on demand

WHAT IS ON DEMAND?

Video on demand (VOD) is a system which allows users to select and watch/listen to video content whenever they choose, 
rather than at a scheduled broadcast time. 

We record all our live presentations and then make them available for you to access in our Our ON DEMAND system.

The ON DEMAND catalogue allows you to access Professional Development sessions with past presenters at a time of your choosing whilst also obtaining certificates of completion for your VIT Registration Requirements.

Please Note: Due to the restrictions of the Adobe Connect System, On Demand courses can only be accessed from a laptop or a desktop computer. Mobile devices cannot play Adobe Connect recordings.

 

Please CLICK HERE if you have any issues which require TROUBLESHOOTING

The 2020 suite of courses offered as a part of the CRTPD Program are recordings of the live sessions that ran through the year. These live courses were released as on demand courses within 48 hours of the completion of the live course and can be accessed through the on demand catalogue of your training portal. The majority of the courses will be made available in your learning portal for 24 months after their date of publish before they are removed from the system

The Collection of 60 Minute Webinars:

If you have trouble getting a certificate once you have completed the course you can click here to view the help guide.

PRESENTER: Emily Paterson

PRE-LEARNING: Before you attend the live session, please CLICK HERE to watch the pre-learning video

DESCRIPTION: This introductory session is designed to assist teachers with various digital tools that they come across during the teaching day. Split into two parts, the first is a pre-learning video (which can be accessed through www.crtpd.com) which will form the basis of the Q&A session. This course will then endeavour to explore some of the common digital learning tools that teachers will use in their teaching practice and help to alleviate concerns or anxiety around their use.

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Lori Pereira

DESCRIPTION: Open-ended tasks allow students to work at different levels and paces on similar content. Open-ended tasks also enable a teacher to quickly see how to group students based on similar attainment levels and target interventions towards students experiencing  difficulties and those who need to be challenged to excel. This course is suitable for CRTs who have the opportunity to work with students over an extended period of time and/or those aspiring to longer term work with a class in a school.

AITSL STANDARDS:

1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
3.1.2 Establish challenging learning goals
3.2.2 Plan, structure and sequence learning programs

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Jane Langley

DESCRIPTION: The presenter will explore techniques to manage a moment of challenging behaviour using calm and assertive dialogue rather than reactive and aggressive responses. It is important to understand the foundations of these techniques, so the presenter will also outline the principles behind developing classrooms built on healthy relationships that minimise the incidences of challenging behaviours. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Belinda Webb

DESCRIPTION: This session will provide opportunities for you to further your knowledge of ASD and expand your repertoire of techniques and strategies that can be used in the classroom to maximise learning for students with ASD.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.4.2 Engage with professional teaching networks and broader communities

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PRESENTER: Hannah Galloway

DESCRIPTION: This course explores The Victorian Teaching Profession Code of Conduct and Code of Ethics, and how they apply to CRTs. Themes explored will include professional conduct, personal conduct and professional competence

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Belinda Webb

DESCRIPTION: Teaching has its challenges and its rewards. CRTs in particular have unique challenges in the work they are doing. These challenges include insecure work, new physical environments, routines and processes, new curriculum content and unfamiliar students. CRT work requires practical skills and knowledge and social and emotional resilience. In this session, we concentrate on resilience for you as the teacher. The presenter will focus on increasing your awareness of warning signs in your body, and techniques that you can use to build your personal resilience. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Lara Schendzielorz 

DESCRIPTION: Collaborative Learning is one of the Department’s High Impact Teaching Strategies. Collaborative Learning occurs when students work as groups in different contexts and sizes. Studies have shown that there has been a measurable positive effect on student learning outcomes and interactions with one another, when they engage in well-designed group work. This course will explore ways in which you can engage students in effective collaborative learning activities that can be quickly and easily introduced when you are new to a class. These strategies will help to improve learning outcomes and  increase student engagement. 

AITSL STANDARDS:

3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: It can be challenging for even the most experienced CRTs to work with a group of students if no lesson has been left.  This course explores the elements of a well structured lesson, identifying ways to maximise student achievement by creating transparent, predictable and purposeful routines for students and identifying clear transitions between each step in the lesson. A thorough comprehension of sound lesson structure will help both experienced and new CRTs to maintain a professional approach even if there are gaps in knowledge about the content of the learning program.

AITSL STANDARDS:

3.1.2 Establish challenging learning goals 
3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT 1903 Maintaining a professional approach, when no lesson has been left

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Lara Schendzielorz 

DESCRIPTION: The diversity of student literacy skills in the classroom requires teachers to have greater depth and breadth of literacy resources at their fingertips. This session will explore a variety of resources that CRTs can use to develop the literacy skills of all students.

