First Aid update

Friday December 8th – All day

Update for Level 2 first aid training provided by Australian Pacific Training Solutions Pty Ltd a partner organisation of Allens Training Pty Ltd (RTO No. 90909)

  • Provide cardiopulmonary resuscitation
  • Provide first aid
  • Course in the management of asthma
    risks and emergencies in the workplace
  • Course in first aid management of anaphylaxis
Advertisements

ACCOMMODATING SOCIAL, EMOTIONAL AND ACADEMIC NEEDS OF STUDENTS WITH CHRONIC ILLNESS

Presenter:     Natalie Forcucci (Education Coordinator – Ronald McDonald House)

Time 1.5 hrs

Natalie is the Education Coordinator (Liaison and EDMed) at Ronald McDonald House.  In this presentation, she spoke about the general implications of chronic illness including physical, social, emotional and academic. She provided strategies for teachers to assist with supporting students in this cohort.

Serious illness can affect a student’s education in many ways. Some of the more common difficulties include:

  • Increased anxiety and development of school phobia
  • Problems within the classroom
  • Absenteeism
  • Delays in academic progress resulting in low levels of self-esteem

Illnesses which impact on a student’s learning, quality of life and families include asthma, diabetes, chronic fatigue syndrome, epilepsy, juvenile arthritis and many more.

Natalie addressed many of these issues in her presentation. We received a comprehensive resource book from Ronald McDonald House

Student engagement

Pete Goss from the Grattan institute

Research in to contributors to learning in the classroom, looked at several of John Hattiesburg factors that are particularly related to students engagement
Difficult to identify the factors that most effect engagement but three factors seem to contribute a significant affect
Curriculum, pedagogy and classroom environment interplay in the classroom but whole school environment and expectations for behaviours and achievement as well family and community also have a significant role.

Data from Western Australia suggest 1 in 4 are compliant but passive.
Low level: work avoidance, late, use of devices,

A bigger problem in low SES schools, but when examined against outcome, these behavioural factors did not affect student outcomes to any different degree than those who were disruptive – not statistical different. Students who are one to two years below standards will be disengaged, actively of passively.

From teacher perspective:
Passively disengagement found most challenging (most likely skewed by this being the most common issue). In low SES schools this cause considerable stress for teachers.

Not specific to early career teachers. Challenges are for all teachers.
How do teachers respond?
Teachers seem to respond more negatively “stop doing that”, vs “praising someone in the vicinity” to behaviour rather than to academic issues

Evidence suggests several responses to this issue.

  • High expectations
  • Strong teacher student relationships
  • Clarify and structure in instruction
  • Active learning

responsive approaches

  • Encouragement and praise of behaviour
  • consistant corrections and consequences

Four steps for how teachers can improve

1. Know your students   2. Proactively managing the environment  3. Model and reinforce good behaviour  4. Collaboration

Explicit expectations are the key, students know what they are expected to do and what they are expected to produce.

schools need to do more, too many Te where are expected to sink or swim. Not enough to know how to do this in principle need to be instigated as a school wide program with staff support. Opportunities to collaborate are too rare.

better induction programs, opportunities for collaboration, tools to help teachers adapt and improve practice, clear pathways for escalating tough issues

APC staff conference 2016 – day 2

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.

 

VCE Physics conference 2016

Friday 19th February. – all day

9.00: Keynote Dr Phillip Urquijo from the University of Melbourne on ‘Particle Physics: from Alpha Particles to Quarks’

Particle Physics: from Alpha Particles to Quarks

10:15   Workshops: Session A

A11(V)            Flipping Physics – Jane Coyle, Albert Park College  

Many of us have been using activity-based pedagogy in a flipped model for years, we just didn’t have a groovy web 2.0 name for it. In essence it is about getting the students to connect with the content for homework and apply it to problem in class. The flipped classroom does not mean you need to make heaps of time consuming videos for your students. In this session I will explain how I am managing my flipped classroom using Google docs and Google Classroom. To get the most out of this session please come with a web enabled device and have created a Google account if you don’t have one. If you are using a tablet you will need the Google drive and Google Doc apps as well.

12:00   Workshops: Session B

B5(11) Teaching multiple Options concurrently –  Jane Coyle, Albert Park College

The new Unit 2 Options offer a large range of physics applications for student to investigate. It would be wonderful to let the student choose a topic they like the look of but how do we manage a classroom with students studying different content? How do we offer choice without having to write 11 courses? In this session I will give ideas on how to achieve both of these using Google to create a portal and Google Classroom to enable content delivery and tracking. Collaboration is also the key. A web enabled device would be handy but not required for this session.

Lunch time plenary: A/Prof Emma Ryan-Weber’s presentation of the 2016 Physics Teachers’ Conference

Cosmology: From the Big Bang to the Formation of Atoms

 

Asking deep questions with VERSO

Presenter: Phil Stubbs

Time: 1 hr

Keeping kids engaged in your lesson.  Never ask a question you know the answer to.

Need to make learning irresistible?  we know of the 6Cs but there is one missing….

C – curiosity

Need to make learning wonderful, the quality questions asked is directly linked to the quality of learning.

Great poem, “the things we steal from students”

Questioning declines over the years a student spends at school.

Wonderful = Curiosity + irresistibility

Crafting questions in VERSO. . .   to start the big converstaions

Do these inform our path in learning? Need to start thinking of ourselves as activators not facilitators.

Mash-up of Hattie’s research and Michael Fullan

Use VERSO to enable the discussion to create activities to get better value.

Activity:

Screen Shot 2015-12-01 at 4.20.58 pmMake a bold statement on VERSO and then ask students to make a list of questions on their table, before they respond to the VERSO statement. We do not want their first thoughts, we want them reflect and find the best questions.  They can then be asked to upload their bets three, or asked to move tables and choose the best questions from a different table.  Students post their questions and then critique deciding they are open or closed.  If they think it is closed they must reword as an open question.

These questions can then be used to inform the path the class takes.

Activity:  Go deep with google

Screen Shot 2015-12-01 at 4.28.12 pm

Use a google doc to ask the class to contribute ideas as a whole.  Students are then ask to select one idea and then justify their choice. This offers a rich thinking process and asks them to synthesise and think deeply.

Summing up..

Start with one idea, to shared ideas, to synthesis and critical thinking to shaping the idea.

Need to craft a question, peer to peer comment drives the relational thinking and enables connection of ideas together, this needs to be backwards by designed with what we want the students to have at the end of the lesson.