Instructional Model - Rosehill Secondary College
Source: https://www.rosehillsc.vic.edu.au/learning/instructional-model
Archived: 2026-04-23 17:20
Instructional Model - Rosehill Secondary College
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Instructional Model
At Rosehill we use the GANAG Instructional Model in our lessons. The Instructional Model provides the teacher and student with a process that enables them to better understand the curriculum.
G
oal – teacher shares the goal of the lesson. We are trying to get the brain to focus on the goal, reduce impulsivity and stick to a task.
A
ccess prior knowledge – by accessing prior knowledge, we are trying to get the brain to associate, make analogies and compare.
N
ew Information – teacher shares new information and new information is practised. We are trying to get the brain to gather and organise information.
A
pplication of New Information – apply what was learned. We are trying to get the brain to categorise; analyse perspectives, construct arguments; extract themes, deduce, analyse for logical errors, systems analysis, investigate; make decisions, solve problems, create a test and invent; follow complex directions.
G
oal is revisited – teacher reminds the student about what to ‘click and save’ and provides feedback to the student. We are trying to get the brain to “put a tab on the folder”, make a connection to the goal and retain the information learned.
✕
Our School
About us
Vision and Values
Policies
School Council
Annual Report
Learning
Curriculum
Enrichment
Instructional Model
Senior School
Middle School
Junior School
Library
BYOD
Student Life
Extra-curricular
Wellbeing & Support
Pathways & Careers
First Nations People
International
Parents
Uniform
Canteen
Booklist
Public Transport
Well-being & Support
Grade 6/Year 7 Transition Timeline
Enrolments
Contact Us
Compass
Quicklinks
Term Dates
Upcoming Events
Connect with us
Instructional Model
At Rosehill we use the GANAG Instructional Model in our lessons. The Instructional Model provides the teacher and student with a process that enables them to better understand the curriculum.
G
oal – teacher shares the goal of the lesson. We are trying to get the brain to focus on the goal, reduce impulsivity and stick to a task.
A
ccess prior knowledge – by accessing prior knowledge, we are trying to get the brain to associate, make analogies and compare.
N
ew Information – teacher shares new information and new information is practised. We are trying to get the brain to gather and organise information.
A
pplication of New Information – apply what was learned. We are trying to get the brain to categorise; analyse perspectives, construct arguments; extract themes, deduce, analyse for logical errors, systems analysis, investigate; make decisions, solve problems, create a test and invent; follow complex directions.
G
oal is revisited – teacher reminds the student about what to ‘click and save’ and provides feedback to the student. We are trying to get the brain to “put a tab on the folder”, make a connection to the goal and retain the information learned.