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Thursday 16 - Sunday 19 May 2019

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Session
Times

Thursday 16 - Saturday 18 2019
Session One 9:30am – 11:00am
Morning Tea 11:00am – 11:30am
Session Two 11:30am – 1:00pm
Lunch 1:00pm - 2:00pm
Session Three 2:00pm - 3:30pm
Sunday 19 May 2019
Session One 9:00am - 10:30am
Morning Tea 10:30am - 11:00am
Session Two 11:00am - 12:30pm
Lunch 12:30pm – 1:30pm
Session Three 1:30pm – 3:00pm

Thursday 16 May 2019

Session 1 - 9:30am - 11:00am

Professional Learning Communities: What they are and what they aren't

The Professional Learning Communities process is supported by research and endorsed by educational researchers at all levels as our best hope for sustained, substantive improvement. But what is a professional learning community? In this one-day institute, Gavin Grift and Colin Sloper, who recently revised Learning by Doing for the Australian context, will outline the three big ideas that drive the PLC concept, offer practical strategies for bringing those ideas to life and share collective learning from schools throughout Australia that are using those ideas to have a profound impact on student and adult learning.

A lot is written and spoken about in terms of professional learning communities (PLCs). In this session, Gavin and Colin will outline, from the field of both research and practice, four critical questions and the characteristics that set PLCs aside from more traditional models of schooling, and help to build staff understanding of what it means to work in a PLC while incorporating strategies with a relentless focus on learning. Participants will learn about what is required to transform their school into a PLC while recognising detours and missteps to avoid in their journey. 

Objectives and Outcomes 

  • Learn how to shift teachers’ beliefs and mindsets to those underpinned by “high levels of learning for all”. 
  • Discover why professional learning communities are becoming the highly regarded method for ensuring sustained school and system improvement. 
  • Explore ways to start or enhance your PLC journey.
Read More

Myths of Gifted Children

Todd Stanley has spoken to teachers, gifted coordinators, curriculum people, administrators/leaders and parents on a variety of topics. These include: strategies that are effective in the gifted classroom, ways to help gifted children with social–emotional issues, myths of gifted children and their parents, and proper programming for gifted students. 

There are many myths associated with gifted children, such as that they love school and get great grades, that they will succeed in life no matter what and that they have trouble fitting in. In this session, Todd seeks to demystify some of these myths and get a truer picture of these children. It also will look at the social–emotional impact a lot of these myths have on students and what can be done to help them deal with it. 

Objectives and Outcomes 

  • Ask: Where does the myth of the gifted child come from? 
  • Discover the 10 myths of gifted children. 
  • Learn how understanding these myths can allow a teacher to better help them reach their potential.
Read More

Emotional Intelligence for Leadership in Schools: The Importance of EI for Leadership in Schools and School Success

Emotional Intelligence (EI) is, in essence, the ability to understand your effect on others and to manage that, and yourself, accordingly. Daniel Goleman’s findings, back in 1998, indicated that EI contributes 80% to 90% of the competencies that distinguish outstanding leaders from average leaders. This Institute will invite you to question how much does EI play a part in your own life and, ultimately, success in your school? 

Our work-life is full of challenges and deadlines which we are expected to meet. Problems caused by pressure, communication and an unclear vision can significantly hold us back. In addition, colleagues that we work with may lack confidence, feel demotivated, and experience anxiety at times, and we may grow to anticipate and expect that this as ‘just part of life in a school’. 

But, as this one-day institute will make clear, it is Emotional Intelligence that can make a real difference to our daily lives and the level of success and enjoyment we experience. 

“By inspiring others, emotionally intelligent leaders can ignite passion in their teams which stimulates higher levels of employee engagement and improves results.” 

Who should attend? 

This Institute is for all educators looking to understand their emotional intelligence and, as a consequence, improve their personal performance, communication skills, negotiation skills and influence in their school. It will support: 

  • Those who are interested to know about what the latest research tells us is most important in determining our success 
  • Teachers who are committed to advancing their careers 
  • Teachers who are committed to becoming ever more effective 
  • Educators who want to be better communicators 
  • Leaders who are committed to influencing others ethically and effectively 
  • All who want to understand emotional intelligence and use it in their personal and professional lives. 
Objectives and Outcomes 
  • Ask: Why is EI important to you in your role in a school? 
  • Ask: What exactly is EI? 
  • Learn how EI fits in with the 6 styles of leadership 
  • Understand the impact of EI on effective leadership 
  • Assess your own EI with a questionnaire 
  • Undertake review and actions
Read More

Understanding and Defining the Purpose of STEM

In this one-day institute, participants will gain an understanding of, and a clear and meaningful purpose and context for, STEM and STEAM learning that will empower learning and teaching at their school. They will also experience two design challenges that will give a deeper understanding of how STEAM learning can look. Finally, they will leave with a raft of ideas and a broad plan of how to infuse STEM and design thinking into the current school curriculum, and spark innovation and creativity within the student.

There are a lot of misconceptions about STEM (Science, Technology, Engineering, Maths) and its cousin STEAM (which includes Arts). In many ways it has been hijacked by a focus on technology. In this session you will collaboratively unpack the existing understanding of STEM and define a meaningful purpose and context for STEM learning in your school. Adrian will explore five lenses to deepen your thinking – design thinking, habits and the neuroscience of learning, the link between design and effective collaboration, self-regulation, and beliefs and mindsets. 

Objectives and Outcomes 

  • Unpack your current understanding and perceptions of STEM. 
  • Use five lenses to deepen your thinking and understanding. 
  • Define a meaningful purpose and context for STEM learning in your school.
Read More

Session 2 - 11:30am - 1:00pm

Professional Learning Communities: Developing high levels of collaboration

The Professional Learning Communities process is supported by research and endorsed by educational researchers at all levels as our best hope for sustained, substantive improvement. But what is a professional learning community? In this one-day institute, Gavin Grift and Colin Sloper, who recently revised Learning by Doing for the Australian context, will outline the three big ideas that drive the PLC concept, offer practical strategies for bringing those ideas to life and share collective learning from schools throughout Australia that are using those ideas to have a profound impact on student and adult learning. 

Powerful collaborative teams are the fundamental building blocks of a professional learning community, and a critical component in building a collaborative culture. In this session, Gavin and Colin will teach you how educators transform their congenial groups into high-performing collaborative teams. Discover ways to provide time and support for collaborative teams during the school day, and identify structures and strategies to help teams stay focused on doing the work that has a positive impact on student achievement. 

Objectives and Outcomes 

  • Discover the specifi c work undertaken by collaborative teams in a PLC. 
  • Learn strategies to ensure teams function at high levels of effectiveness. 
  • Plan a sample authentic STEM unit.
Read More

Profiles of an Underachieving Gifted Student

Todd Stanley has spoken to teachers, gifted coordinators, curriculum people, administrators/leaders and parents on a variety of topics. These include: strategies that are effective in the gifted classroom, ways to help gifted children with social–emotional issues, myths of gifted children and their parents, and proper programming for gifted students. 

In this session, Todd will examine the profiles of gifted underachieving students and identify the causes for their underachievement. Along with these profiles, Todd will discuss multiple strategies that could be employed to help the student overcome the underachievement. This is a session for gifted teachers of all year levels, as underachievement can affect even the youngest of children. 

Objectives and Outcomes 

  • Ask: How does a gifted child underachieve? 
  • Ask: What are the major causes of underachievement? 
  • Ask: What strategies can be used to overcome these?
Read More

Emotional Intelligence for Leadership in Schools: The Nature of Great Leadership and Emotional Intelligence

Emotional Intelligence (EI) is, in essence, the ability to understand your effect on others and to manage that, and yourself, accordingly. Daniel Goleman’s findings, back in 1998, indicated that EI contributes 80% to 90% of the competencies that distinguish outstanding leaders from average leaders. This Institute will invite you to question how much does EI play a part in your own life and, ultimately, success in your school? 

Our work-life is full of challenges and deadlines which we are expected to meet. Problems caused by pressure, communication and an unclear vision can significantly hold us back. In addition, colleagues that we work with may lack confidence, feel demotivated, and experience anxiety at times, and we may grow to anticipate and expect that this as ‘just part of life in a school’. 

But, as this one-day institute will make clear, it is Emotional Intelligence that can make a real difference to our daily lives and the level of success and enjoyment we experience. 

“By inspiring others, emotionally intelligent leaders can ignite passion in their teams which stimulates higher levels of employee engagement and improves results.” 

Who should attend? 

This Institute is for all educators looking to understand their emotional intelligence and, as a consequence, improve their personal performance, communication skills, negotiation skills and influence in their school. It will support: 

  • Those who are interested to know about what the latest research tells us is most important in determining our success 
  • Teachers who are committed to advancing their careers 
  • Teachers who are committed to becoming ever more effective 
  • Educators who want to be better communicators 
  • Leaders who are committed to influencing others ethically and effectively 
  • All who want to understand emotional intelligence and use it in their personal and professional lives. 
Objectives and Outcomes 
  • Understand the actions of great leaders
  • Learn how to develop self-awareness, the first and fundamental building blockof EI
  • Learn how to develop self-management, the second building block of EI
  • Undertake review and actions
Read More

Experiencing STEM and Design Thinking

In this one-day institute, participants will gain an understanding of, and a clear and meaningful purpose and context for, STEM and STEAM learning that will empower learning and teaching at their school. They will also experience two design challenges that will give a deeper understanding of how STEAM learning can look. Finally, they will leave with a raft of ideas and a broad plan of how to infuse STEM and design thinking into the current school curriculum, and spark innovation and creativity within the student.

STEM and units that authentically integrate curriculum have the benefit of creating a learning environment that naturally develops thinking, as well as capabilities such as collaboration, empathy, resilience and a growth mindset. In this session, Adrian will introduce two design challenges – a simple hands-on activity plus a real-life social justice challenge. This will give you a deeper understanding of how to integrate STEM thinking in your curriculum, as well as how you can spark innovation and creativity in your students. 

Objectives and Outcomes 

  • Learn about the design thinking process. 
  • Undertake a simple design challenge to lay the foundation for critical thinking, problem solving and collaboration. 
  • Spark your innovation and creativity via social justice design challenge.
Read More

Session 3 - 2:00pm - 3:30pm

Professional Learning Communities: 12 Actions to guide the work of collaborative teams

The Professional Learning Communities process is supported by research and endorsed by educational researchers at all levels as our best hope for sustained, substantive improvement. But what is a professional learning community? In this one-day institute, Gavin Grift and Colin Sloper, who recently revised Learning by Doing for the Australian context, will outline the three big ideas that drive the PLC concept, offer practical strategies for bringing those ideas to life and share collective learning from schools throughout Australia that are using those ideas to have a profound impact on student and adult learning.

