Executive Summary

This report, commissioned by the Ministry of Education, synthesises empirical evidence aligned with the science of learning to identify teaching practices and interventions that accelerate learning in oral language, reading, writing, and mathematics. The report authors incorporated inclusive and culturally responsive frameworks and used a rapid review methodology to consider both New Zealand and international evidence. The primary emphasis was on reviewing meta-analyses and systematic reviews of relevant research that provide robust evidence to derive implications for teaching practice.

Common elements that facilitate accelerated learning across each of the topic areas reviewed include the following:

• Explicit and Systematic Instruction: Across all areas, explicit and systematic instruction is highlighted as an important teaching approach This includes teaching strategies such as modelling, scaffolding learners’ attempts, guided practice, and providing learners with immediate corrective feedback Well-structured lesson plans, or detailed teaching guides, based on the research evidence, are common features of effective interventions.
• Intensity and Duration: The intensity and duration of successful interventions varies significantly Determining the optimal length of interventions is an area for further research However, small group interventions up to 4 or 5 times per week (with 20-30 minute teaching sessions) for a minimum of between 8 – 11 weeks were found to be effective for most learners Increasing intensity of teaching and longer interventions are necessary for children with more severe learning difficulties or complex learning needs.
• Incorporating Technology: Technology-enhanced assessment and teaching approaches show promise Teaching that incorporates gamification can be effective, particularly for younger learners.
• Professional Learning and Development: Ongoing professional learning and development for educators is crucial to ensure the successful implementation of effective teaching strategies. It is important that this professional development is not in isolation, but that teachers are supported to integrate new learning into their daily teaching practices and have access to quality teaching resourcesy.
• Multi-Tiered Systems of Support. Within inclusive teaching frameworks it is crucial that teachers are regularly monitoring children’s response to quality evidenced based Tier 1 (universal) teaching as well as children’s response to Tier 2 (targeted) and Tier 3 (tailored) interventions Monitoring assessments must have proven reliability and validity Adaptations to assessment tasks are required as necessary to ensure children with complex communication needs can engage in the assessment tasks.
• Culturally Responsive Teaching Practices. Researchers recognise the importance of culturally responsive teaching approaches, particularly in relation to supporting learners’ engagement and motivation Research on culturally responsive teaching practices in New Zealand schools emphasises the importance of integrating Māori knowledge and perspectives across the curriculum The development of respectful relationships and partnerships, with Pacific families and their communities is important in enhancing achievement for Pacific learners.