PoLT

What are the Principles of Learning and Teaching (Polt)?

I recently attended a workshop on writing a job application run by the AEU. On several occasions the speaker referred to POLT as something that would be vital to discuss in our key selection criteria. For the speaker, this was assumed knowledge. Apparently, I missed that lecture (admittedly, it was probably one that I slept through). So what is this allusive POLT, and why should I reference it when applying for jobs? I’m sorry if this is common knowledge for those of you who didn’t sleep through this lecture.

The Principles of Learning and Teaching, or PoLT as they are affectionately referred, are six principles that can be used by teachers to reflect on their practice and improve their pedagogy. These principles are then further unpacked, to make their goals extremely clear to the educator. The PoLT initiative aims to:

• build consistent, comprehensive and improved pedagogical approaches within and across schools, while still allowing flexibility, innovation and local decision making at the school level
• focus teaching to meet the diverse needs of students
• strengthen learning communities within and beyond the school. (DEECD, 2009)

Without adieu, here are the six principles. 


1. The learning environment is supportive and productive :

This component largely focuses on the teacher’s ability to build quality relationships with their students, to foster a culture of value and respect for individuals and to design teaching strategies that promote student’s self confidence.

2. The learning environment promotes independence, interdependence and self motivation:

Teachers should model practices that build independence and motivate students to work autonomously. Teachers should involve students in the decision making process, while encouraging them to take responsibility for their learning. Within this component there is a strong focus on students developing an understanding of themselves as learners. To do this the teacher must make learning clear, transparent and criteria based. Teachers should also help students learn the skills required for productive collaboration (which they will need for all the group assignments they will have to do at uni!)


3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program:

Teachers should strive to reflect students lives and interests in their lesson plans, while using a range of teaching strategies to accommodate the range of abilities and interests. In doing so the classroom becomes INTERESTING for students, and suits a wide range of needs. Through a wide variety of approaches, the teacher can cater for different students needs, strengths, abilities and their different perspectives of themselves as learners. Through the use of ICT, teachers can also capitalise on students experience of a technology driven world.


4. Students are challenged and supported to develop deep levels of thinking and application

The aim of this component is to move students from superficial thinking to develop higher order, flexible thinking (just think of all that bloom’s we’ve learnt)! Teachers must sequence their lessons over time and emphasise connections between ideas, while encouraging discussion of ideas, including arguing and considering other points of view. We as teachers must always have high expectations of achievement, as well as use strategies that challenge and support students to question and reflect, and develop investigation and problem solving skills. It is also important to encourage creativity and imagination.


5. Assessment practices are an integral part of teaching and learning

Without assessment, planning cannot occur. Assessment practices must reflect the full range of learning program objectives, that is they require students to demonstrate skills from lower order to high order processes. Assessment must then be paired with frequent and constructive feedback that will support further learning. Assessment criteria must be explicit and encourage reflection and self -assessment. Assessment tasks must then be used to inform future learning and teaching!


6. Learning connects strongly with communities and practice beyond the classroom

Learning must connect with student’s current and future lives, and with contemporary thinking. This inevitably leads to students developing a rich view of knowledge and practice such as social and ethical issues. The teacher must plan for students to interact with local communities and beyond, such as the school or local community and use technologies in ways that reflect professional and community practices. This provides the framework for their future lives.

So why should I refer to PoLT in a job application?

I should think this answer should be pretty clear after reading the statements. If you reference PoLT in your application, it shows that you are up to date with the current research on the best teaching and learning practices. Aside from this, it give you a clear indication of just what employers are looking for in their new grad teachers. So if you have practicum’s left, think about what evidence and examples you have for each of the statements, and work towards having a few for each! This will really boost your confidence when it comes time to apply!

This is just a very brief overview of PoLT, just to give you a quick overview of what they’re about. If you would like to get a better understanding of PoLT, you can follow this think to the DEECD website:

http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm

Hope this is helpful to some of you!

Happy Teaching!