Author: Louise Hanrahan

As a CRT it is sometimes difficult to pinpoint where we should pitch a lesson. If we are not the classroom teacher we have to work quickly to gather as much information as we can about our learners.  In this session we share simple methods we can use to assess students readiness to learn and prior knowledge. 

Once we are aware of the range of abilities in the room, we need to be able to think quickly on our feet to make adjustments to a lesson.  We then need to consider how to challenge each student in order for them to show growth.

 

Will I need to reduce the content in the lesson to maximise understanding?

Will I need to provide challenge by including higher order thinking within the success criteria?

Will I need to adjust the assessment rubric for a group of students?

 

These are questions teachers need to ask themselves on a daily basis.  We are constantly thinking about the learning intention of our lesson, personalised learning and support for students and classroom management.  It is no wonder we go home tired! See the following infographic.



https://www.teachthought.com/pedagogy/teacher-makes-1500-decisions-a-day/



In this session we discuss simple and effective ways to differentiate our teaching and set challenging goals for all learners.

 



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Author: Lara Schendzielorz

The resources available to teachers for use within the classroom relating to Koorie Literature and education are consistently growing as we begin to develop greater cultural competence as educators and are seeking to effectively and accurately teach our students more about Australia’s history and diversity.  

 

Much of the current Koorie literature available is highly relevant and reflective and can be found in local libraries, large murals throughout our cities, through a growing representation on film and television.  There are age appropriate resources available for all levels to explore within the classroom and is best found through links within the Australian Curriulum, Australian Government, Indigenous Education groups.

 

 

Being mindful of culturally appropriate exposure and experience through hands on learning, authentic (not tokenistic experiences) and with the support of local Indigenous groups will help ensure we are developing thoughtful citizens with accurate knowledge and understandings of our Indigenous Australians.

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Author: Hannah Galloway

 

This session will explore how you can undertake the VIT (full) registration process as a CRT. The provisional to full process is the same for all teachers, we will explore some strategies and approaches that can assist CRTs in undertaking this process in their context. We will explore the types of inquiry questions appropriate to a CRT context, how to pick the learners to focus on and examples of how CRTs can collect evidence of practice. We will provide you with information about available resources to support you through the provisional to full process and suggested steps to undertake before you begin your inquiry to make sure you are set up for success.

 

At the end of this session, you may want to consider the following questions:

 

Do I have a workplace to support me through the process? If not, what steps can I take to find a workplace to support me?

 

What type of inquiry questions could be applicable to all classrooms (regardless of content or level)?

 

Are there descriptors of the Australian Professional Standards for Teachers that may be challenging to evidence in my context? How can I go about collecting this evidence?

 

 

What time frame would I need in my context to undertake the inquiry approach?


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Author: Gail Preston

 

This course will outline the seven categories of special needs and the criteria required by the Victorian Education Department for students to gain funding support. We will discuss the challenges of the environment, accessibility, services and resources to support student needs. The presentation will discuss the diagnosis of students within each category, help teachers to understand the challenges experienced by students, apply classroom and curriculum adaptions, identify resources available and provide links to Victorian DET teaching resources, and how to access and use them. By the conclusion of the course teachers we have new knowledge or refreshed knowledge of special needs students and accommodations to put in place to enable students to access all components of the educational environment.

 

What has your experience been working with students who have additional needs?

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Author: Emily Paterson

You teach people how to treat you by what you allow, what you stop and what you reinforce. – Tony Gaskins

When you walk into a classroom it’s important to put your best foot forward as you set the tone for how the rest of the class will run.  So I ask you to look at what exactly you are projecting with the words you use, body language, tone, pitch, volume, rate and your listening skills.   Together we will talk through introductions, what makes them successful and how it can set up a positive spin on the rest of the class.

I encourage every teacher to look at what respect means to them and what are you doing in the classroom to create a mutual respect atmosphere.  Casual Relief teaching is a different culture to a class whom we regularly teach, how are you setting yourself up for success?

 

What have you tried that has successfully engaged students in your work?

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