Louise Hodgson
The focus of this presentation is to report on an exploration of what teachers observed when watching modelled lessons. Focusing on two modelled lessons in one school, data are presented that indicate that observation of teaching practice raises many questions related to the meaning of explicit teaching, the structure of lessons, catering for diversity and the implementation of the Australian Mathematics Curriculum. It seems that a modelled lesson and subsequent inquiry into the teaching practice being modelled can provide an opportunity to challenge teacher beliefs as well as demonstrate what is possible.