In this session, Gavin and Colin will share their learnings from over the last ten years of taking the PLC research and making it a reality in schools. Learn about the 12 actions collaborative teams must take to truly transform student learning and discover ways to provide time and support for collaborative teams during the school day. Leave the day with a blueprint for collaborative teams to use in their ongoing efforts to transform learning for students and teachers back in school. 

Objectives and Outcomes 

  • Learn how the actions required for teams to answer the critical PLC questions. 
  • Discover the true work and focus of high-performing collaborative teams
Read More

How to Ask Higher-Level Questions in the Gifted Classroom

Todd Stanley has spoken to teachers, gifted coordinators, curriculum people, administrators/leaders and parents on a variety of topics. These include: strategies that are effective in the gifted classroom, ways to help gifted children with social–emotional issues, myths of gifted children and their parents, and proper programming for gifted students. 

Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s taxonomy, teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue and deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom. 

Objectives and Outcomes 

  • Ask: What does higher-level questioning look like? 
  • Discover how to use Bloom’s taxonomy to construct higher-level questions. 
  • Learn how to create a classroom environment conducive to higher-level questioning.
Read More

Emotional Intelligence for Leadership in Schools: Leading Others through Effective Emotional Intelligence

Emotional Intelligence (EI) is, in essence, the ability to understand your effect on others and to manage that, and yourself, accordingly. Daniel Goleman’s findings, back in 1998, indicated that EI contributes 80% to 90% of the competencies that distinguish outstanding leaders from average leaders. This Institute will invite you to question how much does EI play a part in your own life and, ultimately, success in your school? 

Our work-life is full of challenges and deadlines which we are expected to meet. Problems caused by pressure, communication and an unclear vision can significantly hold us back. In addition, colleagues that we work with may lack confidence, feel demotivated, and experience anxiety at times, and we may grow to anticipate and expect that this as ‘just part of life in a school’. 

But, as this one-day institute will make clear, it is Emotional Intelligence that can make a real difference to our daily lives and the level of success and enjoyment we experience. 

“By inspiring others, emotionally intelligent leaders can ignite passion in their teams which stimulates higher levels of employee engagement and improves results.” 

Who should attend? 

This Institute is for all educators looking to understand their emotional intelligence and, as a consequence, improve their personal performance, communication skills, negotiation skills and influence in their school. It will support: 

  • Those who are interested to know about what the latest research tells us is most important in determining our success 
  • Teachers who are committed to advancing their careers 
  • Teachers who are committed to becoming ever more effective 
  • Educators who want to be better communicators 
  • Leaders who are committed to influencing others ethically and effectively 
  • All who want to understand emotional intelligence and use it in their personal and professional lives. 
Objectives and Outcomes 
  • Learn what empathy, the third building block of EI, is and how to develop it.
  • Learn how to lead and developing others, the fourth building block of EI.
  • Discover the importance of active listening skills.
  • Learn how to motivate effectively through autonomy, mastery and purpose (AMP).
  • Undertake review and actions.
Read More

Practical Steps in STEM and Design Thinking

In this one-day institute, participants will gain an understanding of, and a clear and meaningful purpose and context for, STEM and STEAM learning that will empower learning and teaching at their school. They will also experience two design challenges that will give a deeper understanding of how STEAM learning can look. Finally, they will leave with a raft of ideas and a broad plan of how to infuse STEM and design thinking into the current school curriculum, and spark innovation and creativity within the student.

The final session of the day will explore what simple things you can do differently to integrate STEM into your classrooms and school. Example videos from STEM teachers around Australia will show you how to authentically adapt what you are already doing to address these curriculum requirements. Participants will have an opportunity to do some whole-school thinking, as well as be led through the process of planning authentic integrated units by Adrian. Participants will leave with a raft of new ideas about how to begin infusing STEM and design thinking into the current school curriculum. 

Objectives and Outcomes 

  • Explore examples of practice and thinking from Australian STEM educators. 
  • Design a Learning Ladder. 
  • Plan a sample authentic STEM unit.
Read More

Friday 17 May 2019

Session 1 - 9:30am - 11:00am

Reading Power: Linking Thinking to Reading Instruction that Focuses on Thinking and Understanding

Reading Power, a practical approach to comprehension instruction that focuses on thinking and understanding, is being used in classrooms worldwide. Join Canadian teacher, author and international speaker Adrienne Gear, developer of Reading Power, for a dynamic introduction to this approach. In this session, Adrienne will explain the key concepts of Reading Power and introduce several key strategies to support readers’ comprehension - Connect, Question, Visualise, Infer and Transform. She will share how Reading Power strategies can be easily integrated into your classroom as well as highlight lessons, student samples and some amazing anchor books. Adrienne’s workshops are very practical, so you will leave with ideas you can use right away! 

Objectives and Outcomes 

  • Learn new reading skills - decoding and comprehension.
  • Practise comprehension instruction.
  • Learn new comprehension strategies: Connect, Question, Visualise, Infer, Transform.
  • Understand metacognition.
  • Practise gradual release of responsibility.
  • Determine levels of understanding text.
  • Develop a common language of thinking in your classroom and school.
Read More

The Power of Professional Learning Communities

A lot is written and spoken about in terms of professional learning communities (PLCs). In this session, Gavin will outline, from the field of both research and practice, six fundamental questions and characteristics that set PLCs aside from more traditional models of schooling, and help to build staff understanding of what it means to work in a PLC while incorporating strategies with a relentless focus on learning.

Objectives and Outcomes

  • The Power of Professional Learning Communities
  • Discover the 3 big ideas that sit behind a PLC
  • Learn the sic critical questions that drive the work of a PLC
  • Discover how PLCs improve student learning
Read More

Change Your Bait!: Eight Great Strategies to Get Every Learner Into FLOW

Using Howard Gardner’s Multiple Intelligences theory, learn how to create a variety of instructional strategies that address your students’ intelligences. Martha will show you how to put the theory into practice and discover how you can take every task and modify or adapt it to fit the learner’s preferences. Students are more likely to try tasks that they think will “fit” the way they think they learn best. Get students into FLOW by matching their intelligence strengths to processing activities. 

Objectives and Outcomes 

  • Gain multi-modal instructional strategies using Multiple Intelligences as a tool for creating a variety of lessons. 
  • Learn how to keep students in their “FLOW Zones” and maximise engagement.
Read More

What Is School Culture and Why Should I Care?: Engage the Entire School in the Culture-Building Process

In this session, Anthony will make a clear distinction between school culture and school climate, and why it should be important to everyone. We will explore the research history of this topic and why it has been widely ignored, and what each and every member of a school community has to contribute in order to build a healthy and productive culture. No one will leave this session without a clear understanding of how culture drives every action and decision made in schools. 

Objectives and Outcomes 

  • Understand the importance of school culture from an empirical perspective.
  • Clearly recognise the difference between a "healthy' and "toxic" culture.
  • Leave with strategies and insights that start to engage the entire school community in the culture building process.
Read More

Fast and Effective Feedback: Practical Questioning Techniques for Eliciting and Responding to your Students

Providing helpful feedback and creating meaningful assessment tasks while keepingup with correction and managing a successful work–life balance is one of thebiggest challenges of teaching. You will investigate practical strategies for balancingthese demands, offering teachers fast, formative strategies for providing feedbackand assessing student performance in the time-poor environment of the everydayclassroom. 

Participants will explore:

  • strategies for accelerating the speed at which you mark work
  • strategies for giving and receiving feedback so that student mistakes can beaddressed quickly in class rather than through laborious written correction
  • methods for reducing the volume and extent of your correction
  • techniques for encouraging students to take a more active role in the feedbackprocess, and to more readily act on your assessment advice so that your timespent marking has maximum impact.

Explore how making small adjustments to your questioning technique takeslittle additional preparation time but can have a profound effect on student outcomes. Discuss a score of practical techniques for eliciting and responding to yourstudents as a whole class and one on one. Emphasis will be given to the everyday challenges of questioning: offering strategies for helping students reluctant to answerquestions or who offer incorrect responses, dealing with interruptions, eliciting moredetailed answers and addressing student who dominate class discussion.

Objectives and Outcomes

  • Learn how to foster fuller participation in class discussion.
  • Discuss techniques for addressing interruptions.
  • Learn how to sequence questions effectively.
  • Explore strategies for eliciting more thorough “evidentiary reasoning“ from students of all abilities.
Read More

Dynamic Differentiation: One Size Does Not Fit All!

Teachers in mixed-ability classrooms face multiple challenges at every year level. Success for all students depends on the integration of multiple intelligences, cooperative learning and authentic assessment. This interactive session provides guidance for teachers and administrators who are interested in creating learning environments that address the diversity in the classroom and within their schools or districts. Strategies shared will address a variety of learning styles. Learn multiple approaches to content, process and product and how to blend whole-class, group and individual instruction. 

Objectives and Outcomes 

  • Examine the impact of developing and implementing instructional plans that relate individual learning styles of students to their achievement level 
  • Foster a strong sense of community with an emphasis on every student’s value and growth as a learner 
  • Engage in techniques designed to maximise the potential of low-achieving as well as advanced learners
Read More

How to use project-based learning in your classroom to build capacity

Projects put students in a real-world setting and ask them to complete a task meeting to the requirements laid out by the project. PBL teaches students how to learn for themselves. It also has other advantages such as collaboration, public speaking and organisation, all 21st-century skills that would benefit any student. By using projects in your classroom you will be building maximum capacity to the point that you will have 30 teachers in the classroom rather than 30 students. This session will look at how to set up projects for the classroom, following an example to illustrate, as well as how to manage it once students have begun. 

Objectives and Outcomes 

  • Understand the rationale for project-based learning.
  • Learn the steps for using project-based learning.
  • Create your own project-based learning lesson.
Read More

A Mindset for Success: The Impact That Self-Theories Have on Learning and Personal Development

“If our schools are to truly bring about the kind of advances that are both desired andrequired by the changing world that we live in (and that our children will inhabit in thefuture) then things must change. And a critical part of that change is for schools tomove away from many of the talent and IQ myths that presently exist. Schools muststop categorising students in a way that is damaging their ability to grow and develop.”

This is why understanding what “mindsets” is all about, and what it isn’t, and thentaking action on this within schools, has to be a major priority. This one-day institutewill give you the opportunity to reflect on what mindsets are, why a focus on mindsetsin schools is important and how you can take action both in the classroom, and thewhole school, to make real changes that will benefit all students.

