Rachael Gore – Using technology in the classroom
Substitution -> augmentation -> modification -> Redefinition
How do we move toward redefinition?
Using the ipad pro
Notability + iDoceo
Notability: Using the ipad to do all board work. Facing the class all the time, students have the notes to review. Import screen shots and then write free hand
iDoceo – a electronic teachers chronicle automatically syncs to calendar and enables data collection, analysis and distribution.
Michael Pye – Cracking the hard class – from a conference by Bill Rogers and experience of dealing with challenging students
Always thank you, but not please makes the student believe they have an option for a request.
Use cue words repeatedly to create a habit that the kids know what the expectations are.
Describe the poor behaviour then describe the correct behaviour
Praise should describe the good behaviour and describe what they have done well
Be a gentle sheepdog, calm and assertive.
Andy Robinson – Kinesthetic learning
Game 1 – Treasure hunt – teams of 2 – 5 cards with problems positioned around the room, teams move around writing their solutions onto a prepared answer sheet.
Game 2 – Relay – 10 cards, with a question and the round they are in. Like maths olympics
Game 3 – Safe cracker, questions which are scored, the score is then used to ope the safe.
Alice Garner – New App – Kaizena https://kaizena.com/
Do all our student read the feedback? and act on it? Verbal feedback may be the answer.
Can create conversation threads, syncs with google classroom. Enables you to link to lessons so that you do not have to give the same feedback to each student over and over.
Need to walk the student’s through the Kaizena group.
Eleanor Voterakis – Working with the reluctant writer
Making the students clear about who they are writing for. Anchor students to be aware that they do not know them and they cannot make the assumption they would know them and understand what they mean.
Reluctant writers find feedback all over their page frightening and demoralising. Sometimes better not to annotate their work, but give them aural feedback.
Ben Williamson – EMPOWERING STUDENTS TO PERFORM: Success Through Emotional and Intellectual Confidence.
This session provided us with a greater understanding of how to think empathically with their students in relation to the content of their curriculum, and to facilitate improvements in student performance through confidence. These strategies will help relieve students of debilitating doubt and lack of self-belief. The specifics within curricula can be complex, but the way students understand the nature and structure of the tasks should in most cases be straight-forward. Teachers learn to communicate ways of thinking and strategies to empower students to feel confident when approaching assessments and to demystify the curriculum. Our goal is to ameliorate student anxiety and empower them as learners.
Josh Patrick – Getting the most out of SAC
This workshop will revolve around designing robust School-Assessed Coursework tasks and maximising student achievement through the use of SACs as a tool for preparing students for their final VCE exam. Staff will develop tools for streamlining their record-keeping system to get consistent data on student performance throughout an Area of Study and they will develop strategies for giving effective feedback and teaching effective revision techniques in a fast-paced VCE curriculum. This session will include a special guest appearance from the tech-savvy Laura Higginbottom!
Teaching Resilience – Martin Heppell – http://theresilienceproject.com.au/
How do we respond to trauma. Its ok to fail, we fail everyday.
We need post traumatic growth, but do our kids have this.
Key to resilience: Gratitude, empathy and mindfulness
Taking control of emotions..Music, exercise and laughter Positive emotion build cognitive capacity
How to practice gratitude: Write three things that went well for you during the day or write three things you feel grateful for #dismoment
We don’t scan the world for positive need to rewire our brains
Empathy: the kids do not do this enough. Behaviour needs to be modelled, not told to the kids. We must behave the way we want the kids to behave. You give and you will receive.
Oxytocin: Every time you do something for someone else it releases oxytocin. this leads to increase in self esteem, increase in energy, increase in happiness, increase level in positivity
Focus on the positive – emotional literacy – high stakes conversation should be face to face.
Mindfulness – using meditation. Mindfulness colouring. Smiling minds, it takes practice.
When kids don’t trust the outcome they don’t reveal themselves, the don’t tell us the important stuff. Talking is the hardest thing.
If children and adolescents feel included and accepted, particularly by a larger peer group, they are more likely to feel good about themselves.