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

  • Discover a fast-paced, custom-designed elective that smashes together collaboration, creativity, communication and critical thinking - LOUDLY!
  • Learn about the design principles and psychology underlying everything from high-budget video games to card games and outdoor games
  • Explore the ways game design and gamified thinking can help your students (and your staff!) understand the world around them

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:

  • The structural transformation that has taken place.

You will hear from:

  • Educators who have been through the transformation from the beginning, and
  • An educator who has more recently joined the Claremont team.

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:

  1. The Co-Teaching Models - What Co-Teaching Looks like
  2. Courageous Conversations to Professional Dialogue
  3. Working in Teams
  4. Best Practice at Claremont College
  5. Collaborative Professional Development Walkthroughs

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.

Janelle Ford, Deputy Principal, Claremont College
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

  • Research and practice on technology enhanced active learning
  • Discuss the reality of AR/VR/MR in schools, visualisation, and spatial reasoning
  • The benefits and how to implement the design thinking process (in primary and high school)

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?

  • What are emerging technologies and why are they important in ELC – Year 12 education?
  • Explore the opportunities and challenges when implementing emerging technologies in schools and ELCs and learn how it can be done using an innovative project design
  • Discover what happens to student learning and teacher learning and understand why emerging technologies change the way educators view digital technologies

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.’

Monica Williams, Educational Consultant, Educational Consultant
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

  • Learn about the concepts of the Australian Curriculum: Digital Technologies through engaging, classroom-ready activities with excited colleagues from inspirational leaders, and case studies showcasing existing practice
  • Work collaboratively with other educators to refine your existing activities and design new ones that will engage and empower your students
  • Get hands on experiences with free, classroom-ready resources that target the Digital Technologies curriculum
  • Discover how the breadth of the developmental curriculum provides opportunity for differentiation and personalisation at all stages of student learning
  • Plan a school-wide scope and sequence incorporating the ACA resources that is developmentally appropriate for your school context

Dr Rebecca Vivian, Research fellow, 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

  • Predictable stages of concern – what are they and how does that help?
  • Avoiding the 7 Sins of Leading Change
  • The 5 essential elements of any successful change process – what are they and what are the symptoms they are missing?
  • Workshop presentation and small group discussion

Steve Francis, CEO, Happy School



Re-imagine learning: what we’re learning from student autonomy

  • Understand the patterns, trends, and data from innovative learning symposiums and enigma missions (long-term research group projects)
  • Challenge your thinking on student learning and capabilities (junior school examples)
  • Learn how to build an inclusive learning environment for every student, including those with learning support needs
  • Open forum discussion on assessment and tracking of student performance

Jennie Vine, Assistant Principal, Wooranna Park Primary School



How to teach less so that students learn more

  • Changing the nature of teaching and learning
  • Teaching content and developing creativity simultaneously
  • Putting learner-centeredness at the heart of pedagogy

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 .