There are three themes that will run throughout this institute. These are that:

  • the beliefs of students are of crucial importance to their learning
  • our beliefs, as educators, about the students can have a profound “Pygmalion”effect upon them
  • the potential for achievement and success, that each of us possess through theimmense capacity of our brains, is enormous and largely unknowable.

Who should attend?

This one-day institute is relevant for all those who have a responsibility for the careand development of young people in our schools. Specifically, this day will support:

  • all those who are interested in finding out what the research evidence tells usabout mindsets and how they can practically implement this in their school
  • school leaders who are interested to fi nd out how they can develop a constructive culture of growth mindsets in their school
  • teachers who want to learn how to bring the ideas about mindsets into theirclassrooms on a daily basis.

Objectives and Outcomes

  • Learn about using the 4MAT system and KASH.
  • Undertake self-reflection with the Carol Dweck questionnaire.
  • Discover why having a growth mindset is important for academic and personal development.
  • Leave with a whole-school approach to influencing the mindsets of pupils.
  • Learn about the Rosenthal and the Pygmalion Effect.
  • Undertake review and actions.
    Read More

    Future-Focused Learning: Solving Problems that Matter

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Solving Problems that Matter 
    Objectives and Outcomes 
    • Learn about “Digital Dosruption” and “The Rise of the Creative Class”, and what they mean for the future of learners and the future of education. 
    • Gain insight into how the Australian Curriculum’s General Capabilities can be cultivated as structured processes through the Essential Fluencies. 
    • Discover what truly matters to learners and how to connect to their passions through context and relevance. 
    • Learn the “Circles of Influence” and their power to guide learners to develop solutions to seemingly impossible real-world problems. 
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 2 - 11:30am - 1:00pm

    Going Deeper with Reading Power: Five Reading Power Strategies to Use in Your Classroom Right Away

    While many students can make “quick connections” and ask “random questions” when they read, how can teachers nudge students into a more deeper way of thinking through text? In this follow up session to her Reading Power workshop, international speaker, teacher and author Adrienne Gear will outline the five Reading Power strategies: Connect, Question, Visualise, Infer and Transform. She will then share ways to help students make more meaningful connections and ask more thoughtful questions while they read. Adrienne’s sessions are always very practical, and you will leave with lessons you can use in your classroom right away.  


    Objectives and Outcomes 
    • Practise comprehension strategies.
    • Understand metacognition.
    • Practise explicit instruction and teacher modelling.
    • Learn strategies for enhancing understanding.
    • Learn about literacy for primary year levels.
    Read More

    Collaborative Teams That Transform Schools

    The core of a professional learning community is the network of collaborative teams – the groups of teachers who work together to improve student learning. Collaborative teams have the potential to transform major aspects of teaching and learning. In this session, Gavin will show you how to transition from teachers who work in isolation to teachers who work in collaboration, and from stakeholders who think in terms of “my responsibility” to stakeholders who think in terms of “our responsibility”.

    Objectives and Outcomes

    • Collaborative teams that transform schools
    • Learn how to transform the work of collaborative teams
    • Discover the power of teachers working collaboratively
    Read More

    Growing Even Smarter Brains: How Everyone Can Increase Their Intelligence

    Using Carol Dweck’s “Mindsets” work and linking an understanding of neural plasticity, educators can design strategies that will help each student give his or her best effort and even increase intelligence. Research from Educational Neuroscience assures us that with perseverance and effort, you can grow even smarter brains! Help students develop a Growth Mindset that keeps them from giving up! Grow some new dendrites in this fast-paced engaging session. 

    Objectives and Outcomes 

    • Discover how many gifted students may actually be developing a problematic “fixed” mindset. 
    • Learn how to give targeted feedback to students that praises their efforts and strategies. 
    • Get examples for how to teach students about developing a Growth Mindset to increase success.
    Read More

    Transforming School Culture Framework

    This session will address the issue of conflicting agendas within schools. A high performing school has a very clear purpose; high levels of learning for all students. We will examine the barriers to aligning individual agendas with the organisation’s agenda, and what ALL parties must do to develop the synergy necessary to guarantee learning. We will examine the theoretical framework developed by Anthony Muhammad in the book Transforming School Culture: How to Overcome Staff Division (2018) as the basis for developing a collaborative culture. 

    Objectives and Outcomes 

    • Learn how staff division develops and how we can prevent it 
    • Learn strategies that heal old social and professional wounds 
    • Learn how to create an environment where every professional can thrive
    Read More

    Fast and Effective Feedback: Learning Goals & Feedback Techniques that are fast, informative and effective

    Providing helpful feedback and creating meaningful assessment tasks while keepingup with correction and managing a successful work–life balance is one of thebiggest challenges of teaching. You will investigate practical strategies for balancingthese demands, offering teachers fast, formative strategies for providing feedbackand assessing student performance in the time-poor environment of the everydayclassroom. 

    Participants will explore:

    • strategies for accelerating the speed at which you mark work
    • strategies for giving and receiving feedback so that student mistakes can beaddressed quickly in class rather than through laborious written correction
    • methods for reducing the volume and extent of your correction
    • techniques for encouraging students to take a more active role in the feedbackprocess, and to more readily act on your assessment advice so that your timespent marking has maximum impact.

    Investigate strategies for helping students internalise learning goals, giving studentsand receiving feedback on student’s feedback towards those goals. Participants willexplore a range of engaging modelling strategies to ensure students know whatsuccess really looks like, as well as techniques for ensuring students know the learningpurpose of the lesson, use this goal as compass point for guiding their learning. Glenwill also explore feedback techniques for giving students immediate feedback in classto act on it rather than adding their work to an already large pile of correction. Thefocus here will on offering feedback that is fast, formative and effective.

    Objectives and Outcomes

    • Learn modelling strategies, such as “ranked” and “inverted” models and“patchwork” rubrics.
    • Learn quick ways to provide immediate feedback in the classroom.
    • Discuss techniques for ensuring students take real ownership of learning goals.
    • Explore learning activities and games for quickly assessing studentperformance.
    Read More

    Using Thinking Routines to Ignite Student Engagement

    Have thinking routines become the fabric of your classroom’s culture. These patterns of action can be integrated and used in a variety of settings. This workshop provides numerous tools for student engagement to think critically about course content and become active investigators. Learn creative approaches for teaching students routines that help direct innovative thinking and guide classroom discussion. Move beyond simple responses to extend ideas, think divergently and reason logically. In this interactive workshop, thinking routines will be demonstrated as highly useful skills for 21st-century learners. 

    Objectives and Outcomes 

    • Understand how to influence and shape classroom culture to make critical thinking a more central aspect of classroom life 
    • Learn techniques for students to generate, sort, connect and elaborate what they learned through visible thinking 
    • Understand how to extend and challenge students’ critical thinking skills in innovative ways
    Read More

    The Role of the Teacher in a PBL classroom: How to Coach Your Students to Success

    In the project-based learning classroom, the role of the teacher looks very different than in a traditional classroom. No longer are you the sage from the stage, rather you become the guide from the side. Your main job is to observe from a distance and let the students do most of the heavy lifting – but what does this look like? How do you achieve a classroom environment where you are tapping into the vast intelligence of your gifted students without having to spoon feed them the information? The answer: coaching them in the classroom. This session will give teachers pointers on how to coach in the classroom, rather than teach when working on projects. Todd will discuss strategies such as, setting up the classroom, conferencing, managing stress, group work and giving students space. 

    Objectives and Outcomes 

    • Ask: What does coaching look like? 
    • Learn how to coach students to be independent. 
    • Discover how the role of the teacher shifts in a PBL environment.
    Read More

    A Mindset for Success: The Power of the Words We Use and Their Impact on Our Reticular Activating System (RAS)

    “If our schools are to truly bring about the kind of advances that are both desired andrequired by the changing world that we live in (and that our children will inhabit in thefuture) then things must change. And a critical part of that change is for schools tomove away from many of the talent and IQ myths that presently exist. Schools muststop categorising students in a way that is damaging their ability to grow and develop.”

    This is why understanding what “mindsets” is all about, and what it isn’t, and thentaking action on this within schools, has to be a major priority. This one-day institutewill give you the opportunity to reflect on what mindsets are, why a focus on mindsetsin schools is important and how you can take action both in the classroom, and thewhole school, to make real changes that will benefit all students.

    There are three themes that will run throughout this institute. These are that:

    • the beliefs of students are of crucial importance to their learning
    • our beliefs, as educators, about the students can have a profound “Pygmalion”effect upon them
    • the potential for achievement and success, that each of us possess through theimmense capacity of our brains, is enormous and largely unknowable.

    Who should attend?

    This one-day institute is relevant for all those who have a responsibility for the careand development of young people in our schools. Specifically, this day will support:

    • all those who are interested in finding out what the research evidence tells usabout mindsets and how they can practically implement this in their school
    • school leaders who are interested to fi nd out how they can develop a constructiveculture of growth mindsets in their school
    • teachers who want to learn how to bring the ideas about mindsets into theirclassrooms on a daily basis.

    Objectives and Outcomes

    • Learn about good and bad praise.
    • Discover more about the language we use that is effective and priming impacts.
    • Learn about operating your RAS, and impacting on the RAS of each student.
    • Practise using mindset revealers – good, bad and modify.
    • Undertake review and actions.
    Read More

    Future-Focused Learning: Beyond STEM to Future-Focused Learning

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Objectives and Outcomes 
    • Learn about the three attributes of Future-Focused Teaching.
    • Discover the limitations and possibilities in STEM and how to move past the brands of Future-Focused Learning to uncover their potential.
    • Learn about the 10 Shifts of Practice – activities that transform teaching and learning at the classroom level.
    • Learn best practices for essential questions, personalised learning, higher-order tasks, and context and relevance to the learner.
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 3 - 2:00pm - 3:30pm

    Writing Power: Effective Writing Instruction and Assessment, an effective process-driving writing program

    In this “Pinterest” driven world, writing lessons are often based on the “product”, rather than the “process”. In this session, Canadian teacher, writer and international speaker Adrienne Gear will outline her ideas on how to set up an effective process-driving writing program. Based on this approach, she will share thoughts on an effective weekly writing routine, writing goals, effective editing, conferencing and assessment practices. Adrienne will share student samples, practical mini lessons and recommended anchor books to support your writing lessons. Come to this session and leave with many lessons and ideas to revamp and recharge your writing program! 

