Summaries & explainers

This explainer is the second in a series of 5 on implementing evidence-based practices in schools. It outlines the key ideas for taking a staged approach to implementation.

This explainer focuses on establishing and maintaining classroom rules, describing how rules allow teachers to clearly state the behaviour expectations for all students in the learning environment.

This explainer focuses on teaching routines, describing how explicit teaching of routines provides structure, predictability and consistency to support student learning.

This explainer describes how maintaining high expectations for all students can positively impact their behaviour and readiness to learn.

This explainer describes how creating connections with students over time can help develop trust and positive relationships to support learning.

This explainer provides an introduction to the role of knowledge in learning, implications for effective teaching, and describes how building background knowledge facilitates higher-order thinking and learning outcomes.

This explainer provides an introduction to explicit instruction, with a focus on explaining how it contributes to positive outcomes for students’ learning achievement and dispositions.

This explainer gives a brief introduction to cognitive load, focusing on ways to manage it for effective and efficient learning.

This document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

Understanding the cognitive science behind how students learn to read and the research on effective instruction makes it easier for educators to align policy and classroom teaching with evidence.

Summary of AERO's national snapshot providing a baseline of how evidence is used by teachers and leaders across Australian schools.