High Impact Teaching Strategies

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.
asp
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High impact teaching strategies (HITS)

The high impact teaching strategies (HITS) are 10 instructional practices that reliably increase student learning
when they're applied.
HITS have emerged from the findings of tens of thousands of studies on what has worked in classrooms across
Australia and the world. International experts often rank HITS at the top of strategies that contribute to student
learning.
Get started with HITS

Our HITS guide includes information on getting started with using the strategies:
High impact teaching strategies guide

High impact teaching strategies pdf 8.37mbpdf (pdf - 827.85kb) docx (1.08mb)
The guide includes:
 accessible, succinct guidance on using high impact, evidence based strategies

 bite sized insights that enable you to focus on one or more HITS, and to progressively build expertise
 scalable possibilities, allowing individual teachers, professional learning communities, and whole schools, to set
goals and actions centred on the HITS.
Victorian government schools and teachers can order hard copies of the HITS guide at our resources for Victorian
government schools page.
Overview of the strategies

There are 10 strategies. Our HITS guide expands on each of these and includes the evidence behind them, plus
examples of practice in the classroom.
 Open all
 Close all
Strategy 1: Setting goals
Lessons have clear learning intentions with goals that clarify what success looks like.
Lesson goals always explain what students need to understand, and what they must be able to do. This helps the
teacher to plan learning activities, and helps students understand what is required.
See the guide for more information.

Strategy 2: Structuring lessons
A lesson structure maps teaching and learning that occurs in class.
Sound lesson structures reinforce routines, scaffold learning via specific steps/activities. They optimise time on
task and classroom climate by using smooth transitions. Planned sequencing of teaching and learning activities
stimulates and maintains engagement by linking lesson and unit learning.
Strategy 3: Explicit teaching

When teachers adopt explicit teaching practices they clearly show students what to do and how to do it.
The teacher decides on learning intentions and success criteria, makes them transparent to students, and
demonstrates them by modelling. The teacher checks for understanding, and at the end of each lesson revisits
what was covered and ties it all together (Hattie, 2009).
Strategy 4: Worked examples

A worked example demonstrates the steps required to complete a task or solve a problem.
By scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load.
The teacher presents a worked example and explains each step. Later, students can use worked examples during
independent practice, and to review and embed new knowledge.
Strategy 5: Collaborative learning

Collaborative learning occurs when students work in small groups and everyone participates in a learning task.
There are many collaborative learning approaches. Each uses varying forms of organisation and tasks.
Collaborative learning is supported by designing meaningful tasks. It involves students actively participating in
negotiating roles, responsibilities and outcomes.

Strategy 6: Multiple exposures
Multiple exposures provide students with multiple opportunities to encounter, engage with, and elaborate on new
knowledge and skills.
Research demonstrates deep learning develops over time via multiple, spaced interactions with new knowledge
and concepts. This may require spacing practice over several days, and using different activities to vary the
interactions learners have with new knowledge.
Strategy 7: Questioning
Questioning is a powerful tool and effective teachers regularly use it for a range of purposes. It engages students,
stimulates interest and curiosity in the learning, and makes links to students’ lives.
Questioning opens up opportunities for students to discuss, argue, and express opinions and alternative points of
view.
Effective questioning yields immediate feedback on student understanding, supports informal and formative
assessment, and captures feedback on effectiveness of teaching strategies.
Strategy 8: Feedback
Feedback informs a student and/or teacher about the student’s performance relative to learning goals.
Feedback redirects or refocuses teacher and student actions so the student can align effort and activity with a
clear outcome that leads to achieving a learning goal.
Teachers and peers can provide formal or informal feedback. It can be oral, written, formative or summative.
Whatever its form, it comprises specific advice a student can use to improve performance.
Strategy 9: Metacognitive strategies

Metacognitive strategies teach students to think about their own thinking.
When students become aware of the learning process, they gain control over their learning.
Metacognition extends to self-regulation, or managing one's own motivation toward learning. Metacognitive
activities can include planning how to approach learning tasks, evaluating progress, and monitoring
comprehension.
Strategy 10: Differentiated teaching

Differentiated teaching are methods teachers use to extend the knowledge and skills of every student in every
class, regardless of their starting point.
The objective is to lift the performance of all students, including those who are falling behind and those ahead of
year level expectations.
To ensure all students master objectives, effective teachers plan lessons that incorporate adjustments for content,
process, and product.
Using HITS
 For teachers
For beginning teachers, the HITS are a bank of reliable instructional practices they can use with confidence. For
experienced teachers, our guide can add to their understanding of the HITS they are already using, and suggest
new ways to use them in the classroom.
 For professional learning communities By using the HITS to build their pool of knowledge, professional learning
communities can anchor their interventions in evidence-based practices and so increase the likelihood of
interventions being effective.
 For school leaders HITS are a professional learning opportunity. The HITS are linked to each other, and connected
to a broader repertoire of teacher skills and knowledge. They can be connected to collaboration between teachers
and integrated into classroom and school planning around curriculum, instruction and assessment.

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What are the 10 high impact teaching strategies described in the document?

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How can teachers use high impact teaching strategies?

How can teachers use high impact teaching strategies?

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.

High impact teaching strategies (HITS)

Get started with HITS

High impact teaching strategies guide

The guide includes:

 accessible, succinct guidance on using high impact, evidence based strategies

Overview of the strategies

See the guide for more information.

See the guide for more information.

Strategy 3: Explicit teaching

See the guide for more information.

Strategy 4: Worked examples

See the guide for more information.

Strategy 5: Collaborative learning

See the guide for more information.

See the guide for more information.

See the guide for more information.

See the guide for more information.

Strategy 9: Metacognitive strategies

See the guide for more information.

Strategy 10: Differentiated teaching

See the guide for more information.

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