    Objectives and Outcomes 

    • Understand primary writing instruction.
    • Discover a process-driven approach to writing.
    • Assess writing – conferencing, coaching and goal-setting.
    • Practise explicit teaching and modelling.
    • Develop writing goals, routines and skills.
    Read More

    Five Commitments for Leading a PLC

    Dive beneath the surface of professional learning communities (PLCs) to explore the critical commitments that leaders must make in order to truly transform school culture and get the results that students deserve. Gavin will provide insights, tips and techniques to help you understand how to use the differences among your staff in a way to support the success of teams. Walk away with the critical strategies necessary to challenge the status quo of your school in your efforts to build teams that improve student achievement.

    Objectives and Outcomes 

    • 5 Commitments for Leading a PLC 
    • Discover the 5 commitments needed to transform school into a PLC 
    • Learn critical strategies to change the school’s current status quo 
    • Understand how to sustain your school’s PLC journey
    Read More

    HELP! Six Lifesaving Strategies to Avoid Chaos in the Differentiated Classroom

    Do you feel like you are often struggling to keep your head above water? Orchestrating differentiated instruction can easily become a huge management dilemma. Don't feel overwhelmed! Learn practical strategies that can provide a safe, secure and consistent brain compatible climate. 

    Objectives and Outcomes 

    • Learn about posting agendas to empower students. 
    • Design multiple procedures to guide student expectations and behaviours. 
    • Learn to limit and guide Choice activities. 
    • Create a system of “Must Do” and “May Do” tasks to assure participation,
    Read More

    The Four Skills of a Transformational Leaders

    In this session, Anthony will address the importance of transformational leadership. School culture provides the context for all good strategies. A leader who understands how to motivate, develop and build consensus is worth their weight in gold. Today’s era of constant change requires leadership who understands the development of human capital. Participants will examine four leadership competencies: communication, trust building, professional support and accountability. 

    Objectives and Outcomes 

    • Understand the true meaning and value of school culture. 
    • Understand the importance of developing consensus. 
    • Acquire practical skills that inspire others to embrace change.
    Read More

    Fast and Effective Feedback: Reducing Correction more quickly as a third-stage tool

    Providing helpful feedback and creating meaningful assessment tasks while keepingup with correction and managing a successful work–life balance is one of thebiggest challenges of teaching. You will investigate practical strategies for balancingthese demands, offering teachers fast, formative strategies for providing feedbackand assessing student performance in the time-poor environment of the everydayclassroom. 

    Participants will explore:

    • strategies for accelerating the speed at which you mark work
    • strategies for giving and receiving feedback so that student mistakes can beaddressed quickly in class rather than through laborious written correction
    • methods for reducing the volume and extent of your correction
    • techniques for encouraging students to take a more active role in the feedbackprocess, and to more readily act on your assessment advice so that your timespent marking has maximum impact.

    Discuss techniques for reducing written correction and encouraging students to takea more active role in the correction cycle. Explore practical techniques for correctingwork more quickly, as well as reducing the total amount of work needed to bemarked. One key element of this process is using third-stage correction tools whichensure students play a role in reviewing their own and their peers work, and ensuringstudents more readily take up your advice.

    Objectives and Outcomes

    • Learn activities and routines for marking student work in a timely fashion.
    • Explore technology that helps teachers quickly collate, assess and respond tostudent work.
    • Learn how to identify what elements of marking can be given to students toself- or peer-correct.
    • Discuss how to create feedback so that students are morelikely to act on that advice immediately.
    Read More

    Creating a Mindful Environment for ALL Students to Learn: From Stress to Success!

    Now more than ever, teaching mindfulness in the classroom is a necessity. Our students are stressed and anxious. Teachers and parents are stressed and anxious, too. Our lives are busy, and we often find our thoughts buzzing over the past or worrying about the future. Press the “pause button”. We need mindfulness because it teaches us to live in the present moment, enjoying and experiencing what’s in front of us. Educators know that students learn best when they are comfortable, safe and relaxed. Come to this session to discover and explore innovative and motivational opportunities for students to practise and extend their skills while facilitating independent learning. 

    Objectives and Outcomes 

    • Learn techniques to engage students productively and positively with strategies to develop their social and emotional skills 
    • Implement key practices to create an engaging environment that supports a creative, caring and collaborative classroom environment 
    • Increase student productivity, achievement and enthusiasm for learning 
    • Develop highly effective strategies that reduce students’ anxiety, jumpstart their thinking and set the stage for academic success
    Read More

    How to Create Rubrics to Evaluate Performance Assessments in an Objective Manner

    Rubrics are a valuable way for teachers to assess students in non-traditional, performance-based assessments, many of which require students to employ 21st century skills. The argument some people make against rubrics is that they are often subjective because they are based on the teacher’s opinion rather than an objective multiple-choice question with a single correct answer. But what if you could create rubrics that are objective, evaluating students on a consistent basis? And what if you could create rubrics that are tailor made to the skills students will be demonstrating in the performance-assessment? This session will show you how to create objective rubrics that can be used to evaluate student performance. This way the rubrics you use to evaluate students will be specific to their understanding, rather than a general one that does not always apply, or leaves too much room for subjectivity. 

    Objectives and Outcomes 

    • Discover the benefits of using rubrics, including the evaluation of performance-based assessment that allows students to demonstrate skill as well as content. 
    • Follow a step-by-step method detailing how to set up an easy-to-use rubric that can be crafted specifically for what you are looking for from the students. 
    • Learn how to use language that makes your rubric more objective and removes the subjectivity of the teacher.
    Read More

    A Mindset for Success: Using Our Brains as Educators

    “If our schools are to truly bring about the kind of advances that are both desired andrequired by the changing world that we live in (and that our children will inhabit in thefuture) then things must change. And a critical part of that change is for schools tomove away from many of the talent and IQ myths that presently exist. Schools muststop categorising students in a way that is damaging their ability to grow and develop.”

    This is why understanding what “mindsets” is all about, and what it isn’t, and thentaking action on this within schools, has to be a major priority. This one-day institutewill give you the opportunity to reflect on what mindsets are, why a focus on mindsetsin schools is important and how you can take action both in the classroom, and thewhole school, to make real changes that will benefit all students.

    There are three themes that will run throughout this institute. These are that:

    • the beliefs of students are of crucial importance to their learning
    • our beliefs, as educators, about the students can have a profound “Pygmalion”effect upon them
    • the potential for achievement and success, that each of us possess through theimmense capacity of our brains, is enormous and largely unknowable.

    Who should attend?

    This one-day institute is relevant for all those who have a responsibility for the careand development of young people in our schools. Specifically, this day will support:

    • all those who are interested in finding out what the research evidence tells usabout mindsets and how they can practically implement this in their school
    • school leaders who are interested to fi nd out how they can develop a constructiveculture of growth mindsets in their school
    • teachers who want to learn how to bring the ideas about mindsets into theirclassrooms on a daily basis.

    Objectives and Outcomes

    • Learn why brain and mind matters, and what we as educators, and students,should know.
    • Practise effective feedback.
    • Learn what the research says is the most important thing that parents can do.
    • Take on board the locus of control (LOC).
    • Learn how to be a positive classroom wizard.
    • Undertake review and actions.
    Read More

    Future-Focused Learning: Micro-Shifts and Whole-School Transformation

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Objectives and Outcomes 
    • Explore how the Shifts of Practice, and the smaller micro-shifts, can provide exciting challenges for your learners and transform your practice.
    • Discover how to build units of work as a provocation for STEM or inquiry learning.
    • Gain insight through case studies of classroom and multi-year success stories.
    • Reflect with colleagues and develop specific actions
    Read More

    Saturday 18 May 2019

    Session 1 - 9:30am - 11:00am

    Writing Power: Effective Writing Instruction and Assessment an effective process-driving writing program (Repeat)

    This session is a repeat of Friday 17 May Session 3

    In this “Pinterest” driven world, writing lessons are often based on the “product”, rather than the “process”. In this session, Canadian teacher, writer and international speaker Adrienne Gear will outline her ideas on how to set up an effective process-driving writing program. Based on this approach, she will share thoughts on an effective weekly writing routine, writing goals, effective editing, conferencing and assessment practices. Adrienne will share student samples, practical mini lessons and recommended anchor books to support your writing lessons. Come to this session and leave with many lessons and ideas to revamp and recharge your writing program! 

    Objectives and Outcomes 

    • Understand primary writing instruction 
    • Discover a process-driven approach to writing 
    • Assess writing – conferencing, coaching and goal-setting 
    • Practice explicit teaching and modelling 
    • Develop writing goals, routines and skills
    Read More

    Maximising Engagement: Strategies to “Hook” Every Learner

    In this session, Martha will emphasise specifi c classroom strategies to get students’ attention, promote curiosity and maintain engagement. Using novelty, humour, visuals and movement, teachers can hook their students’ attention and interest. Using a variety of technology devices in the classroom can also be a terrifi c asset when trying to generate and maintain students’ attention. 

    Objectives and Outcomes 

    • Learn about the prudent use of technology to “augment” learning. 
    • Leave with clever strategies to integrate novelty and humour into a lesson.
    Read More

    Building Purpose and Overcoming Frustration on Your Improvement Journey

    This session will address two vital stages in the process of creating a healthy culture: 1) establishing philosophical agreement and building shared purpose, and 2) addressing staff frustration and discomfort with change. In this session, Anthony will explore the theories that link the importance of school culture on student learning and participants will leave with an abundance of practical strategies to start the process of transforming their culture when they return to their school. 

    Objectives and Outcomes 

    • Learn how to address counterproductive belief systems and form a cohesive team of student advocates. 
    • Understand how to analyse and manage staff frustration. 
    • Understand the balance between support and accountability.
    Read More

    Teaching with Creativity in the Classroom

    Creativity is now considered an essential component of school education in Australia and around the world, and the Australian Curriculum now includes Critical and Creative Thinking as one of its General Capabilities. But research shows that teachers are challenged by both the definition and application of creativity in the classroom. What exactly is creativity in education? How is defined? Can it be taught? Can it be assessed? What are the myths of creativity? In this workshop, Tim will look at how teachers can be more creative in their classroom practice, providing practical advice and strategies on how to develop creative capacity connected to the latest research in the field of creative education. 

    Objectives and Outcomes 

    • Learn the definition of creative education. 
    • Ask: what is a creative teacher? 
    • Discover strategies for teaching with creativity in the classroom.
    Read More

    Practical Approaches to Peer Observation and Coaching: Effective Classroom Observation

    This one-day institute will explore practical and quick-to-implement strategies for establishing a culture of professional reflection in your school. Led by Glen Pearsall, who has set up coaching programs in more than forty schools, it provides techniques and frameworks for ensuring professional learning in your school is both supportive and focused on sustained improvement. 

