about inclusive education through a focus on responsive teaching. Part II unpacks each of the eight steps of the Responsive Teaching Framework. These chapters focus on the reflective questions that guide responsive practice, from whole class and individual student perspectives, outlining practical strategies that can be used, as well as the assessment practices and evidence-gathering needed to support each step of the responsive teaching process. Part III examines the influences that school leaders have on inclusive practice and proposes a Responsive Leadership Framework (RLF). The RLF aligns with the Responsive Teaching Framework to provide a shared language and deepen understanding of Responsive Teaching for Sustainable Learning.

Written for practising educators, school leaders, and postgraduate students, Responsive Teaching for Sustainable Learning delivers models for inclusive, sustainable teaching practice in an easily accessible format.

Drawing on Australian and international research, this book presents teaching and support strategies for educators to be responsive to the particular learning needs of each of their students and deliver quality inclusive education in a sustainable way.

Based on the Responsive Teaching Framework, an instructionally-focused approach for teaching that is evidence-based, purposeful, and responsive to students'' learning needs, this book assists teachers to build on their current capabilities and strengthen their expertise to ensure that every student in their classrooms can be an effective learner. Part I of the book explains the theoretical and practical basis of Sustainable Learning as a way of thinking about inclusive education through a focus on responsive teaching. Part II unpacks each of the eight steps of the Responsive Teaching Framework. These chapters focus on the reflective questions that guide responsive practice, from whole class and individual student perspectives, outlining practical strategies that can be used, as well as the assessment practices and evidence-gathering needed to support each step of the responsive teaching process. Part III examines the influences that school leaders have on inclusive practice and proposes a Responsive Leadership Framework (RLF). The RLF aligns with the Responsive Teaching Framework to provide a shared language and deepen understanding of Responsive Teaching for Sustainable Learning.

Written for practising educators, school leaders, and postgraduate students, Responsive Teaching for Sustainable Learning delivers models for inclusive, sustainable teaching practice in an easily accessible format.

This book explores what learning intervention means in inclusive classroom settings. It provides educational professionals with the knowledge and skills they require to reflect on, and respond to students’ individual learning needs, and enables them to choose, implement and evaluate evidence-based strategies for learning intervention.

Taking an ecological perspective, and placing a capability framework at its core, the book considers how responsive teaching and educational casework combine to create intricate layers of learning intervention, and recommends tailored teaching and support strategies that can be used to address a wide variety of student learning needs. Learning intervention is thus understood in its broadest sense, and educational professionals are equipped with a range of interactive and adaptive strategies to support student learning. Chapters introduce and unpack numerous frameworks for practice, provide an extension to Response to Intervention models, and bring together key evidence-based ideas in an accessible format.

Effective teaching in response to clearly defined learning needs is central to the achievement of all students. Learning Intervention will provide future and current educational professionals with the structures, knowledge, insight and skills they need to respond effectively to each and every student.