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.5.2 – Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Antoinette Masiero

DESCRIPTION: Students with English as an Additional Language or Dialect (EAL/D) are now part of the fabric of most classes. This session is for teachers who have no formal training in working with EAL students. The presenter will explore teaching strategies that have been successful with students in both primary and secondary schools.

AITSL STANDARDS:

1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1934 Supporting EAL/D students
2018 Webinar – CRT807 Strategies for assisting EAL/D students in secondary schools
2018 Webinar – CRT834 Engaging an EAL/D parent community
2018 Webinar – CRT838 Strategies for assisting EAL/D students in primary school

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Belinda Webb

DESCRIPTION: Special Development Schools (SDS) and Special Schools cater for children with complex physical, cognitive and learning needs.  This course aims to give you an insight into working in a special school setting. It will provide some helpful teaching strategies for working with this cohort of students, should you choose to work in a special school setting. The presenter is an experienced teacher working in an SDS.

AITSL STANDARDS:

1.6.2 Strategies to support full participation of students with disability
2.1.2 Content and teaching strategies of the teaching area 
4.2.2 Manage classroom activities

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: David Innes

DESCRIPTION: Numeracy is a core skill for all students. DET have reinforced this with both policy directives and the development of resources. Teachers of every subject in secondary schools have a responsibility to support the development of students’ numeracy skills. This can be a challenge for CRTs if you have no, or limited, training in numeracy development. In this session, the presenter, a Secondary Maths specialist will explore resources that can help you incorporate numeracy development into your teaching no matter your subject expertise.  You will explore a range of resources that you will be able to draw on when you are leading learning in a class.  It is also a great opportunity for you to build your personal knowledge bank and enhance your understanding of Mathematics.

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 Webinar – CRT1923 Understanding and revisiting the Basic’s

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: DET

DESCRIPTION: The Department’s program Bully Stoppers calls on everyone in every school community to help prevent and respond to bullying.  This session unpacks the program designed by the DET that supports teachers, principals, parents and students to work together to help put a stop to bullying.

AITSL STANDARDS:

6.3.2 Engage with colleagues and improve practice
7.1.2 Meet professional ethics and responsibilities

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1905 Responding to low level irritating behaviours.
2019 Webinar – CRT1924 Responding to serious classroom incidents.
2019 Webinar – CRT191940 Understanding restorative practice

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Ian Reed

DESCRIPTION: Numeracy is a core skill for students. Every primary teacher has a responsibility to support numeracy development among their students. This can be a significant challenge for CRTs. In this session, the presenter, a Primary Maths specialist, will explore some resources that can help you incorporate numeracy development into your teaching, whatever the program that you have been asked to teach. 

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: Effective student engagement begins with knowing your students and understanding their interests. It is not easy to build a knowledge of students when you are moving in and out of schools and classrooms as a CRT. The greater the depth and diversity of your knowledge about popular culture among students, the greater your capacity to connect with their interests (and expand your own interests). In this session the presenter will explore elements of visual culture (film, television, animation) that she uses in her classroom to connect with student interests and improve learning outcomes.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
3.4.2 Select and use resources
4.1.2 Support student participation

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1944 Teaching persuasive writing in the secondary school

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: DET

DESCRIPTION: This session explores the DET Mental Health Toolkit and the resources it provides for schools and teachers to promote mental health and build resilience. It also provides information about referral services for students. There is an increasing prevalence and awareness of mental health issues among young people and teachers play a critical role in promoting positive approaches to mental health. Many CRTs have had limited access to training in this area; this course is designed to provide an initial point of contact and information.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
7.4.2 Engage with professional teaching networks and broader communities

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

TIME: 6.00pm

LENGTH: 60 minutes

PRESENTER: Prue-Jane Pisani

DESCRIPTION: Worked Examples is one of the DET High Impact Teaching Strategies. This session will explore the concept of the worked example, and how this approach can influence student learning and achievement of the learning goals. The session content will explore scaffolding and how that concept can supports students to  move from where they are at the commencement of the lesson to the desired learning outcome. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

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TIME: 7.30pm

LENGTH: 60 minutes

PRESENTER: David Vinegrad

DESCRIPTION: This session is designed to support teachers in strengthening their approach to classroom management.  Some student behaviour may cause distractions and unsettle the classroom, affecting time focused on learning. This session will focus on strategies to think, say and do to address these behaviours firmly and fairly, so that relationships are maintained, and expectations reinforced.

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Emily Paterson

DESCRIPTION: In every crisis lies an opportunity and many small differences can make a significant change. The community is struggling with climate and environmental challenges, but as a teacher you have an opportunity to make a contribution and make a difference. In this session the presenter will demonstrate some creative and fun, but achievable tasks, that you can introduce into your teaching. These tasks are drawn from a philosophy of sustainability and will have application across primary and many secondary subject areas. Add theses tasks to your everyday CRT toolkit.

