Friday 8 June 2018
14:00 - 15:10
During the breakout session delegates split into smaller groups where they have the option to attend interactive and in-depth seminars on a wide variety of subject matters. Delegates pre-select breakout sessions ahead of the event so they cover the issues and topics that matter most to them.
How Artificial Intelligence will impact learning
Prof. Rose Luckin, Professor of Learner Centred Design, University College London, Knowledge Lab (UK)
Don't teach games - teach game design
Bill Cohen, Teacher/ ICT Integrator, Asquith Girls High School
Future focussed teaching: It’s all about 21st century skills /digital-age skills in the classroom
Prof. Stephen Heppell, world renowned English educator and ICT specialist
Bringing more “beautiful questions” into the classroom—and beyond
About: Insights from author and “questionologist” Warren Berger about the importance of questioning and how to encourage more of it among students. Sessions will include hands-on exercises in question formulation, collaborative inquiry, and will focus on ways to bring more innovative questioning to schools
Who should attend: Teachers of all grade levels, School leaders and administrators
Why: To explore ways to improve student learning by way of more/better student questioning.
Warren Berger, Questionologist, 'A more beautiful question'
Unleash the power of Responsibility Theory
Responsibility Theory is a new consideration in personal and classroom behaviour management. Responsibility Theory has two broad social goals. The first is the personal application of the principles and practice of Responsibility Theory. The goal here is to inform the individual that through the application of their own contemplative intellectual analysis, and allied reflexive utilisation of the working language of the ten Responsibility Theory precepts, that this deliberate conscious and intentional intellectual engagement (along with the ten precepts), will hopefully assist the individual to develop and successfully apply their personal self-empowering possibilities.
The expectation is that these insights and personal precept directed affirmations may then lead to a situation in which the individual will generate informed, insightful, responsible decisions and behaviours, which will lead to enduring and life-affirming positive decisions being made. The second goal of Responsibility Theory is to achieve enduring, constructive classroom-centred academic, behavioural, personal, social and pedagogical outcomes. The intent here is to also inform, and to equally empower the teacher and the student (about their intrinsic and extrinsic power potential), and, at the same time, to also inform both teacher and student, about their personal responsibilities.
The method by which this informing of personal responsibility occurs is, in the first instance, to encourage both teacher and student to analyse, with deliberate mindful intent, the ten Responsibility Theory precepts. Immediately following on from there, the aim is to then consciously apply these precepts in a manner that leads to positive insightful self-realisation. This personal self-realisation should inform the individual that having a good attitude, the pursuit of knowledge, the presentation of positive behaviours, remaining respectful, being self-motivated, learning, and initiating affirmative choices at school (or anywhere else), is the personal responsibility of the student and not the teacher, or, for that matter, anyone else.
Dr Ragnar Purje, Adjunct Lecturer, Central Queensland University
How co-teaching in flexible learning spaces maximises student outcomes
This 90-minute workshop will explore the steps that have taken place at Claremont College from opening up single cell classrooms to become open planned learning spaces, to embedding co-teaching and then tracking evidence of improved student outcomes.
In the words of Anthony Muhammad ‘cultural change eats structural change for breakfast’, so this workshop will look at the challenging aspects of changing both a school’s structure and culture.
You will also see:
You will hear from:
The Claremont College speakers will then take you through the job-embedded professional learning that has developed, to grow the capacity of the teachers to work in a co-teaching environment, including:
There will be many take home messages from this session as well as practical examples of how to plan and implement these job-embedded professional learning days.
Alanna James, Teacher, Claremont College
Lisa Inglis, Teacher, Claremont College
Emerging and advanced tech in the science classrooms
Andy Draper, Science and Technology Teacher, Queenwood
Innovation is accessible to all teachers: here’s how
Prof. Robert Fitzgerald, Director, INSPIRE Centre for Innovation in Education & Training; STEM Education Research Centre, University of Canberra
Emerging technologies; will they add value to the learning in your school?
This workshop will provide an opportunity for participants to explore strategies to embed emerging technologies in the ELC –Year 12 context. As part of this workshop participants will learn how the ‘Humanoid Robot Research Project’ implementation transformed the experience for students, teachers and school leaders in independent schools in South Australia. This team project won the 2017 Australian Computer Society Digital Disruptors Awards for ‘Service Transformation for the Digital Consumer.’
Dr Therese Keane, Deputy Chair, Department of Education, Swinburne University of Technology
NSW Education Standards Authority (NESA) Seminar
Seminar content and facilitator to be announced
Teaching kids to code
Dr Rebecca Vivian,
Computer Science Education (CSER) Group
Prof Katrina Falkner, Head of School, School of Computer Science; Lead, Computer Science Education Research Group Lead, Centre for Distributed and Intelligent Technologies – Modelling and Analysis The University of Adelaide
Leading effective change in schools
Steve Francis, CEO, Happy School
Re-imagine learning: what we’re learning from student autonomy
Jennie Vine, Assistant Principal, Wooranna Park Primary School
How to teach less so that students learn more
Dr Pak Tee Ng, Dean of Leadership Learning, Head of Policy and Leadership Studies Academic Group, National Institute of Education (Singapore)
More breakout sessions will be made available soon .