    Objectives and Outcomes 

    • Leave with a step-by-step process for implementing or refining peer observation and coaching in your school, using techniques designed specifically for classroom teachers to help them manage this process during a busy teaching schedule. 
    • Discover a wide array of data tools and apps for collecting evidence that have been successfully road-tested in schools. Participants will also receive question-stem lists for ensuring coaching conversations and trail activities for introducing and honing peer coaching skills among staff. 
    • Learn strategies for teacher-leaders on how to respond to the challenges that might emerge from within their team when implementing the peer observation. 
    • Practise practical, data-driven ways for identifying and reaching goals and targets that will have the biggest impact on student performance given the time and workload pressures that teachers face in the everyday classroom.

    In this session, Glen will explore the classroom observation process and discuss a myriad of data tools, apps and other techniques for eliciting and recording evidence. Participants will get to explore and modify these tools as well as having an opportunity to trial them during the session using video of actual classrooms. 

    Objectives and Outcomes 

    • Learn how to use micro-data tools to measure the effect of specific teaching strategies. 
    • Explore micro-data apps for establishing good everyday teaching habits. 
    • Discuss protocols and routines for ensuring peer observation is both safe for teachers and encourages rigorous self-reflection. 
    • Learn how to identify subtle changes of teaching practice that have the biggest impact on students.
    Read More

    Motivating Reluctant Learners! Fostering a Growth Mindset

    Equip your students with a burning desire to learn! In this interactive session, you’ll explore what motivates students to achieve success in the classroom. Teaching for learning is our goal. Looking for ways to develop self-efficacy and a growth mindset? Dr Perez will share multiple ways to increase student productivity and build confidence in all of your learners. Looking for ways to avoid the same old activities? Learn strategies to help your students appreciate the relevance of what they learn in school to the real world! 

    Objectives and Outcomes 

    • Utilise a variety of teaching strategies for active engagement 
    • Maximise learner motivation, cultivate curiosity and deepen desire to learn 
    • Experience low-prep, research-based techniques that encourage participation by every student
    Read More

    Authentic Learning to Create Real-World Experiences for 21st-Century Learners

    In this session, Todd will discuss how authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.

    Objectives and Outcomes 

    • Ask: why authentic learning? 
    • Ask: what does authentic learning look like? 
    • Learn strategies for immediate implementation in the classroom
    Read More

    Outstanding Coaching in Schools: The Fundamentals of Coaching

    In his coaching manual, Coaching for Change, Tony Swainston says: “Coaching has been the catalyst that has enabled many people I have worked with to reach their goals. It helps people to gain clarity, provides challenge, and broadens their thinking, no matter what their age or position in the school. Coaching embraces the truth that we all work better, more efficiently, and more effectively, when we believe that we are understood and our personal needs are being considered.” 

    Tony has coached, and trained people to be coaches, in both business and education, in over 20 countries around the world. Many of Tony’s clients include people who wish to become professional coaches and therefore opt to take the ILM level V (at degree level) or ILM level VII (at Masters level) qualifications in coaching and mentoring through Tony’s company, Tony Swainston Ltd. Many of these include head teachers. 

    “The key goal of the coach is to get others to perform at their highest level. It never involves the transmitting of knowledge, wisdom, or advice, but rather draws out the immense abilities that at times lie dormant inside another individual.” 

    This one-day institute will provide you with the opportunity to find out about what coaching in schools is, why it is important for both adults and students, and how you can begin to use coaching to support the work that you do in your school, whether as a teacher or a head teacher. 

    Who should attend? 

    This one-day institute is relevant for all members of staff in schools. Specifically, this day will support: 

    • principals who are reflecting on the benefits of coaching and want to develop coaching in their own schools 
    • teachers who are interested in coaching to progress their own professional development whilst supporting other adults and students 
    • everyone who enjoys seeing others grow and develop in order to fulfil their potential. 

    Objectives and Outcomes 

    • Understand the purpose of the training and what you want to get from it. 
    • Discover what coaching is and what it isn’t. 
    • Observe the spectrum of skills. 
    • Practise silent coaching. 
    • Address the challenges involved in coaching in schools and how to overcome them. 
    • Explore Coaching Tool 1: The GROW model.
    Read More

    Mindful Assessments: Assessment and Learning

    We should not see learning as the outcome of teaching, but rather allow teaching to become a mindful response to learning. 

    Schools throughout Australia have been transforming learning, shifting to a holistic pedagogy designed to cultivate the Australian Curriculum’s General Capabilities. But the question remains: how do we assess these critical encompassing skills? How do we assess problem-solving skills or creativity as well as project- and inquiry-based tasks? If a task is authentic, it will cultivate all of the Australian Curriculum’s General Capabilities, including literacy and numeracy – which are not subjects, but outcomes of exceptional teaching. 

    Without feedback, assessment is not a learning activity – it is a compliance task. As educators, what strategies can we use to give our students formative and summative feedback, and provide authentic and transparent assessment to inquiry and project-based learning tasks and activities? 

    Who should attend? 

    This one-day institute is intended for those who wish to improve assessment practice and use the Essential Fluencies to connect with the General Capabilities. In particular:

    • all those who are curious about how to develop learner’s capacity with the General Capabilities, including how to measure them 
    • school leaders who want to find out how to efficiently and successfully grow and measure the General Capabilities through a common language between staff and learners based on structured processes 
    • teachers who want to delve deeply into the Essential Fluencies through worked exemplars and develop authentic tasks. 
    Assessment and Learning 
    Objectives and Outcomes 
    • Gain insight into the relationship between assessment and learning. 
    • Gain insight into how the General Capabilities can be cultivated as structured processes through the Essential Fluencies. 
    • Discover how assessment can be used to improve learner outcomes and how it cannot. 
    • Establish purposeful assessment practices. 
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 2 - 11:30am - 1:00pm

    Nonfiction Writing Power: fresh ideas that will help your students be more effective writers

    Tired of the same old descriptive animal report? Come to this workshop and leave with fresh ideas for helping your students write in the content areas. In this dynamic session, Adrienne will share lessons and ideas from her most recent book Nonfiction Writing Power. She will explain the importance of teaching students the different nonfiction text structures – the key to successful writing – and give examples of technique lessons that will help your students be more effective writers. Adrienne will share student samples and, as always, highlight the anchor books to support the lessons. 

    Objectives and Outcomes 

    • Learn about writing information – primary school and the middle years. 
    • Explore six nonfiction writing structures: Description, Instruction, Persuasion, Explanation, Comparison, Biography. 
    • Practise explicit teaching and modelling. 
    • Link nonfi ction writing to learning areas.
    Read More

    Enhance Learning, Build Social Connections and Help Students Flourish

    Could it be that the need to “play” is hardwired into our brains? What happens to children’s brains when more time is spent sitting indoors in front of a screen? Discover how unstructured play activities can help promote brain development, creativity and our social connections. Learn ways to integrate play and games into classrooms at all year levels. Expect to laugh, play and learn during this light-hearted session with Martha. 

    Objectives and Outcomes 

    • Understand that play is natural and necessary for developing brains, improves memory and stimulates growth in the cerebral cortex. 
    • Discover that frequent play breaks may help students pay attention to academic tasks. 
    • Learn that play and physical activity can help promote problem-solving and creativity, and develop students’ social skills necessary for the 21st Century.
    Read More

    Collaboration Is a Lifestyle, Not a Meeting! The Issue of Staff Resistance to Change

    This session will address the collaborative characteristics of a high-performing PLC. Learn how teachers, support staff, school administration and central office all work together to improve school performance. Together with participants, Anthony will address the issue of staff resistance to change and the leader’s role in building consensus, addressing two key areas: 1) creating a culture of collaboration, and 2) how to create an environment where people embrace collective responsibility. 

    Objectives and Outcomes 

    • Understand how to construct and protect productive collaborative relationships. 
    • Understand how to create organisational coherence and ensure collaboration at every level of the school community. 
    • Understand the balance between support and accountability.
    Read More

    Teaching for Creativity in the Classroom

    The Australian Curriculum includes Critical and Creative Thinking as one of its General Capabilities, but what are the creative skills which can be developed in students? Does creativity need to be a separate subject, or can creativity be incorporated into subject-based curriculum? In this workshop, Tim will look at the RISE Framework of Creative Education, currently taught at Geelong Grammar School and the Graduate School of Education at The University of Melbourne. Practical advice and subject specific strategies will aid teachers in developing creative skills in their students. 

    Objectives and Outcomes 

    • Ask: what is teaching for creativity? 
    • Ask: what do creative skills look like in a range of subjects? 
    • Discover strategies for teaching for creativity in the classroom.
    Read More

    Practical Approaches to Peer Observation and Coaching: Productive Coaching Conversations

    This one-day institute will explore practical and quick-to-implement strategies for establishing a culture of professional reflection in your school. Led by Glen Pearsall, who has set up coaching programs in more than forty schools, it provides techniques and frameworks for ensuring professional learning in your school is both supportive and focused on sustained improvement. 

    Objectives and Outcomes 

    • Leave with a step-by-step process for implementing or refining peer observation and coaching in your school, using techniques designed specifically for classroom teachers to help them manage this process during a busy teaching schedule. 
    • Discover a wide array of data tools and apps for collecting evidence that have been successfully road-tested in schools. Participants will also receive question-stem lists for ensuring coaching conversations and trail activities for introducing and honing peer coaching skills among staff. 
    • Learn strategies for teacher-leaders on how to respond to the challenges that might emerge from within their team when implementing the peer observation. 
    • Practise practical, data-driven ways for identifying and reaching goals and targets that will have the biggest impact on student performance given the time and workload pressures that teachers face in the everyday classroom.

    Participants will explore how to use an evidence-based approach to observation asa way to foster collaborative conversation and other forms of coaching. This will be delivered through video of actual coaching conversation as well by investing model materials for ensuring this is a protected and effective professional learning experience for those being coached.

    Objectives and Outcomes

    • Learn how to use questioning to help colleagues refi ne their practice.
    • Explore question stems that help ensure peer conversations are fluent andimprovement focused.
    • Learn the difference between attributive and non-attributive feedback.
    • Identify coaching techniques for helping teachers with a wide range ofexperience and abilities.
    Read More

    Practical Ways to Improve Students' Thinking and Make Class Discussions More Exciting!

    It's not enough for students to simply pay attention – they need to be active participants. Many students stop listening, begin to fade or disengage during typical question/answer drills in the classroom. Working within an answers-based education system, teachers must go out of their way to create conditions conducive to inquiry and critical thinking. The best discussions keep everyone active, either by sharing or thinking. Even those students who rarely, if ever, contribute can still participate in other ways. In this interactive session, Dr Perez will share her favourite ways to design discussions in a dynamic and exciting manner.

