Author: Sue Pickett

I am in the role of Additional Needs coordinator at Eltham High School, which also has a teaching component. I have a background in special education with a preference to working in a mainstream setting. I really enjoy the role of assisting students to have equitable access to an education. I believe the key to education is an ‘on the ground’ commitment to social justice which should be led by federal and state governments by providing an appropriate level of funding to support a whole school approach to disability rather than a divisive arrangement where students are either funded or not.

All teachers will experience through their teaching career, a mix of students in their classroom who have:

  • Different learning styles
  • A learning difficulty, which for example, may effect; their confidence, organisational skills, ability to start a task, copy from the board, plan for deadlines, use the school planner, speak in front of the class, complete a set of classroom or homework tasks. 
  • A disability which is not deemed serious enough to attract funding
  • The ability to manage well in all learning environments
  • Funding to support them due to a moderate to severe disability.

All teachers should be prepared to teach ‘The Mixed Ability Classroom.’


  • I continue to work with a highly skilled and committed team of Education Support staff to support students with a range of commonalities, strengths and challenges in a mainstream educational setting. In term 3 I have continued to write Individual Education Plans for students who require them – both Funded and Unfunded.

     

    In the last week of Term 3 the principal and I met with representatives from the state government to discuss the review of the Program for Students with Disabilities funding model.

    I will be running SSG’s and writing IEP’s for students who will be commencing in 2018.

‘Wanting to make a difference’ can of course be dismissed as an idealistic cliché, however any school community has much to gain from fully integrating students, providing an opportunity to benefit and learn from the experience of working with people who happen to also have a disability. Education of course is preparing for the future, but it also important to value every day of a life being lived.

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Author: Sue Pickett

I am in the role of Additional Needs coordinator at Eltham High School, which also has a teaching component. I have a background in special education with a preference to working in a mainstream setting. I really enjoy the role of assisting students to have equitable access to an education. The key to education is an ‘on the ground’ commitment to social justice which should be led by federal and state governments by providing an appropriate level of funding to support a whole school approach to disability rather than a divisive arrangement where students are either funded or not.
All teachers will experience through their teaching career, a mix of students in their classroom who have:
  • Different learning styles
  • A learning difficulty, which for example, may effect; their confidence, organisational skills, ability to start a task, copy from the board, plan for deadlines, use the school planner, speak in front of the class, complete a set of classroom or homework tasks.
  • A disability which is not deemed serious enough to attract funding
  • The ability to manage well in all learning environments
  • funding to support them due to a moderate to severe disability
All teachers should be prepared and equipped to teach ‘The Mixed Ability Classroom.’
I continue to work with a highly skilled and committed team of Education Support staff to support students with a range of commonalities, strengths and challenges in a mainstream educational setting. In the last week of Term 3 the principal and I met with representatives from the state government to discuss the review of the Program for Students with Disabilities funding model.
 
In the last weeks of term 3, one of my areas of focus, has been to start the conversations with schools and parents of students who will be attending our school in 2019.
I am trying to ensure that they have as much information about the eligibility criteria for funding on the Program for Students with Disabilities as required and that I am across the areas of support they require. Student Support Group meetings will be scheduled early in term 4 for these new students.
The beginning of term 4 will have the Additional Needs program, finalising a display of teaching tool proformas for staff to access that will assist all students in the classroom. 
‘Wanting to make a difference’ can of course be dismissed as an idealistic cliché, however any school community has much to gain from fully integrating students, providing an opportunity to benefit and learn from the experience of working with people who happen to also have a disability. Education of course is preparing for the future, but it also important to value every day of a life being lived.
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Author: Genovieve Fuser

Developing knowledge of language is fundamental in the mathematics classroom. The symbols, terms and words used in the classroom often come across as foreign words to many students, mainly because the words used are predominantly from Latin or Greek origin. For instance, words such as scalene, perimeter, numerator or quadrilateral can easily be forgotten. This may leave many students at a disadvantage. Therefore, it is imperative that teachers provide students with opportunities to enhance their numeracy skills through:

-          Critical reflection

-          Communication i.e. group work and collaboration

-          Questioning

-          Stimulating environments i.e. numeracy walls

-          Teaching vocabulary i.e. origins and meanings

 

This presentation will provide you with examples of worded problems encountered by students and the vocabulary they will investigate and develop along the way. Ideas on reflection and vocabulary development will also be explored. 

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Author: Emily Paterson

Pleased to meet you, My name is Emily Paterson, a gal who has spent her life working in the performing arts both in and outside of the classroom.  I’ve met people from all walks of life and appreciate that performing arts has the ability to create the perfect childlike joy in some and strikes the upmost fear in the hearts others.   