AITSL STANDARDS:

2.2.2 Content selection and organisation
3.4.2 Select and use resources

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Rebecca Wells

DESCRIPTION: The Framework for Improving Student Outcomes (FISO) influences important policies and decision making in DET schools in Victoria. It is important if you are a CRT that you are aware of this framework and its implications for schools. This session will unpack the FISO model and explore techniques and strategies that you can use to link your professional practice to this framework. For CRTs who are looking for extended work in DET schools, understanding the language of FISO will be important for job applications and interviews.

AITSL STANDARDS:

3.2.2 – Plan, structure and sequence learning programs
6.2.2- Engage in professional learning and improve practice

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Gail Preston

DESCRIPTION: Students with dyslexia can sometimes find everyday literacy tasks a challenge.  However, teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia.  This session will focus on five techniques that you can use, as a CRT, to assist learners with dyslexia for the benefit of all students.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
1.6.2 Strategies to support full participation of students with disability

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1915 Understanding dyslexia in the classroom.

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Coby Beatson

DESCRIPTION: The DET Practice Principles for Excellence in Teaching and Learning are designed to support Victorian teachers to improve student outcomes.  Community Engagement in Learning, the third dimension of the model, explores ways in which students can act as Global Citizens. The focus is on the real world context for learning, and partnerships that can be built between classrooms and parents or carers. In this session the presenter will explore approaches that CRTs could implement that are consistent with community engagement in learning.

AITSL STANDARDS:

3.3.2 – Use teaching strategies
6.2.2 – Engage in professional learning and improve practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Benjamin Pisani

DESCRIPTION: Effective student engagement begins with knowing your students and understanding their interests. When you are moving in and out of schools and classrooms as a CRT It is not easy to build a knowledge of students. The greater the depth and diversity of your knowledge about popular culture among students, the greater your capacity to connect with their interests (and expand your own interests). In this session the presenter, an experienced music teacher, will explore elements of popular music (including film, television and musical scores) that he uses in his classroom to connect with student interests and improve learning outcomes.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
3.4.2 Select and use resources
4.1.2 Support student participation

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: Explicit Teaching is one of the DET High Impact Teaching Strategies. When utilising this strategy there is a strong emphasis on the role of the teacher. The teacher sets the learning intention and success criteria, and makes them transparent to the students. The teacher models the application of the knowledge and skills and provides worked examples. In this session an experienced teacher will share how they implement Explicit Teaching approaches in their classroom. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Benjamin Pisani

DESCRIPTION: This course will introduce you to the concept of coding and how it can be used as a problem-solving tool that gets students thinking, working collaboratively and engaging with the learning. The presenter will outline  a series of tools that you can use not only in your classroom but also for your own personal development. With your students you can begin to experience the wonderful world of coding and the possibilities that it can create for everyone in the learning community. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2018 Webinar – CRT801 Effective ways to model science concepts in the primary classroom
2019 Webinar – STEM Learning in the Classroom

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Emily Paterson

DESCRIPTION: The school gym, the drama theatre, the technology rooms!  These practical classes can be out of the comfort zone for many CRTs.  In this session we will explore different options for what to do when you are not sure of your environment and how to run a successful learning program for all students. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.4.2 Maintain student safety

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT807 Teacher presence in the classroom

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: David Tyson

DESCRIPTION: Many CRTs are interested in pursuing ongoing work in the education community. This session is designed for those CRTs. A knowledgeable DET Principal will share his experiences in recruiting staff to ongoing and extended contract positions. In the session the presenter will discuss the influence of resumes, teaching experience, the interview process, selection criteria, presentation skills and values alignment on the decision making process in schools. The course will include opportunities for you to ask questions and will also highlight courses and resources that can support you in maximising your employability.

AITSL STANDARDS:

6.2.2 Engage in professional learning and improve practice
6.3.2 Engage with colleagues and improve practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: David Innes

DESCRIPTION: Questioning is one of the DET High Impact Teaching Strategies. Questioning students is a quick way to assess student understanding, and is particularly useful to CRTs who have limited time with a class. This session is designed  to equip you with a set of activities that you can use with students to gauge their understanding quickly at various stages of the lesson.

AITSL STANDARDS:

3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 webinar CRT1931 – HITS strategies – questioning and feedback, Increase curiosity in your classroom

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Ian Reed

DESCRIPTION: All teachers have a responsibility to focus on the development of students’ numeracy skills. This is reinforced by DET policy and supported with resources. It can be a challenge for CRTs with limited training in numeracy development to keep everyone motivated while still covering all of the learning goals. Games are an excellent way of making learning interesting and engaging for all students. This session will focus on Maths games for primary settings.