    Objectives and Outcomes

    • Establish routines for managing whole group and small group discussions and participation in cooperative learning activities 
    • Identify what is acceptable for participating in respectful communication 
    • Implement key practices to create an engaging environment that supports differentiated teaching and learning 
    • Increase student’s presentation skills, higher level thinking skills and academic discourse 
    • Learn practical techniques for making class discussions more engaging and productive
    Read More

    What Does Problem-Based Learning Look Like in the Authentic Classroom?

    Problem-based learning is one of the main strategies for making your classroom an authentic one where students are experiencing learning rather than being taught. This session will look at what problem-based learning is and how to set it up in your classroom. 

    Objectives and Outcomes 

    • Ask: what is problem-based learning? 
    • Observe examples of problem-based learning 
    • Learn how to set up problem-based learning in your classroom
    Read More

    Outstanding Coaching in Schools: The Benefits of Coaching in Your School

    In his coaching manual, Coaching for Change, Tony Swainston says: “Coaching has been the catalyst that has enabled many people I have worked with to reach their goals. It helps people to gain clarity, provides challenge, and broadens their thinking, no matter what their age or position in the school. Coaching embraces the truth that we all work better, more efficiently, and more effectively, when we believe that we are understood and our personal needs are being considered.” 

    Tony has coached, and trained people to be coaches, in both business and education, in over 20 countries around the world. Many of Tony’s clients include people who wish to become professional coaches and therefore opt to take the ILM level V (at degree level) or ILM level VII (at Masters level) qualifications in coaching and mentoring through Tony’s company, Tony Swainston Ltd. Many of these include head teachers. 

    “The key goal of the coach is to get others to perform at their highest level. It never involves the transmitting of knowledge, wisdom, or advice, but rather draws out the immense abilities that at times lie dormant inside another individual.” 

    This one-day institute will provide you with the opportunity to find out about what coaching in schools is, why it is important for both adults and students, and how you can begin to use coaching to support the work that you do in your school, whether as a teacher or a head teacher. 

    Who should attend? 

    This one-day institute is relevant for all members of staff in schools. Specifically, this day will support: 

    • principals who are reflecting on the benefits of coaching and want to develop coaching in their own schools 
    • teachers who are interested in coaching to progress their own professional development whilst supporting other adults and students 
    • everyone who enjoys seeing others grow and develop in order to fulfil their potential. 
    Objectives and Outcomes 
    • Discover the benefi ts to schools of developing a coaching culture. 
    • Practise great coaching questions using the question bank. 
    • Learn the power of listening, why it works and why we don’t often do it so well. 
    • Experience an attitudinal shift. 
    • Discover the link between coaching and emotional intelligence. 
    • Practise Coaching Practice 1. 
    • Reflect on coaching practice.
    Read More

    Mindful Assessments: The Common Language of Assessment

    We should not see learning as the outcome of teaching, but rather allow teaching to become a mindful response to learning. 

    Schools throughout Australia have been transforming learning, shifting to a holistic pedagogy designed to cultivate the Australian Curriculum’s General Capabilities. But the question remains: how do we assess these critical encompassing skills? How do we assess problem-solving skills or creativity as well as project- and inquiry-based tasks? If a task is authentic, it will cultivate all of the Australian Curriculum’s General Capabilities, including literacy and numeracy – which are not subjects, but outcomes of exceptional teaching. 

    Without feedback, assessment is not a learning activity – it is a compliance task. As educators, what strategies can we use to give our students formative and summative feedback, and provide authentic and transparent assessment to inquiry and project-based learning tasks and activities? 

    Who should attend? 

    This one-day institute is intended for those who wish to improve assessment practice and use the Essential Fluencies to connect with the General Capabilities. In particular:

    • all those who are curious about how to develop learner’s capacity with the General Capabilities, including how to measure them 
    • school leaders who want to find out how to efficiently and successfully grow and measure the General Capabilities through a common language between staff and learners based on structured processes 
    • teachers who want to delve deeply into the Essential Fluencies through worked exemplars and develop authentic tasks. 
    Objectives and Outcomes 
    • Learn about the three attributes of Future-Focused Teaching.
    • Discover the ways to set up learners for success through transparency and authenticity of assessment.
    • Develop a deeper, richer understanding of the vocabulary of assessment linked to Bloom’s Digital Taxonomy.
    • Examine and develop rubrics as judgement and evidence statements, use these to produce stage-by-stage formative assessment tools to provide guidance and direction.
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 3 - 2:00pm - 3:30pm

    Nonfiction Reading Power: reading strategies to support readers of nonfiction

    While reading for content is important, reading for meaning is essential. But as teachers, how can we best support our students to move from “re-telling” to “re-thinking” informational texts? Join Canadian teacher author and international speaker Adrienne Gear for another dynamic “Power” workshop. In this session, Adrienne will review the key concepts of Reading Power and the levels of understanding – from literal to interactive. She will focus on specific reading strategies to support readers of nonfiction text, including: Zoom In (to Nonfiction Features), Determine Importance, Making Connections and Questioning. She will share lessons, student samples and recommended anchor books. As always, Adrienne’s sessions are very practical, so you will leave with lessons you can use in your classroom tomorrow! 

    Objectives and Outcomes 

    • Explore nonfiction reading strategies: Zoom In, Determine Importance, Connect, Question, Infer and Transform 
    • Understand different levels of understanding informational texts 
    • Learn to “re-tell” vs “re-think” information
    Read More

    The Motivated Brain: Engaging All Students

    The brain’s natural SEEKING system energises our behaviours, attitudes, curiosity and motivation. Neuroscience research suggests that motivation is actually exploratory behaviours that work to promote interest and drive us to pursue and achieve satisfaction. By examining this primary emotional system, we can shift teachers’ and students’ mindsets to maximise motivation, cultivate effort, perseverance and tenacity. In this session, Martha will show you the ways educators can design learning environments and instruction to promote exploratory investigations, foster sustainable student engagement and encourage creativity. 

    Objectives and Outcomes 

    • Learn how to orchestrate a brain-friendly learning environment that promotes sustainable engagement and growth mindsets. 
    • Explore Panksepp’s SEEKING system theory of emotional networks and the implications for motivation and engagement. 
    • Explore a variety of strategies to build student capacity for self-regulation: coping skills, abilities to self-assess and mindfulness.
    Read More

    Institutionalising Cultural Health: Bringing the Four PLC Questions to Life!

    In this session, Anthony will focus on systemic implementation of the Four PLC Questions (Curriculum, Assessment, Academic Interventions and Academic Enrichment). Participants will leave with a powerful understanding of what it takes to move from theory into practical systemic implementation. The strategies presented can be immediately applied upon return to their school. 

    Objectives and Outcomes 

    • Practise developing essential standards and student outcomes. 
    • Learn the process of creating useful and valid common assessments. 
    • Learn how to methodically create an effective academic intervention system that meets the individual needs of students.
    Read More

    Assessing Creativity in the Classroom

    Creativity is becoming an essential part of school education, but there is little professional development available to help teachers integrate creative education into their classroom practice. One of the biggest challenges is assessment – how exactly can creativity be measured and assessed? This workshop will explore both individual and group creativity in the classroom, as Tim offers practical advice and strategies, including assessment rubrics from a range of subjects. Teachers will have the opportunity to develop their own lesson plans and assessments for their individual learning area. 

    Objectives and Outcomes 

    • Ask: how do we measure creativity? 
    • Ask: how do we assess creativity in individuals? 
    • Ask: how do we assess creativity in groups?
    Read More

    Practical Approaches to Peer Observation and Coaching: Creating Positive Classrooms - Practical Classroom Management

    This one-day institute will explore practical and quick-to-implement strategies for establishing a culture of professional reflection in your school. Led by Glen Pearsall, who has set up coaching programs in more than forty schools, it provides techniques and frameworks for ensuring professional learning in your school is both supportive and focused on sustained improvement. 

    Objectives and Outcomes 

    • Leave with a step-by-step process for implementing or refining peer observation and coaching in your school, using techniques designed specifically for classroom teachers to help them manage this process during a busy teaching schedule. 
    • Discover a wide array of data tools and apps for collecting evidence that have been successfully road-tested in schools. Participants will also receive question-stem lists for ensuring coaching conversations and trail activities for introducing and honing peer coaching skills among staff. 
    • Learn strategies for teacher-leaders on how to respond to the challenges that might emerge from within their team when implementing the peer observation. 
    • Practise practical, data-driven ways for identifying and reaching goals and targets that will have the biggest impact on student performance given the time and workload pressures that teachers face in the everyday classroom.

    In this session, Glen will explore strategies for creating a positive and productive working environment for students and teachers. Featuring highly effective, easy-to implement classroom management techniques, this workshop provides practical steps for teaching young people to take more responsibility for their own behaviour. Emphasis in the workshop is placed on finding the lowest level intervention possible for addressing off-task behaviours and getting students to concentrate on their learning – while also giving teachers a toolkit for addressing more extreme behaviours.

    Objectives and Outcomes 

    • Practise effective responses for pivoting around resistant or argumentative behaviours and getting students back to their learning. 
    • Learn non-verbal and other low-level intervention techniques for nudging towards better decisions. 
    • Discover techniques for getting and holding student attention. 
    • Learn strategies for dealing with students who can’t rather than won’t behaviour. • Leave with techniques for turning around class groups whose behaviour has become distracted and disruptive.
    Read More

    Using Academic Literacy Strategies to Engage All Learners and Increase Transfer of Comprehension Strategies

    Do you have students who struggle with reading the text in content areas? Many students lack content literacy skills. This session presents over 20 techniques to differentiate your literacy instruction! Struggling readers must have: a chance to read at their instructional and independent reading levels; engaging texts that they want to read; better ways to build their vocabulary; comprehension strategies that help them understand what they have read; decoding strategies that help them get through difficult text and the ability to organise critical information. Lots of instant ideas! Handouts for all! 

    Objectives and Outcomes 

    • Increase students’ ability to self-monitor, predict, summarise and recognise key words and ideas 
    • Promote the transfer of comprehension strategies into individual reading for even the most reluctant readers 
    • Help struggling readers comprehend text as well as understand the process skills involved in reading comprehension
    Read More

    What Does Case-Based Learning Look Like in the Authentic Classroom

    Case-based learning is one of the main strategies for making your classroom an authentic one where students are experiencing learning rather than being taught. In this session, Todd will look at what case-based learning is and how to set it up in your classroom.