 

With most things, the more we can understand a topic the more at ease we feel and the joy of Performing arts is that it lends itself to learning from each other so naturally.  If a supportive, encouraging and creative environment can be created you just never know what you can learn from the stranger sitting next to you. 

 

The role of the drama teacher to create that environment and together we will explore what this looks like to you, share the times we think we succeeded and lament and learn from the times we didn’t.  As casual relief teachers, it isn’t your job to have a grasp of the curriculum in all areas but have the classroom management skills to explore different areas and engage the minds of the people sitting in front of you to work it out together.  For those whom are new to performing arts it can seem rather chaotic and stressful, so how can we organise that chaos?

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Using Technology to Support Students with Dyslexia

 

by Louise Hanrahan

Welcome to this blog for the TLN CRT workshop on Using Technology to Support Students with Dyslexia.  My name is Louise Hanrahan, and I have a passion for teaching students with Dyslexia.

Students with Dyslexia can feel overwhelmed by the amount of reading, writing, spelling, and organisation required to be successful at school.  We are fortunate in this day and age to have hundreds of excellent tools available to support students with Dyslexia in the classroom.

In this webinar, I will share with you some of the great technology resources I use for my students with Dyslexia.  These resources are suitable for all students. 

I am hoping that we can all learn from each other…… as I said, there are hundreds of apps out there!  I haven’t tried them all.  Have you found any apps worth sharing?

What do you know about Speech to Text apps? How are you using them in your class?

 

How do you use assistive technology in your class?

I have found the following links very helpful:

http://www.callscotland.org.uk/common-assets/cm-files/posters/ipad-apps-for-learners-with-dyslexia.pdf

https://www.greatschools.org/pdfs/e_guide_at.pdf?date=3-13-06&status=new

The second link it to ‘A Parents Guide to Assistive Technology.’ What questions do you ask yourself when you are evaluating a product? 

 

I appreciate your interest in this topic.  I look forward to reading your contributions.

 

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Developing a Growth Mindset in Students with Dyslexia

 

Welcome to this blog for the TLN CRT workshop on Developing a Growth Mindset in Students with Dyslexia.

My name is Louise and I am thankful for your interest in this topic. Teaching students with dyslexia is a passion of mine.  During this webinar, I will share with you a few teaching tools which have been invaluable to me.

Much has been researched and written about the benefits of having a growth mindset.  I will explain why it is so important for students with Dyslexia to develop this skill.  I will share ways that I have incorporated Carol Dweck and James Nottingham’s philosophies about ‘Growth Mindset’ into my classroom teaching.

Here is a link to Carol Dweck’s TED Talk – The Power of Believing That You Can Improve.

https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/up-next

Please share any ideas of how you incorporate teaching students about using a growth mindset.  Can you add how these can be used for students with Dyslexia?

This is a wonderful animation explaining James Nottingham’s process of metacognition through ‘The Learning Pit.’

https://www.youtube.com/watch?v=3IMUAOhuO78

This is a great visual scaffold for students with Dyslexia.  It also provides the vocabulary the students need to explain their thinking. It is so important for students with Dyslexia to realise that they are not the only ones who face challenges. Everybody must find their way through The Learning Pit in order to grow! Building resilience is vital for supporting a growth mindset.

Often students with Dyslexia are insightful and intuitive, they are able to verbally explain the process of their thinking. ‘The Learning Pit’ provides students with a scaffold to think about their thinking.  In what ways do you encourage deep thinking in your class?

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Author: Nick Walters

I have witnessed time and again the incredible growth in students when afforded the opportunity to learn through and participate in the performing arts. Communication, creativity, confidence, cooperation and connection with other learning are some key areas where students grow and flourish. It is an environment of collaboration, exploration of ideas, respect, scaffolded risk-taking, reflection and building of confidence. It is one of the most versatile and accessible areas of the curriculum.

 

The possibilities for performing arts reach far beyond expression or public speaking. Exploring people and the world by recreating a place, a time or an experience allows immersion and perspective to come to the fore. Rather than simply reading or viewing, students become an active and purposeful part of their learning. Peace and conflict, migration, scientific principles, the natural world, leadership, sustainability, culture and values are among innumerable areas that can be explored through the performing arts. 


If you have any suggestions for other CRTs to try, post them below!

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Welcome to this Blog for TLN CRT workshop on Visual arts In Secondary Schools.

My name is Katina Vryonis and I will be discussing how to use simple art concepts to create some fun and interesting lessons.