 

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Coby Beatson

DESCRIPTION: This workshop will explore classroom activities and strategies that CRTs can employ to develop flexible and analytical thinking skills among students.  The focus will be on activities and tasks, and teaching techniques that will be applicable to many classroom settings; primary and secondary, whole class and small group. 

AITSL STANDARDS:

1.2.2 Understand how students learn
4.1.2 Support student participation

CLICK HERE TO VIEW THE RECORDING


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PRESENTER: Prue-Jane Pisani

DESCRIPTION: Literacy tasks can be perceived as reading books and completing worksheets. When students are exposed to only a limited range of literacy tasks they quickly disengage. This session will explore a variety of game-based approaches to literacy that you can use in your work as a CRT to re-engage students. Add these games to your daily teaching toolkit.

AITSL STANDARDS:

1.2.2 – Understand how students learn
2.1.2 – Content and teaching strategies of the teaching area
2.5.2 – Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING


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PRESENTER: David Vinegrad

DESCRIPTION: Teachers need to be quick to respond to students when challenging behaviour arises in a classroom. It can be more complex when you have limited knowledge about the students; a scenario familiar to CRTs. This session will explore how to manage situations when issues occur, including classroom disruptions, and how to minimise escalation of conflict scenarios. The session will also explore preventative strategies for those occasions when you do get the opportunity for sustained interaction with a group.

AITSL STANDARDS:

4.1.2 Support student participation
4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour
4.4.2 Maintain student safety

CLICK HERE TO VIEW THE RECORDING


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PRESENTER: Hannah Galloway

DESCRIPTION: The workshop will include information on the requirements of gaining full registration; strategies for completing these requirements as a CRT; the inquiry-based process for collecting evidence of practice and how CRTs can develop an appropriate inquiry question in their context; examples of how CRTs can collect evidence of practice; and accessing resources for completing the process to move to (full) registration.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Laura Zinghini

DESCRIPTION: All students come out of the classroom with their own set of experiences, thoughts and opinions  When these perspectives are acknowledged, valued and integrated into the functioning of the classroom then there can be improvements in learning outcomes, student engagement and student wellbeing. This session will explore the concept of student voice and agency in the classroom, the DET resource Amplify, and opportunities for CRTs to connect with and incorporate student voice and increase student agency.

AITSL STANDARDS:

4.1.2 Support student participation
1.1.2 Physical, social and intellectual development and characteristics of students

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PRESENTER: Coby Beatson

DESCRIPTION: Growth mindset describes the underlying belief people have about learning and intelligence. In the education community it has been promoted by Carol Dweck. Our role as teachers is to encourage students to believe that they can learn, even in the face of challenges. A student with a growth mindset will be a more effective learner and will be more engaged with learning tasks. Building a growth mindset can happen across a long sequence of teaching days or in a single lesson.

AITSL STANDARDS:

1.2.2 Understand how students learn
3.5.2 Use effective classroom communication

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PRESENTER: Hannah Galloway

DESCRIPTION: This course outlines what you will need to do if VIT audits your registration.  VIT randomly selects teachers for auditing after their renewal each year, and throughout the year for teachers moving to (full) registration. Understanding your registration requirements and what is involved in an audit will help you be prepared. 

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

CLICK HERE TO VIEW THE RECORDING


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LENGTH: 60 minutes

PRESENTER: Keith Heggart

DESCRIPTION: The modern classroom can be a minefield of technology causing anxiety for teachers with limited technology experience. Bluetooth speakers, projectors, televisions, smart boards, chrome cast, apple TVs and streaming are just some of the digital tools that can enhance the engagement of students in learning. However, teachers rarely get an opportunity to learn about how to connect and use these tools effectively in the classroom. This course will provide the opportunity. It will unpack the concept of connectivity to these devices and will briefly explore ways in which you can start to use these digital tools in your teaching practice. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

CLICK HERE TO VIEW THE RECORDING


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PRESENTER: Lori Pereira

DESCRIPTION: Metacognitive Strategies is one of the DET High Impact Teaching Strategies. In this course the presenter will focus on teaching strategies  to use to lift the performance of all students by giving them an understanding of their own learning  processes. Please come prepared to share something you have, or have seen, implemented in the classroom.

AITSL STANDARDS:

1.2.2 Understand how students learn
3.2.2 Plan, structure and sequence learning programs

 

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PRESENTER: Amy Cotton

DESCRIPTION: Social media allows for greater interaction in the education community. It can be a challenging space if you are not fully aware of how privacy can be safeguarded in the popular social platforms. This session explores the practical steps you can take to protect yourself (and your professional identity) in the online environment.

