Speaking with impact
Presented by: Brendan Spillane 10:15 am Saturday 26 September
Differentiate! It sounds easy but.....
Presented by: Lindy Abawi 1:15 pm Saturday 25 September
Teacher talk practices as resources for enabling a pedagogy for inclusion
Presented by: Christine Edwards-Groves 10:30 am Friday 25 September
Help them learn a language deeply: The Challenge
Presented by: Francois Victor Tochon 2:00 pm Friday 25 September
Technology as a catalyst for authentic learning
Presented by: Peter Cottle 11:30 am Friday 25 September
Generating deep conversation and capacity building: The hidden power of using assessment for teaching
Presented by: Danielle Hutchinson 2:15 pm Saturday 26 September
Building students literacy capacity: Being literate in the language of learning
Presented by: Shauna Petersen, Shirley O'Neill and Deborah Geoghegan 11:30 am Friday 25 September
The workshop will focus mainly on spoken communication to both small and larger groups.
In the workshop “Differentiate! It sounds so easy but…”, Dr Abawi, in partnership with Tania Leach, a professional colleague who works with Education Queensland, will share hands-on practical activities aligned to a variety of student needs utilising anonymised student data and genuine assessment tasks as a trigger for differentiated planning. In this workshop you are asked to let your light shine by contributing to the building of personal and professional capacity through working with others, exploring new ways of thinking and planning in order to meet the needs of diverse learners.
Every classroom in Australia, and indeed across the world, is socially, intellectually and culturally diverse. How to meet this diversity with equitable and inclusive practices requires mindful pedagogical talk practices which are deliberate in their movements to empower all students, to enable all students to enter the learning space through their language.
It is at the level of pedagogical talk that teachers can make positive moves towards propelling all students into practices which enable them to share in their learning as fully informed contributing partners in practices which are fair and equitable. For the diversity of students, an equitable share in the talk will allow them to have a greater sense of accomplishment, participation and control of their learning (Edwards-Groves, 2002).
This workshop draws largely on the recently published PETAA publication Classroom talk: Understanding dialogue, pedagogy and practice (Edwards-Groves, Anstey & Geoff Bull, 2014). It specifically focuses on the dialogic tools or “talk moves” teachers enact in day-to-day teaching (as pedagogical resources) which shape a pedagogy for diversity which is dialogic, open and explicitly focused on student participation in learning activities with a high level of intellectual engagement. Additionally, the paper will draw on the theory of practice architectures as theoretical resources for understanding the cultural-discursive arrangements of pedagogical talk.
The workshop proposes a revolution in the way we teach world languages. It presents what is tomorrow's mainstream, as regards language teaching methods, and indicates severe limits in the standardization of outcomes defined through backward planning, and moves on with project-based, forward planning on the basis of flexible instructional organizers. The focus is on cultural pragmatics and assisted, self-directed learning. Text acquires primacy. Extensive reading, intensive writing and recording take the fore to support communication progress and depth. A large part of what is done in classrooms is blended and self-determined by the student or groups of students who choose their pacing and personalized productions. Such apprenticeship becomes meaningful through transdisciplinary aims. Compatible with content-based and literacy-based approaches, the deep approach creates a situation in which students are the curriculum builders.
The ability to engage students in learning experiences that are both authentic and relevant to their experience as young people today can be paramount to its success. Young learners today are too often criticized for lacking rigour academically and the ability to maintain sustained engagement in learning activities. The finger is pointed at technology as the cause of some of these problems, with social media, gaming and the 24/7 connected nature of the lives of young people having a profound impact on they way they engage with their worlds. Like most tools however, technology used incorrectly, can promote a lack of engagement and in turn, poor student outcomes. The key is to find tools that are relevant and work as catalysts to engage students and foster their inherent curiosity and interest. Using emerging technologies such as Augmented and Virtual Reality, this workshop will explore some of the ways educators can harness the power of mobile devices for authentic learning with a focus on the Humanities.
Typically rubrics have enormous power as instructional tools for students as they articulate behaviours along a pathway of increasing competence and as such often demystify the learning process. However, what has become increasingly apparent is the power of the rubric development phase to generate deep conversation and capacity building amongst educators. Early findings suggest that one of the main reasons for this is that the process requires participants to explicitly articulate their understanding about the nature of learning and the way in which it manifests in particular discipline areas. This can often be unexpectedly revealing and provide fertile ground for authentic professional dialogue. This workshop will unpack the Assessment for Teaching rubric writing process and provide insights as to how the generation of developmental and reliable rubrics can be used as a powerful enabler of rich conversation and capacity building amongst education professionals.
This presentation will examine how two primary schools, that had significantly improved students’ literacy outcomes in reading, over a three-year period, as shown by national testing results, achieved consistency in their pedagogical approach across the school, from which was derived a common language for learning. It will demonstrate the vital importance of ‘mutuality’ in teachers’ and students’ acquisition and use of such a common language for learning and how this ensures the building of students’ capacity to learn. It will be shown how, through these schools’ collaborative development of their schoolwide pedagogical frameworks and their teachers’ leadership of pedagogical change, that involved both students’ and parents’ views, new knowledge, strategies and artifacts to support learning were created, with which students were deeply engaged and which gave them a voice in their learning. This draws upon the researchers’ one day Institute presentation at the International Literacy Association Conference in St Louis, Missouri, USA, July 2015.
Keywords: Active pedagogy, language for learning, mainstream English as a second language, school improvement, schoolwide pedagogy, improving reading
Objectives: · To describe how schools created a schoolwide approach to literacy pedagogy to achieve consistency in teaching and learning.
· To highlight and critically discuss the important role of the language of learning in ensuring students’ engagement with the literacy program.
· To understand the concept of ‘mutuality’ in terms of both teachers and students being pedagogically engaged through their use of a common language for learning and how this underpins the building of students’ capacity to learn.
· To recognize the collaborative nature of pedagogical change and the way students can be more deeply engaged in literacy learning.