As a CRT it can be challenging to enter the art room if you are not a trained arts specialist but with some quick and easy art ideas any lesson can be catered for and made as easy or challenging as you need to make them for your students. From my experience using artists’ examples to support your lesson supports students’ to engage in the medium and concepts that you are sharing with them. It is also a great starting point and opens discussion amongst students. Using the technique of Pair and Share at the beginning of the lesson to discuss art elements of a painting/drawing we lead to a deeper understanding for the students. I look forward to sharing some lesson ideas with you.


You can join Katina for her course at 5:30pm on 30 August. If you missed the session, you can watch the recorded version in the on-demand PD session.

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Welcome to this Blog for TLN CRT workshop on Visual arts across the primary curriculum- supporting and differentiating learning for all students.

My name is Katina Vryonis and I will be discussing how to use art across the curriculum with some lesson plans and ideas.

Currently I am working as a Leading / Visual arts teacher in a Special developmental school.

My passion is around using art to engage and support my students to communicate and express themselves. I believe using different mediums and sensory based materials allow students to explore and learn in a tactile format, increasing their engagement and learning. In working with my students I am constantly surprised and excited to see how each student forms and creates images with a range of materials. Recently we had our school Art Show and it was truly wonderful to see both students and parents viewing and enjoying the creativity of our students work. What I know to be true is that art supports all children to use both creative and critical thinking, problem solve and express their thoughts and who they are.

Please feel free to share any ideas, activities or creative projects that have inspired your students.

You can join Katina for her course at 4pm on 30 August. If you missed the session, you can watch the recorded version in the on-demand PD session.

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On 10 August 2017, David Vinegrad's webinar focussed on the topic 'appropriate responses to difficult behaviour'. David's talk stepped through various understandings of the causes of poor functioning behaviour and how to build towards positive behaviour development.
We'd encourage you to catch up on David's session in the on-demand section of the website.

David Vinegrad is a Managing Director of Behavour Matters, a business dedicated to assisting schools and organisations get the best out of what they do. Improving the way people relate to each other in schools and work places is vital because
behaviour matters. As a recognised world leader in the development of restorative practices David is able to assist schools and organisations to be at the cutting edge in their field.
David is a well-known presenter with extensive experience in the area of behaviour management both nationally and internationally. He has highly developed skills as a facilitator, trainer, & presenter and is widely recognised as an international expert on restorative justice. He has played a major role in the introduction of restorative practices into schools in Australia and internationally and is an experienced counselor and mediator including high level management of critical incidents and school based trauma. David has over 30 years of experience working with teachers and students in a variety of diverse educational settings undertaking and developing a wide range of roles including recent work in Singapore and Japan.
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Ben Colmer presented a session for CRTPD called 'Establishing a Strong Presence in the Classroom' on 3 August 2017.

When we begin our teaching career, as a pre-service or early career teacher, one of our greatest fears is losing control in front of a class. The thoughts that rattle around our mind in the moments before and during our lessons include; ‘What do I do if they don’t listen to me?’ or ‘If they finish their work faster than I thought they would, what do I do with them?’ and ‘When I’ve tried everything I know to get them to behave, what then?’.

 

One of the greatest assets in a teacher’s armour, in addition to knowing your students and having a deep knowledge of curriculum, is having a ‘presence’ in the classroom. Some may be of the belief that a teacher’s ‘presence’ is innate, however adding the following tools to your ‘Teacher Presence Toolkit’ can work wonders for you.

  1. Be aware of your voice

·         modulate - pitch, pace, pause, volume

2.                  Consider your body posture and sense of space in the room

·         ground yourself, open your body up rather than crossing legs/arms, talk to students at their level, deliver instructions from the same space in the room

3.                  Begin your lesson before you enter the room

·         be clear on your expectations as they enter the room, what task/activity do you want them to do once they are inside and what do they do once it is complete

4.                  Have control over time and sequence of your lessons/the day

·         provide timetables about what will happen over the course of the day, break each lesson down and give time expectations

5.                  Share with the students a sense of yourself

·         introduce yourself, what are you good at, what are your expectations and how does that fit in with the school

6.                  Care about behaviour (and misbehaviour)

·         learn student names, label behaviours not children, follow everything up, get advice from ‘the teacher next door’

7.                  Be approachable

·         explain to the class at the beginning of the day what you want students to do to get your attention (different teachers have different approaches). Make it clear what you want students to do to ask a question or when they’ve finished their work

8.                  Show your enthusiasm

·         make learning matter - if you are excited about learning, it is infectious!

9.                  Question, pause, listen

·         consider the questioning techniques you use - ask open questions, pause to allow take-up time, sometimes call upon students who may not have their hand up, acknowledge all answers

 

10.             Remain calm! 

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