    Objectives and Outcomes 

    • Ask: what is case-based learning? 
    • Observe examples of case-based learning 
    • Learn how to set up case-based learning in your classroom
    Read More

    Outstanding Coaching in Schools: Using Our Brains as Educators

    In his coaching manual, Coaching for Change, Tony Swainston says: “Coaching has been the catalyst that has enabled many people I have worked with to reach their goals. It helps people to gain clarity, provides challenge, and broadens their thinking, no matter what their age or position in the school. Coaching embraces the truth that we all work better, more efficiently, and more effectively, when we believe that we are understood and our personal needs are being considered.” 

    Tony has coached, and trained people to be coaches, in both business and education, in over 20 countries around the world. Many of Tony’s clients include people who wish to become professional coaches and therefore opt to take the ILM level V (at degree level) or ILM level VII (at Masters level) qualifications in coaching and mentoring through Tony’s company, Tony Swainston Ltd. Many of these include head teachers. 

    “The key goal of the coach is to get others to perform at their highest level. It never involves the transmitting of knowledge, wisdom, or advice, but rather draws out the immense abilities that at times lie dormant inside another individual.” 

    This one-day institute will provide you with the opportunity to find out about what coaching in schools is, why it is important for both adults and students, and how you can begin to use coaching to support the work that you do in your school, whether as a teacher or a head teacher. 

    Who should attend? 

    This one-day institute is relevant for all members of staff in schools. Specifically, this day will support: 

    • principals who are reflecting on the benefits of coaching and want to develop coaching in their own schools 
    • teachers who are interested in coaching to progress their own professional development whilst supporting other adults and students 
    • everyone who enjoys seeing others grow and develop in order to fulfil their potential. 

    Objectives and Outcomes 

    • Implementing coaching in your classroom or the whole school.
    • Explore Coaching Tool 2: The Balance-Wheel.
    • Explore Coaching Tool 3: Values.
    • Practise Coaching Practice 2.
    • Reflect on coaching practice.
    • Discuss questions and answers.
    • Create a plan of action.
    Read More

    Mindful Assessments: Critical Tasks, Critical Reflection, Unlimited Possibilities

    We should not see learning as the outcome of teaching, but rather allow teaching to become a mindful response to learning. 

    Schools throughout Australia have been transforming learning, shifting to a holistic pedagogy designed to cultivate the Australian Curriculum’s General Capabilities. But the question remains: how do we assess these critical encompassing skills? How do we assess problem-solving skills or creativity as well as project- and inquiry-based tasks? If a task is authentic, it will cultivate all of the Australian Curriculum’s General Capabilities, including literacy and numeracy – which are not subjects, but outcomes of exceptional teaching. 

    Without feedback, assessment is not a learning activity – it is a compliance task. As educators, what strategies can we use to give our students formative and summative feedback, and provide authentic and transparent assessment to inquiry and project-based learning tasks and activities? 

    Who should attend? 

    This one-day institute is intended for those who wish to improve assessment practice and use the Essential Fluencies to connect with the General Capabilities. In particular:

    • all those who are curious about how to develop learner’s capacity with the General Capabilities, including how to measure them 
    • school leaders who want to find out how to efficiently and successfully grow and measure the General Capabilities through a common language between staff and learners based on structured processes 
    • teachers who want to delve deeply into the Essential Fluencies through worked exemplars and develop authentic tasks. 
    Objectives and Outcomes 
    • Develop engaging, authentic learning tasks based around the Essential Fluencies.
    • Identify critical task elements and milestones to develop task specific rubrics based on comprehensive Fluency rubrics.
    • Explore the relationship between the Essential Fluencies, General Capabilities and the potential assessment points.
    • Reflect with colleagues and develop specific actions.
    Read More

    Sunday 19 May 2019

    Session 1 - 9:00am - 10:30am

    The Missing Piece: Addressing the Social and Emotional Needs of Students in a Changing World

    The need for social and emotional learning in Australian schools is evident more than ever before, but what are the critical elements that need to be taught? Throughout their educational journey, students not only face the daily challenges of learning they are also adapting to the complex demands of growth and development, significant brain restructuring and now new environmental impacts such as online technology. Deficits in social and emotional learning throughout key stages of development, can lead to long-term learning and behaviour difficulties. During this session we will identify critical stages of development that impact students’ journey and link the key social and emotional learning areas needed to support their progress. Take away practical strategies to address the real needs of your students. 

    Objectives and Outcomes 

    • Identify critical developmental stages that may present challenges to their students’ progress. 
    • Learn strategies to provide students with social and emotional capabilities to address challenges linked to developmental stages. 
    • Identify specific strategies to address the social and emotional needs of students who are experiencing behavioural, emotional, relationship and learning developmental difficulties.
    Read More

    Reading Power in Action: strategies for metacognition as well as comprehension instruction

    While teaching comprehension strategies in isolation is an important step in helping students construct meaning, applying the strategies into all aspects of learning is the primary goal. In this session, international speaker, author and teacher Adrienne Gear will explore how the Reading Power strategies can be applied to different areas of the curriculum. She will show examples of how these strategies can be applied to different units of study including indigenous beliefs and customs, global justice and immigration. 

    Objectives and Outcomes 

    • Understand metacognition 
    • Explore comprehension instruction 
    • Apply of comprehension instruction
    Read More

    Teachers as Architects of Learning: Effective Strategies for Learning-Focused Teachers

    In this session, participants will discover their natural disposition for teaching and learn about the implications of this on their ongoing development as teachers. They will also learn how to apply key learning constructs to their own “growth edge” as teachers. Gavin will outline high-leverage strategies for learning that will enable teachers to specifically make better use of time, develop safe and supportive classrooms, use successful questioning approaches and know how to use feedback to affect teacher and student learning. This is a must attend session for anyone in the business of supporting teacher growth or for those committed to discovering insights into their own practice and how to strengthen it.

    Objectives and Outcomes 

    • Learn how to create successful learning experiences 
    • Explore high level teaching strategies 
    • Discover how to effectively use feedback to improve teacher and student learning
    Read More

    Finding Each Student’s Sweet Spot: Optimising Engagement and Learning

    Each learner’s brain is uniquely wired! Recognising that all students learn differently is paramount to helping them be successful in our classrooms. In this interactive session, Martha will teach you how to reveal each student’s “Sweet Spot” for learning by surveying prior knowledge, discovering learning preferences and determining how success was achieved in the past. The Sweet Spot for optimal learning includes: focused attention, high interest, engagement and positive feelings. 

    Objectives and Outcomes 

    • Learn how to look for indicators of gifts and talents within a student that may not be readily apparent. 
    • Get new ideas to maximise learning by creating student profiles using inventories, surveys and checklists. 
    • Discover how to engage students by addressing the ways each learns best.
    Read More

    Mindset and Achievement: Addressing Systemic Bias and Discrimination

    In this session, Anthony will address the connection between traditionally underserved populations and institutionalised discrimination. There will be a strong focus on the concept of meritocracy vs. egalitarianism. This workshop will uncover the hidden benefits of privilege (racial, economic, language, etc.) and its impact on school culture and persistent achievement gaps. 

    Objectives and Outcomes 

    • Understand the nature of subtle and institutionalised discrimination. 
    • Reflect on current school policies and norms in relation to their underperforming population. 
    • Understand the difference between meritocracy and egalitarianism.
    Read More

    Flexible Learning Environments: Rethinking the Classroom: Creative Grouping and Learning Zones

    Flexible classrooms give students a choice in what kind of learning space works best for them, and help them to work collaboratively, communicate and engage in critical thinking. Creative grouping and learning zones provide the learning environments that kids need. These learning zones address the needs of diverse learners and provide innovative and motivational opportunities for students to practise and extend their skills while facilitating independent learning. Students become responsible for their own learning as they make choices and interact with one another. Using flexible grouping and learning centres also provides time for teachers to observe and assess students authentically. 

    Objectives and Outcomes 

    • Learn techniques to engage students productively in learning centres while other groups or individuals are working with the teacher 
    • Implement key practices to create an engaging environment that supports differentiated teaching and learning 
    • Increase student productivity, achievement and enthusiasm for learning
    Read More

    How to Foster Student Collaboration in the Classroom

    Having trouble getting students to work successfully in groups? Want to learn strategies for helping your students to do so? Being able to work in groups and collaborate with peers is a valuable 21st-century skill. This session will provide tools for facilitating this and give concrete examples to work from. 

    Objectives and Outcomes 

    • Ask: what does collaboration look like? 
    • Ask: how does a teacher create successful collaboration in the classroom? 
    • Learn how to maintain this collaboration over the course of a lesson
    Read More

    Future-Focused Learning: Solving Problems that Matter (Repeat)

    This is a repeat of Friday 17 May Session 1

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Solving Problems that Matter 
    Objectives and Outcomes 
    • Learn about “Digital Dosruption” and “The Rise of the Creative Class”, and what they mean for the future of learners and the future of education. 
    • Gain insight into how the Australian Curriculum’s General Capabilities can be cultivated as structured processes through the Essential Fluencies. 
    • Discover what truly matters to learners and how to connect to their passions through context and relevance. 
    • Learn the “Circles of Influence” and their power to guide learners to develop solutions to seemingly impossible real-world problems. 
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 2 - 11:00am - 12:30pm

    Knowledgeable, Responsible and Caring Students: Connecting to School

    An essential element in enhancing young people’s wellbeing and learning outcomes is their relationship to school. For our students to become knowledgeable, they must be ready and motivated to learn. To become responsible, they need to identify and manage their emotions, and make positive and healthy choices for themselves and others. To become caring, they must be able to look beyond themselves and appreciate the concerns of others. To achieve these attributes they must be part of a school community that is welcoming, nurturing and respectful. In this session you will learn strategies to use social and emotional learning to improve connectedness, build healthy and respectful relationships and empower student voice and leadership skills in schools. 

    Objectives and Outcomes 

    • Explore current evidence around social and emotional learning and school connectedness with their individual school vision and objectives 
    • Embed and enhance social and emotional learning within whole-school policies and teaching practices 
    • Learn how to apply strategies to increase student connectedness to school, empower student voice and develop student social and emotional capability
    Read More

    Powerful Understanding: teach your students to think critically and reflectively, deepening understanding of self, others and the World

    In this session, Canadian teacher, author and international speaker Adrienne Gear will introduce the key concepts from her new book Powerful Understanding. This book explores effective ways to build social-emotional skills as well as promoting critical thinking – two important core competencies for creating effective learners. For those familiar with Adrienne’s Reading Power strategies, you will see how she has integrated them into this model to extend and deepen learning. Come to this session and leave inspired and ready to teach your students to think critically and reflectively AND be confident, compassionate and caring citizens!  