AITSL STANDARDS:

7.2.2 Comply with legislative, administrative and organisational requirements
4.4.2 Maintain student safety
4.5.2 Use ICT safely, responsibly and ethically

 

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PRESENTER: Abbey Boyer 

DESCRIPTION: The use of technology within modern classrooms can provide rich experiences and increase the engagement levels of students. Setting up and preparing a classroom to utilise technology effectively can sometimes be confusing and time consuming. Using a package of tools means that some of the setup work can be streamlined to ensure that the focus remains on students learning and outcomes. This session will explore the use of Google’s Gsuite and how the apps and resources can be used within the classroom environment.

AITSL STANDARDS:

4.5.2 Use ICT safely, responsibly and ethically
4.1.2 Support student participation

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 Webinar – CRT1923 Understanding and revisiting the Basic’s

CLICK HERE TO VIEW THE RECORDING


REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Brendan Tollit

DESCRIPTION: The Victorian Certificate of Applied Learning (VCAL) and Vocational Education and Training (VET) courses  are important components of the Victorian secondary school sector. Students can build pathways to work or further study through VCAL and VET. Understanding these programs will help build your knowledge of the Victorian education community and may open new possibilities for work opportunities. In this session an experienced VCAL teacher will outline the basics of VCAL, and the competency based training system utilised in VET courses, and explore some teaching approaches used with upper secondary students.

AITSL STANDARDS:

6.1.2 Identify and plan professional learning needs
6.2.2 Engage in professional learning and improve practice
6.3.2 Engage with colleagues and improve practice

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PRESENTER: Cathy Hickey

DESCRIPTION: The Child Safe Standards have been updated and this session takes participants through what is expected of teachers. It will include the new Reportable Conduct Scheme, the VIT power of interim suspension and resources available from the Victorian DET.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Gina Milgate

DESCRIPTION: Teachers of students at all levels and ages have an important contribution to make to the treaty process in Victoria and the ongoing discussion about Reconciliation in Australia. In this session the presenter will explore opportunities that are available to CRTs to integrate Aboriginal content into daily teaching routines. This will include resources, people, stories and content that can assist teachers to build student awareness. The aim is to build the confidence of CRTs in using Aboriginal content and about Aboriginal knowledges.

AITSL STANDARDS:

1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4.2 Strategies for teaching Aboriginal and Torres Strait Islander students

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PRESENTER: Bernadette Sheedy

DESCRIPTION: Helping students in a secondary setting to develop their literacy skills across all subjects is an important part of teaching in Victoria. It is especially useful for CRTs to have a bank of ideas and resources to bring to the classroom. Providing students with the necessary resources to support the learning they need can be difficult and time consuming to collate. This session will outline some strategies for incorporating easy to access source and reference materials into the curriculum and will explore examples of engaging resources that can reduce planning and preparation time. This will help to build up a toolbox of available resources to support students’ literacy development

AITSL STANDARDS:

3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 
3.4.2 Select and use resources

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Early Childhood CRT Program for 2020

PRESENTER: Valentino Caputo

DESCRIPTION: The principles and five outcomes of the VEYLDF are important in informing the decisions that are made when designing a program in an educational setting. For CRTs working in the early childhood sector, understanding the five outcomes and the principles set out in the VEYLDF will enable you to be a thoughtful and active contributor to the program that you have been asked to implement. This session will explore the link between the theory of the VEYLDF and how it can be translated into practice in the learning environment.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Heidi Ratje

DESCRIPTION: Victoria will be the first state or territory in Australia to introduce funded Three-Year-Old Kindergarten. Research shows that quality play-based learning is a powerful way to support children’s learning and development. The benefits last into the school years and beyond. Evidence also shows that two years are better than one when it comes to early learning. Programs for three year old children will be an increasing focus for thinking about pedagogy and practice in the early years.  This session will explore how three year old provision might impact on programs and teaching practice.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
1.2.2 Understand how students learn

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LENGTH: 60 minutes

PRESENTER: Dianne O’Dwyer

DESCRIPTION: Positive relationships with families make an enormous difference to educators, families and children in early childhood education and care. This session will explore ways to establish warm relationships with families when working as a CRT. Issues considered include how to make time to talk with families, and how to manage difficult relationships should they arise.

AITSL STANDARDS:

3.7.2 Engage parents/carers in the educative process

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PRESENTER: Dr Siobhan Hannan

DESCRIPTION: Each year the NAIDOC committee chooses a theme to frame the celebration of the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. One way to embed Aboriginal and Torres Strait Islander perspectives in programs is to pay attention to these themes, and reflect them in your teaching across the year.  The theme for 2020 is ‘Always Was, Always Will Be’.  In this session, we will discuss ideas reflected in this theme, and ways to express them in activities that are achievable to complete in a short time frame in an early childhood setting.

