Construct intellectually challenging learning experiences
Descriptor | Statements | Underpinning knowledge and skills
This standard covers the requirements for planning and implementing intellectually challenging learning experiences. This involves constructing experiences in which students examine the key ideas underpinning major issues and problems, formulate and justify opinions and apply higher-order thinking skills to analyse issues, develop understandings and solve problems.
| 3.1 | Provide learning experiences in which students examine the central ideas of a topic, problem or issue. |
| 3.2 | Provide learning experiences in which students question and share ideas and knowledge. |
| 3.3 | Provide learning experiences in which students use higher-order and critical-thinking skills to solve problems and construct new meanings and understandings. |
Further details of statements and related indicators can be found in the Professional Standards for Teachers: Guidelines for Professional Practice (new window) 495k 
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This aspect of professional practice is informed by a knowledge and understanding of:
- policies and documents developed by Education Queensland (including Department of Education Manual), and the school, on the education of gifted and talented students and the implementation of curriculum frameworks, syllabuses and program documents;
- relevant curriculum frameworks, syllabuses and program documents;
- an outcomes approach to education;
- principles of effective learning and teaching;
- principles of inclusive curriculum;
- Productive Pedagogies;
- child and adolescent development theories;relevant to appropiate phase of learning (Early Years, Middle and Senior Phases)
- group dynamics;
- facilitation skills;
- learning styles;
- disabilities;
- conflict resolution;
- methods of identifying students' learning needs;
- values analysis and clarification;
- the purpose and use of assessment data in identifying students' talents and abilities and diagnosing their particular needs, learning difficulties and learning disabilities;
- construction and deconstruction of knowledge;
- the impact of political, social and cultural influences on construction of knowledge;
- a range of thinking skills - for example, Multiple Intelligences, Blooms's Taxonomy and Edward de Bono's CoRT and Six Hats;
- metacognitive;
- processes for transferring knowledge;
- content area and trans-disciplinary knowledge;
- the unique nature of relevant disciplines/key learning areas;
- a range of research skills;
- reflective processes;
- teaching and learning strategies;
- the design, planning, implementation, documentation and review of learning experiences;
- the selection and use of appropriate resources.
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