    Objectives and Outcomes 

    • Explore the Critical Thinking model 
    • Discuss social-emotional learning 
    • Deepen your understanding of self, others and the world
    Read More

    Becoming an Exceptional Coach

    Teaching is a complex activity – as is coaching teachers – but it has proven to be one of the most promising approaches to eliciting genuine pedagogical change. Teachers who think at higher levels produce students who are higher achieving, more cooperative and better problem solvers. It is the invisible skills of teaching that produce superior instruction. In this session with Gavin, discover how cognitive coaching capitalises and enhances teachers’ cognitive processes, and can improve your capability for coaching others to be successful in their work. 

    Objectives and Outcomes 

    • Discover the power of coaching to enhance teaching skills 
    • Explore how coaching can enhance reflective practices
    Read More

    Use It or Lose It! Active Processing to Maximise Learning

    Neuroscience research indicates that without adequate stimulation, many new dendrites and synapses may self-destruct. To assure that new connections are wired to stay and not pruned away, multiple processing opportunities must be actively engaged. In this session, Martha with outline how elaborative rehearsals, multi-modal strategies and differentiated instruction can assure deep learning and long-term retention. 

    Objectives and Outcomes 

    • Learn how to structure frequent opportunities for students to REFLECT on the product and process of their learning (metacognition). 
    • Leave with daily activities that allow students personal CHOICE in how they process and store new knowledge. 
    • Orchestrate a variety of COLLABORATION opportunities that encourage conversations.
    Read More

    Trapped at the Bottom: The Impact of the Superiority and Victim Mindsets

    This workshop will explore the connection between personal and institutional mindsets and academic achievement gaps. The issue of inequality in student learning outcomes has been studied and debated for many years, but in this workshop, Anthony will seek to establish that the primary culprit in the fight to overcome the achievement gap is our thinking. 

    Objectives and Outcomes 

    • Understand the connection between personal socialisation and student expectations. 
    • Understand the power of mindsets and their influence on educator effectiveness. 
    • Understand the impact of damaging mindsets (superiority and Inferiority).
    Read More

    Put Pizzazz in your Lessons: A Palette of Possibilities!

    Are you looking for innovative ways to modify your lessons and assignments to account for diverse levels of student readiness, interests and learning styles, while keeping teacher preparation time reasonable? Join Kathy Perez as she shares a fast-paced, humorous and inspirational session with ideas you can hear today and use tomorrow. Practical differentiated strategies to increase the achievement of each student will be shared – from the struggling student to the advanced learner. You will leave this session with innovative teaching strategies to enhance your teaching effectiveness with every student. 

    Objectives and Outcomes 

    • Learn how to provide students with choices that maximise their learning and engagement 
    • Develop procedures for a differentiated classroom, including modifying content, process and products 
    • Create lessons that effectively address varying readiness levels, interests and modes of learning
    Read More

    Teaching 21st-Century Skills in a Deliberate Manner

    With the focus on SMART goals, where we look at data and measurable growth in education, we have turned our back on some of the hard-to-measure skills that we once taught regularly. As a result, students are not learning the valuable 21st-century skills that will allow them to be successful later in life. These are skills such as public speaking, working in groups, leadership, creativity, critical thinking and adaptability. How does one deliberately teach these skills in a 21st-century classroom? In this session, Todd Stanley will show you how. 

    Objectives and Outcomes 

    • Ask: What are the 21st-century skills? 
    • Ask: Why are these skills so important to the education of our gifted students? 
    • Ask: How does one deliberately teach these skills in the classroom?
    Read More

    Future-Focused Learning: Beyond STEM to Future-Focused Learning (Repeat)

    This is a repeat of Friday 17 May session 2

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Objectives and Outcomes 
    • Learn about the three attributes of Future-Focused Teaching.
    • Discover the limitations and possibilities in STEM and how to move past the brands of Future-Focused Learning to uncover their potential.
    • Learn about the 10 Shifts of Practice – activities that transform teaching and learning at the classroom level.
    • Learn best practices for essential questions, personalised learning, higher-order tasks, and context and relevance to the learner.
    • Reflect with colleagues and develop specific actions.
    Read More

    Session 3 - 1:30pm - 3:00pm

    Getting the Balance Right: Embedding Social and Emotional Learning into the Curriculum

    Working in classrooms and schools where social and emotional skills are actively taught and promoted creates a rich learning environment that is fun and rewarding! So how do we embed social and emotional learning into an already busy school curriculum to address the developmental needs of our students? You will already be doing many of the things to create the environment for rich social and emotional learning. In this session you will learn how to engage students in activity to create deeper understanding of their social and emotional capabilities as well as how to integrate these skills into everyday classroom teaching and practice. 

    Objectives and Outcomes 

    • Learn how to apply deeper personal social and emotional understanding and capability to your teaching practice 
    • Embed and enhance social and emotional learning within your current teaching practices and learning areas 
    • Identify social and emotional developmental critical points and link activity to support students’ development and learning
    Read More

    Simple Story Structures: Three Simple Structures to Deconstruct and Reconstruct Stories

    We all know that kids love to write stories, but inevitably they end up re-telling a Minecraft game or begin an elaborate story that never ends! While “writing a story” seems simple enough, it is, in fact, the most challenging writing structures there is! In this session, Adrienne will share three simple structures to deconstruct and reconstruct stories to help your students move from simple narratives into more complex story writing, complete with characters, problems, solutions, great hooks and effective endings! Come to this session and see how this gradual scaffolding of story structures can help your students become successful story writers! 

    Objectives and Outcomes 

    • Learn about simple story structures: Walking, Event and Climbing. 
    • Understand character development. 
    • Practise dialogue. 
    • Discuss effective beginnings and endings.
    Read More

    Strengthen Your Use of Explicit Instruction

    Ask a room full of educators how they would define explicit instruction and you will typically get a range of different responses. In this session, participants will develop a shared understanding of what explicit instruction is and how the inclusion of this has a significant impact on the teaching and learning process. In this highly sought-after session, Gavin will help teachers discover how to improve their use of explicit instruction in the classroom by experiencing it firsthand.

    Objectives and Outcomes 

    • Learn what explicit instruction is 
    • Explore how explicit instruction can improve student learning 
    • Experience explicit instruction first hand
    Read More

    Mindfulness Practices to Maximise Student Motivation and Engagement

    Stress can weaken our immune system and impair executive functions, such as the ability to pay attention, regulate our emotions and think flexibly. In this session, Martha will teach participants effective strategies that enable us to respond rather than react in stressful situations. Learn the neurobiology of the stress response and understand how perceived threats and real stressors such as hunger, isolation, chaos and confusion, unreasonable demands, anticipatory anxiety, lack of movement and embarrassment can trigger a survival “reflex” response. 

    Objectives and Outcomes 

    • Learn evidence-based practices such as gratitude, core breathing and other mindful awareness techniques to cultivate awareness of self and others, improve emotional regulation, decrease adverse effects of stress and ultimately promote positive engagement. 
    • Become prepared to teach students stress reduction, self-awareness and self-regulation strategies.
    Read More

    The Liberation Mindset: Truly Creating a System That Serves ALL!

    In this session, Anthony will explore three schools that have shed themselves of privileged and deficit thinking and the profound effect that shift made in student performance. They embraced the Liberation Mindset, which is a combination of 1) high student expectations and access, 2) embracing staff and student efficacy, and 3) strong educational, political and economic advocacy for disadvantaged students. 

    Objectives and Outcomes 

    • Understand the critical components of the Liberation Mindset 
    • Provide practical tools to start the process of mindset transformation 
    • Understand the power of collective efficacy and child advocacy
    Read More

    The Top 10 Tools to Transform Your Teaching!

    In today’s highly diverse classroom, how can we provide instruction that maximises success for each student while providing the appropriate level of challenge for the struggling student as well as the high achiever? How can we ensure that ALL students acquire the key concepts and skills we are teaching through varied activities and assignments that account for individual interest and motivation? What are the pieces that need to be in place to manage a differentiated classroom? If you are searching for practical answers to these questions, this is a seminar you won’t want to miss! 

    Objectives and Outcomes 

    • Increase productivity, achievement and enthusiasm for learning 
    • Implement key practices for creating an environment that supports differentiated teaching and learning 
    • Maximise the power of differentiation to increase student achievement
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    How to Measure 21st-Century Skills, Creating DUMB Goals for Students

    According to the Pathways for Prosperity, when employers from around the world were asked what attributes they seek in employees, they listed leadership, teamwork and initiative as their top skills. We should be focusing on these DUMB (Discipline/professional skills Used to Make students Balanced) goals. The question becomes, how do we measure these skills in an objective manner? 

    Objectives and Outcomes 

    • Ask: what are DUMB goals? 
    • Ask: what is the value of DUMB goals? 
    • Ask: how do you successfully measure these DUMB goals?
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    Future-Focused Learning: Micro-Shifts and Whole-School Transformation (Repeat)

    This is a repeat of Friday 17 May session 3

    Today’s students will inherit a legacy of global challenges that we see and read about each day. They will face critical issues along with challenges that we cannot yet imagine. We can empower them to overcome these obstacles for present and future generations in our classrooms. To do this we must move beyond literacy and numeracy and into the realms of critical and creative thinking, ethical action, and a deep awareness and understanding of our global culture. 

    In this one-day institute, participants will look at inspiring examples of the solutions-focused ingenuity students around the world are demonstrating in innovative learning environments – including STEM, inquiry and PBL – utilising Solution Fluency to cultivate ethical, responsible Global Digital Citizens who are taking positive action and striving together to solve problems that matter. Our gateway to accomplishing these Shifts of Practice of Future-Focused Learning, which will thoroughly unpack to identify opportunities for applying them to your everyday practice. 

    Who should attend? 

    This one-day institute is intended for all those who are driven to improve their practice to better serve the needs of the modern learner. In particular: 

    • all those who are curious about the relationship between future-focused pedagogies such as STEM, STEAM, PBL, Inquiry and Design Thinking and how to shift their practice toward them 
    • school leaders who are interested to find out how to efficiently and successfully achieve whole-school transformation and create a sustainable culture built on a common language that defi nes quality practice 
    • teachers who want a simple yet highly effective self-directed plan for meaningful and consistent professional growth. 
    Objectives and Outcomes 
    • Explore how the Shifts of Practice, and the smaller micro-shifts, can provide exciting challenges for your learners and transform your practice.
    • Discover how to build units of work as a provocation for STEM or inquiry learning.
    • Gain insight through case studies of classroom and multi-year success stories.
    • Reflect with colleagues and develop specific actions
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