CRTPD Forum

STRUCTURING A LESSON FOR EFFECTIVE LEARNING

 The structure of an effective lesson is no secret! Simply incorporate the following elements into your lesson: Clearly explain the Learning Intention Link the learning to the Success Criteria Explicitly teach the new knowledge Check for student understanding Provide time to practice Explain the assessment criteria Structuring a lesson effectively can make a huge impact on …

STRUCTURING A LESSON FOR EFFECTIVE LEARNING Read More »

ENGAGING THE LOCAL KOORIE COMMUNITY IN THE CLASSROOMS

Our ability as educators to continuously improve our practice is always at the forefront of our minds. In the midst of National Reconciliation Week it is pertinent that we are considering our effectiveness as culturally competent educators and who we are learning from and working with to develop our skill sets, particularly in relation to …

ENGAGING THE LOCAL KOORIE COMMUNITY IN THE CLASSROOMS Read More »

MAKING LEARNING VISIBLE – BEFORE, DURING AND AFTER LEARNING

Demystifying learning is a passion of mine.  For too long I was subject to and even participated in the hiding of learning goals from students, under the misguided assumption that they had to prove they could do it, through some sort of learning osmosis.  Thankfully the wider education (and I) have shifted away from this …

MAKING LEARNING VISIBLE – BEFORE, DURING AND AFTER LEARNING Read More »

VIT REGISTRATION – WHAT DO IT IN AN AUDIT?

This session will explore registration requirements for (fully) registered teachers and provisionally registered teachers and what you will need to provide to VIT if you are selected for a random audit. As a (fully) registered teacher, you make binding self-declarations about your maintenance of professional practice and containing suitability and fitness to teach each year …

VIT REGISTRATION – WHAT DO IT IN AN AUDIT? Read More »

STRATEGIES FOR ASSISTING EAL/D STUDENTS IN A SECONDARY SCHOOL SETTING

My name is Laura Zinghini and I have been a Drama and English Secondary teacher for 12 years. I am going to be discussing how you can utilise knowledge to inform your practise when it comes to assisting EAL/D students in a secondary school setting. By looking at how we gather knowledge of students, we can understand …

STRATEGIES FOR ASSISTING EAL/D STUDENTS IN A SECONDARY SCHOOL SETTING Read More »

SETTING UP CLASSROOMS EXPECTATIONS (SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT)

School-Wide Positive Behaviour Support (SWPBS) is a whole-school framework which provides school professionals with an approach to promote improved behaviour at their school. SWPBS has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to problem behaviour at school. Research has shown that SWPBS is successful in reducing problem …

SETTING UP CLASSROOMS EXPECTATIONS (SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT) Read More »

BEHAVIOUR MANAGEMENT AND TRAUMA INFORMED PRACTICE

Trauma Informed Practice has the potential to enhance a whole school approach to wellbeing, positive behaviour, and strong relationships. As a CRT how can we include some of this theory in our ‘temporary relationships’ with students? What happens to the developing brain when it can’t cope with stress?How do we define overwhelming stress and trauma?What …

BEHAVIOUR MANAGEMENT AND TRAUMA INFORMED PRACTICE Read More »

NUMERACY EDUCATION ACROSS CURRICULUM IN PRIMARY SCHOOLS

The two most powerful numeracy concepts in Primary School are the number line and measurement. From there, you can use these in a variety of different domains. The number line, for instance, can instantly become useful when doing timelines of historical events. The number line theory is also easy to differentiate students by asking them …

NUMERACY EDUCATION ACROSS CURRICULUM IN PRIMARY SCHOOLS Read More »