AITSL STANDARDS:

2.4.2 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

PRESENTER: Kay Bryan

DESCRIPTION: Being in a learning environment with many others can be a difficult experience and may trigger challenging behaviour in some children. Supporting these children to engage in the program is one of the most valuable things educators can do. This session will consider why a child may find it difficult to remain calm in a preschool environment, and offer examples of what CRTs can do in this situation. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour
4.4.2 Maintain student safety

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Regional Program delivered online due to Covid 19

PRESENTER – David Innes


Description: There are many elements in a well structured lesson. They include setting clear expectations, giving clear instructions, managing smooth transitions, scaffolding student learning, and conducting effective formative assessment. These are foundation teaching skills but are more complex for CRTs who are often required to link a lesson with the planned sequence of teaching set by another colleague. CRTs may also be required to develop a sequence of learning activities at short notice. This course will reinforce these foundation skills to enhance the confidence of participants in a range of varied teaching settings.
 

PRESENTER – Lara Schendzielorz

Description: Student engagement and learning increases when the teacher achieves the right balance between lesson content, teaching and learning strategies, and classroom interactions. Teachers, including teacher-student and student-student relationships are also a significant part of this. This course will support CRTs to reflect on their role and the strategies they use to create a conducive, positive learning environment in every classroom.

 

PRESENTER – David Innes

Description: High quality teaching includes explicit teaching and assessment of learning outcomes. The High Impact Teaching Strategies (HITS) describe this teaching practice in terms of learning intentions and success criteria, modelling and worked examples. A worked example demonstrates the steps required to complete a task or solve a problem. By scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load. The teacher presents a worked example and explains each step. The teacher checks for understanding, and whether the learning is embedded, and at the end of each lesson revisits what was covered and ties it all together (Hattie, 2009). This course will affirm the skills that experienced teachers possess, but importantly it will also couch the conversation about high quality teaching practice in the language of HITS; the language of teaching that is now used in schools across Victoria.

 

PRESENTER – Lara Schendzielorz

Description: Teachers have always been focused on building healthy relationships as an essential component for learning in a classroom environment. Increasingly teachers have been asked to broaden this view to think about student wellbeing, as one of the core functions of education. In the current COVID19 environment in Victoria we need to be thinking about the wellbeing of students, ourselves and our colleagues. There is growing evidence of students and teachers experiencing physical and mental health issues. In this session the presenter will cover strategies that you can implement when next in a classroom with students, as well as ideas for looking after yourself and your colleagues. While few CRTs have maintained ongoing work in schools, you are still part of professional networks in which colleagues will be looking for support, and from whom you may need support. This session is about understanding your own wellbeing and the wellbeing of others and having ideas ready to implement.

 

2020 Comprehensive Program

These learning material will provide you with links to the assessment tasks as well as additional resources in the form of journal articles or videos to further your learning. You can access the full comprehensive programs through the on demand catalogue in your portal, or by clicking the links below.

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

Presenter: Prue-Jane Pisani

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

The 2019 suite of courses offered as a part of the CRTPD Program were recorded and made available for participants to access as On Demand courses. The majority of the courses will be made available in your learning portal for 24 months after their date of publish before they are removed from the system

The Collection of 60 Minute Webinars:

Explore the the framework designed for improving student outcomes in the classroom. This session will give participants an overview of the four components of this model.

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  • Part 1 – A pre-recorded video which you will be required to watch BEFORE the published webinar date.

    In this introductory session we will explore different digital technology tools that are used in contemporary classrooms. This will include an introduction to the concepts of webinars, on-demand courses, and the CRTPD.com website. You will be introduced to some of the basic tools that you can access.  

                            CLICK ON THIS LINK TO ACCESS THE PRE-RECOREDED VIDEO FOR PART 1

  • Part 2 – A live webinar with the presenter.

    This live webinar will be a Q&A session where you can ask specific questions about the material covered. The presenter will work to provide answers to these questions during the session. The presenter will also explore some additional tools in the live session which can help you in your classrooms or your own professional development learning. 

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Purposeful routines for students and identifying clear transitions between each step in the lesson.

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This session will provide techniques and strategies that can be used in the classroom to maximise learning for students with ASD.

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This course goes back to the basics of behaviour management, examining the role that content, teaching and learning strategies and relationships play in creating a positive learning environment.

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CRTs are often asked to teach at short notice, and often the regular teacher hasn’t left a lesson plan. This course explores creating learning intentions quickly that link in with what the students are learning. Learn the ways you can quickly assess student needs and communicate the learning intentions to the students.

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The Practice Principles for Excellence in Teaching and Learning are nine new principles that provide you with a starting point to analyse professional practice. This session is designed to help you become familiar with the principles and to explore how they can support you to create a positive climate for learning. CRTs who choose this session should also consider registering for the session titled, The Practice Principles – excellence in teaching and learning.

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This will be a general knowledge session that covers basic information about aboriginal knowledge and approaches to learning.

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 This workshop focuses on how to encourage a growth mindset toward learning for students and how this can help us as teachers.

 

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High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the focus is on lifting the performance of all students by helping them to understand their own learning processes, and on differentiation approaches that you use as a teacher to better meet the learning needs of students.

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This course looks at the way a teacher can use their presence and voice to engage students more thoroughly. It asks participants to examine their posture, demeanour and use of voice and how these could be adjusted for different circumstances.

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Understanding the content of an individual education plan is an important skill for a CRT. In this session the presenter will explore the general composition of an individual education plan and some key techniques for following the plan for each student.

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The Practice Principles for Excellence in Teaching and Learning are nine principles which provide a starting point to analyse professional practice. This session will investigate how the Practice Principles can create a starting point for the implementation of this model into your teaching practice. CRTs who choose this session should also consider registering for the session titled, The Practice Principles – a positive climate for learning. If after the live date the session can be completed from the on-demand catalogue.

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This workshop explores ways foster creative writing skills for secondary students. From reluctant writers to budding authors, each student has their own challenges to overcome. 

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This session will focus on identifying factors that might indicate a student has dyslexia. The session will outline the steps that you can implement as a CRT to assist students with dyslexia in your classrooms

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This workshop explores the characteristics of resilience and how these might be expressed by secondary students. The creation of safe spaces as well as techniques and strategies for enhancement of resilience skills will be explored.

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In this session the presenter will outline the meaning of STEM and approaches that she has used to implement a STEM curriculum in her classrooms.

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Using games in the classroom is now accepted as a strategy to enhance student learning. Games can make learning fun and engaging and help consolidate learning. There are challenges in implementing game based learning. This session will explore the benefits of game based approaches in a secondary Maths classroom and strategies to overcome some of the challenges.

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In this session you will be encouraged to to understand and enhance your own understanding of Mathematics. The session is designed to show you examples of how simple Mathematics formulas are being taught in contemporary primary classrooms.

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Classrooms have different set up and connection methods to get digital technology functioning. You might be using, or want to use, bluetooth speakers, projectors, televisions, smart boards, chrome cast or Apple TV. This session will provide some basic information about technology, and some step by step instructions, that will assist you in incorporating digital technology into your teaching.

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This session explores the VIT’s Victorian Teaching Profession Code of Conduct and how it applies to CRTs in their workplace. Themes explored will be best practice regarding professional conduct, personal conduct and professional competence.

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This session aims to support you to understand the protocols that influence curriculum and teaching and learning approaches for Koorie education in Victorian primary and secondary schools.

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In this session you will be encouraged to to understand and enhance your own understanding of Mathematics. The session is designed to show you examples of how simple Mathematics formulas are being taught in contemporary secondary classrooms.

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This session outlines strategies to manage challenging behaviour in the heat of the moment. The presenter will explain how to progress through a difficult behavioural scenario using calm and assertive dialogue instead of anxious and aggressive responses. The presenter will also explore the foundations that can be created in a classroom to minimise the likelihood of a serious incident.

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This is a broad role involving students, parents and colleagues. The expectations may range from counsellor to crowd control to miracle worker.  This session will be run by a student welfare coordinator and shall discuss how the role fits into school and how CRT’s can connect.

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The Pedagogical Model developed by the Department of Education and Training describes what effective teachers do in the classroom to engage students in intellectually challenging work. The model has five domains, Engage, Explore, Explain, Elaborate and Evaluate which are linked to the Practice Principles and HITS. In this session the model, and these domains, will be investigated.

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This session will include information on the requirements of gaining full registration; strategies for completing these requirements as a CRT; the inquiry-based process for collecting evidence of practice and how CRTs can develop an appropriate inquiry question in their context; examples of how CRTs can collect evidence of practice; and accessing resources for completing the process to move to (full) registration.

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High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the presenter will investigate explicit teaching and the use of worked examples, and how they enhance student learning.

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Education support staff members may hold valuable informaition about the learning program, and insights into the needs of individual students, in a classroom. For CRTs it can be helpful to quickly establish communication with education support staff. In this session the presenter will outline some strategies for creating a rapport with education support staff. 

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This session focuses on techniques that a teacher, working as a CRT, can use to support the development of reading skills among primary age students.

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High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. This session focuses on using questioning and feedback, and how they can be used to redirect and refocus students to the possibilities in the learning task.

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How do you go about setting up classroom expectations? What does the Victorian DET’s School-Wide Positive Behaviour Support (SWPBS) suggest to assist teachers to improve social behaviour and academic outcomes? This session explores aspects of classroom practice such as expectations, non-negotiables, ownership, feedback and much more.

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When multiple forms of assessment and feedback inform teaching and learning practices, student engagement and achievement are enhanced. In this session the presenter will explore the fundamentals of formal and informal assessment and how they can improve student learning outcomes. 

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Most classrooms have students who experience is of English as an Additional Language or Dialect (EAL/D). This session will investigate teaching activities that have been successful for EAL/D students in both primary and secondary schools.

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Engaging students in literacy and numeracy activities can be challenging. While some students may be switched on for some activities it is a challenge to keep everyone motivated while still covering everything that is required in the curriculum. Explore how games are an excellent way of making learning interesting and engaging.

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This session focuses on a much overlooked, overworked and misunderstood teaching resource, your voice. Understand the mechanics of your voice, learn about caring and warming up your vocal cords and know the warning signs of vocal damage. We’ll also look at tips for softening your environment to reduce the strain on your voice. The session includes practical exercises for you to try. 

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The Child Safe Standards have been updated. This session will take participants through what is expected of teachers, the new Reportable Conduct Scheme, the VIT power of interim suspension and the resources available from the Victorian DET.

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High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the presenter will explore the impact of collaborative learning and multiple exposures on student enagement.

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This is an introductory session for those unsure of the current thinking about restorative practice; a theory that has been evolving for many years in education. The course will break down the practice for participants and present ways to implement it in the classroom.

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Forming and voicing ideas can be difficult, particularly for children who are unsure of how to communicate effectively or have yet to develop the vocabulary needed to articulate their ideas. In this session the presenter will explore ideas for promoting student voice in the primary classroom.

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This workshop explores the characteristics of resilience and how these might be expressed by primary students. The creation of safe spaces as well as techniques and strategies for enhancement of resilience skills will be explored.

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This session outlines what you will need to do if VIT audits your registration.  VIT randomly selects teachers for auditing after their renewal each year, and throughout the year for teachers moving to (full) registration. Understanding your registration requirements and what is involved in an audit will help you be prepared. 

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In this session the presenter will explore the techniques of persuasion and critical thinking. She will outline approaches she uses to develop persuasive writing skills among the students in her classrooms.

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Teaching a class that contains one or more gifted students creates many opportunities for teachers to reflect deeply on their practice. Following basic principles will help ensure the needs of gifted students are catered for effectively. This session will examine pedagogy that is most effective with gifted students, how to ensure the curriculum is relevant for gifted students, and explore strategies to support gifted students with those things that don’t come easily to them.

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The Regional Face 2 Face Sessions

In 2019 we offered 10 Regional Face 2 Face sessions around Victoria. These 3.5 hour courses were divided amongst 2 topics and 2 of these sessions were streamed online and recorded so that you can complete them as a part of our On-Demand catalogue.

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This course takes a step back to examine why feedback is important, and how the quality and timeliness of feedback affects the students’ opportunity to learn. We’ll look at the why, the when, the nature and quality feedback in this course. In addition, the characteristics of feedback that inhibits student growth will be examined so that we can avoid it in the future.

 

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This course looks at the concept of multiple exposures in detail, explaining its benefits in practice for students in developing long-term memories. What makes it work and what prevents it from working?

 

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The Comprehensive Programs

The comprehensive programs are 7 hour professional development programs based around a single topic. Each of the 4 courses are are divided into:
 
  • 3 x webinars
  • 3 x discussion forums
  • 5 x learning tasks
All of these elements are enclosed in one On-Demand course and will provide you with a certificate that validates your completion of this 7 hour program towards your VIT Registration.

 

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This course looks at Metacognitive teaching strategies that empower students to think. Students need the skills to understand their own thinking and the processes needed to make conclusions, create new ideas, and to reflect on themselves as learners.

Webinars

Forums

This course focuses on ways to differentiate and setting challenging learning goals for students as a CRT. How can you quickly assess students’ prior knowledge and skill set and quickly process this data to tailor the learning goals for the students in that lesson? This course focuses on quick methods to establish an understanding of the students’ knowledge and ability and how to establish feasible learning goals.

Webinars

Forums

Collaborative learning (small group work) has a measurable effect on students learning outcomes. Research shows that working collaboratively is a required skill for our future learners. This course showcases a few different strategies that establish an atmosphere of cooperation and collaboration in class.

Webinars

Forums

Questioning students is a quick way to assess student understanding, and is particularly useful to CRTs who have limited time with a class. This course looks explicitly at the different ways a teacher might use questions to assess student understanding verbally and informally. The manner with which a teacher might accept answers and create an atmosphere of safety and support will also be examined.

Webinars

Forums

NUMEROUS TITLES AVAILABLE FOR YOU TO ACCESS AT YOUR OWN SPEED AND CONVENIENCE.