Executive Summary
This report brings together over seven years of research into the IMPACT Pedagogical Model by Griffith University’s School of Education and Professional Studies (2016 to 2022).
Phase 1 established and validated the theoretical foundations of the IMPACT Pedagogical Model in relation to online learning, child development theories, and learning theories.
Phase 2 of the research examined the pedagogical approaches and practices associated with the IMPACT Pedagogical Model, and the enactment of theory in schools and classrooms.
Phase 3 examined the use of the IMPACT Pedagogical Model in regard to quality teaching and learning online and in the classroom.
Key outcomes of the research
- The IMPACT Pedagogical Model is a dynamic, validated, and transferable teaching and learning model that provides a more holistic and practical approach than many learning theories, processes, or frameworks.
- It synthesises a complex field into a practical, evidence-based, common language for teaching and learning that values a broad range of approaches, practices, and strategies, and can be used across all year levels, curriculum areas and school or learning contexts.
- It is recommended for use across the pre-service, in-service and system levels including initial and early-career teacher education, ongoing teacher and leader development, and as part of a whole school or system improvement agenda.
- The IMPACT Pedagogical Model was used to build online capability in the rapid response to Queensland’s COVID-19 lockdowns and was used by specialist teachers who have delivered reading, writing, numeracy, critical thinking, and STEM programs across Queensland since 2011.
- It offers clarity, continuity, precision, collaboration, agency, and innovation to the end user.
Holistic Common Language
IMPACT stands for Inspire, Model, Practise, Apply, Connect, and Transform.
- These six elements provide pedagogical clarity – because they align and integrate the wide range of evidence-based approaches, practices, and teaching strategies into a clear and user-friendly model.
- They deliver continuity – because they underpin quality teaching and learning across all year levels and curriculum areas, and in any learning environment, from traditional classroom and school settings to external sites, and to emerging digital and online modes of delivery.
- They facilitate precision and collaboration – by supporting teachers and school leaders to build individual and collective capability; make responsive, timely and data-informed decisions to personalise teaching and learning; and lead continuous improvement.
- They promote agency and innovation – by empowering students, teachers, school leaders, parents, and teacher-aides to contribute to the evolution and modernisation of their school’s teaching and learning practices.
Note – The six elements of IMPACT can be used in a linear way to support a gradual release approach, but as familiarity and capability increases, users are encouraged to re-order, layer, and integrate the six elements to facilitate a more dynamic and differentiated teaching and learning approach. In general, all six elements should be applied across a unit or project, whereas some, not all elements, are used in a single lesson or short learning experience.
Future-Ready Students, Educators and Schools
Students can use IMPACT to support self-regulated learning. The common language enhances their understanding of how teaching and learning occurs across learning environments, and how they can regulate their mindset and take action to achieve positive results now and into the future.
Pre-service, early-career, ‘change of career’ and ‘new to Australia’ teachers can use IMPACT to fast-track their ability to design and deliver effective learning experiences; build confidence and capability in collaboration with peers, coaches, and mentors; and adapt their skills and abilities to suit any school or learning context.
Teachers can use IMPACT as a lens to plan, deliver and reflect on lessons, units, assessment, and other learning experiences; determine pedagogies that are most appropriate for the curriculum, the learning, and the learner; identify and share strengths and expertise; discuss opportunities for innovation and improvement; and engage in collaborative inquiries that aim to build capability and improve student outcomes.
School leaders can use IMPACT to lead the continual improvement of teaching and learning at the individual, team, and whole school level. They use IMPACT’s common language to create a line of sight between policy, school priorities, and daily teaching and learning activities; identify and highlight existing pedagogical strengths; broaden and deepen the use of evidence-based approaches, practices and strategies; and enable students, teachers and the wider school community to contribute to the school’s pedagogical approach.
The IMPACT Pedagogical Model was created by Glen Watt in 2009.
This executive summary was prepared in October 2022 by:
