2013 Teachers' Visit Day Registration
Your details
Session 1
9:30am - 11:00am
Please select 1 x 80 minute session OR 2 x 40 minute sessions in Session 1.
1 x 80 minute session
This session will look at the challenges of diverse learning needs within the classroom. We will explore a variety of aspects of teaching strategies and methodologies. This will include practical embodied learning methods being applied. Participants will actively use these methods in the session. Don’t expect to be sitting down. As well as refreshing and re-invigorating practical pedagogical methods, the aim is for participants to have methods to apply in the classroom as well as new perspectives on differentiation. The session will include theories qnd pedagogical tools and then apply techniques. Session methodologies will include direct instruction, group discussion, role play and writing. This session is aimed at both Primary and Secondary Teachers and crosses all KLAs.
DRUMBEAT was developed in the Wheatbelt of WA to reach Aboriginal youth, combining experiential learning with Cognitive Behavioural Therapy. The key to the program's success is its ability to engage students resistant to talk based therapies. The drum is a useful tool for engagement, cathartic release of emotion, and safe social connection. DRUMBEAT uses these factors as well as analogies that connect the drum circle experience to other relationships. The main emphasis is on working with others and improving social competence in order to form healthier social support - by playing music together. DRUMBEAT provides students with a sense of connectedness with self and others. Structured sessions cover topics such as values, peer pressure, identity, social harmony, teamwork and emotional expression. The main lessons from the program are learned experientially as participants work together to develop a harmonious sound. This session will demonstrate how teachers can engage students through the modem of music in a cooperative group process that explores relationship issues. The physical nature of the program provides an avenue for the release of inner tension that is non-competitive and fun. NO PRIOR MUSIC EXPERIENCE IS NECESSARY. DRUMBEAT training is accredited by the NSW Institute of Teachers (NSWIT).
Recent research has demonstrated the benefits of teaching using a Game Centred Approach (GCA). Professional learning involving development of teaching strategies and the use of a GCA displays positive effects on teaching quality in primary school teachers, and in turn, improvements in the game play abilities and Fundamental Movement Skills (FMS) of students. The use of a GCA is applicable across primary and secondary settings as it offers a method of learning both physical and game play skills across multiple stage levels in a game situated learning environment. This session will overview the theory behind learning using games and the relevance of this approach in achievement of PDHPE syllabus outcomes, before moving into a practical setting for participants to experience the use of a GCA first hand.
This session demonstrates (a) the use of a virtual community designed to engage nursing students in meaningful learning about the social determinants of health; and (b) simulation as an ethical and innovative method of immersing nursing students in the reality of clinical practice without risk to patients. Both components will be framed using a 'story-telling' approach.
The Rock and Water Program provides educators with skills designed to enhance children's resilience; monitor and identify their reactive behaviour patterns; develop their capacity to work effectively in a group situation and to stand with focus and determination as an individual. This session will demonstrate some of the physical exercises taught to students to evoke a physical and psychological response. Students learn to feel how their body reacts to situations and then respond with an increased level of self control by recognising the cues. Specific topics include: confidence, being a member of a group, emotional control, body awareness, working together, body language, intuition and listening, non-verbal cues, boundaries, and mastering your emotions. Rock and Water is characterised by a psychophysical didactic method. Starting from a physical perspective, mental and social skills are presented and mastered. The program is physical in nature and supported by short discussion sessions in groups offering space for self-reflection. Rock and Water also offers specialised training for Primary Schools, Girls & Women and Autism Spectrum Disorder.
Session 1 Group A1 x 40 minute session
In the French Studies discipline at the University of Newcastle we have been working intensively in recent years to complement the hard copies of the textbooks we use with supporting documents offered on the University site through the Blackboard learning system (a virtual learning environment). Recently, in order to actively engage our students in using the target language and promote independent learning, we have also added compulsory online activities for first (absolute beginners) and second years, as well as online quizzes. We are now about to offer an option to study the first year course in fully online mode. This session will present our approach to second language teaching at beginners level using a blended model, and describe the strengths we believe this method possesses, showing specific examples from our Blackboard site. We will welcome comments from the participants.
The concepts required for Year 12 composition can be readily understood through improvisation. This session will discuss various techniques and procedures which will be demonstrated through improvisation. The session will draw from the following curriculum areas in Year 12: duration, pitch, tone colour, dynamics, texture and structure. The session is applicable to anyone teaching HSC composition and will follow the interaction, discussion, improvisation and feedback.
- Repeated: Session 3 Group B (room HA145)
This session focuses on how teachers are using iPads in the primary classroom. In the session we will be using iPads to experience a range of apps available and how they can be used within the classroom to enhance student engagement and learning experiences.
- Repeated: Session 2 Group A (room HA122)
The National Curriculum requires that environmental sustainability be taught in every one of the core subjects and at levels from K to 12. The Hunter Valley Electric Vehicle Festival run by the Tom Farrell Institute for the Environment is an ideal way of inspiring and interesting students in maths, science and technology. The Electric Vehicle Prize is designed to drive both innovation in electric vehicle design and regional skills development. The prize rules lay an excellent foundation to engage young people in science, engineering and technical trades as well as project management and entrepreneurialism. Schools especially are assisted by providing a resource pack and connecting them with experienced EV builders and local businesses.
Various educational specialists have suggested that they can identify what is best for Aboriginal students' education. But some of the most meaningful voices in this argument must come from the students. Aboriginal students' voices have had very limited engagement in the examination of educational reform either in the classroom or within systemic change. This session will briefly overview best pedagogical practices for Aboriginal students, stated from Aboriginal pedagogical theorists and Aboriginal students themselves. The second half of the session will revolve around participants discussing how this may look in their classrooms or schools and examples of how to better engage Aboriginal students.
Session 1 Group B1 x 40 minute session
Intentional teaching is a newly adopted term located within the early childhood 'Early Years Learning Framework' (EYLF). Intentional teachers are defined as: "educators being deliberate, purposeful and thoughtful in their decisions and actions. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have always been done that way." (DEEWR, p,15) This session will help educators identify the many strategies they use everyday as intentional teachers and will provide valuable discussions around issues supporting why and how we teach young children in relation to the philosophical and theoretical underpinnings of the EYLF.
This session will discuss developments in national programs for ensuring that Australia continues to have the mathematical skills and knowledge required for its future. In particular, ensuring well-defined pathways through School, University and into rewarding careers in Mathematics, Science, Technology and Engineering. Key to this goal is ensuring that the schools attract and retain inspiring and well-trained Mathematics teachers.
This session will include a discussion of what prompted the first modern excavations at Pompeii and what the aims of the earlier excavators were. The influence of political circumstances including the court of the Bourbons and life at Naples and Portici is relevant to this. The session will look at how priorities changed in the 19th and early 20th century, and what sort of approach now suits modern conditions. The session will be illustrated suitably drawing on the site, plans of individual buildings, and an account of the walls of the city.
- Repeated: Session 3 Group A (room HA142)
What is involved in undertaking further study? In this session, an overview of coursework and research postgraduate study options for teachers is provided. The session will will assist teachers who wish to refresh, retrain or research in order to enhance their practice, expand their career options, and /or seek accreditation with the Australian Institute of Teaching and School Leadership (AITSL).
Professional experience is at a crossroads within initial teacher education. This session will explore, discuss and encourage feedback about 'rethinking' how we might revitalise the substance and form of 'doing professional experience' with/in schools. Contemporary research findings will be linked with participants' knowledge and understanding of sharing best practice and facilitating partnerships with schools/universities. The AITSL Teaching Standards and NSW DEC document 'Great Teaching, Inspired Learning' will be linked with current global and local developments in the field of professional experience. Those who contribute to Initial Teacher Education through supervising/mentoring of preservice teachers and coordinating/managing placements in schools will be invited to contribute to an ongoing conversation around 'rethinking professional experience'. This session will be of interest to teachers, executive staff, principals and academic staff who take part in the school-based component of Professional Experience courses.
This session will provide a basic introduction to using audience response devices in the classroom. After attending this session participants should know how to: 1) use the basic functions of 'anywhere polling' and 'powerpoint polling', and 2) identify strategies for using clickers in the classroom. This session is likely to be of interest to primary, secondary and tertiary teachers.
Session 2
11:30am- 1:00pm
Please select 1 x 80 minute session OR 2 x 40 minute sessions in Session 2.
1 x 80 minute session
As you may be aware Carl Friedrich Gauss (1777-1855) had a remarkable influence in many fields of mathematics and science and is ranked as one of history's most influential mathematicians. Wouldn't it be great if we could have someone like him to help us when we are doing our own mathematics? In a sense we can. These days there are a significant number of general purpose mathematical software tools that encode an enormous amount of "mathematics knowledge", (including GAuSS, i.e. Geometry, Algebra, u (?), Statistics, Simulation). Even better, in each category there are excellent free and open source packages that can be used.In this session we will introduce to you how you could use such packages to help you, and your students, do some of your own mathematics.
Research shows that strong partnerships between schools, parents, businesses and the local community organisations can make a significant difference to educational and social outcomes for students. Community engagement is a two way process that involves more active participation than simply inviting parents to the school. Drawing on the work of the Family Action Centre and the experience of participants, this interactive session will explore practical strategies for engaging families and the local community in your school. We will investigate some of the challenges and potential benefits of active community engagement, ways of identifying and mobilising family and community resources, as well as examples of successful community partnerships and potential funding sources.
The latest attempt at a national curriculum is assuming a solid shape. This session will briefly sketch some of the background to attempts to unify curriculum in Australia, set out the shape that it has recently assumed and allow for discussion of future implications.
In this session, three teachers and one academic have come together to develop a workshop in which participants will hear about some contemporary views about literacy in early childhood education. Traditional views of literacy as reading and writing are expanded to consider the role of multiliteracies for meaningful literacy learning. The role of Funds of Knowledge is explored as a way to connect families and educators for successful literacy experiences and outcomes for children. The potential of e-books is discussed and participants will have the opportunity to build an e-book rating tool, which they will use to assess e-books on iPads available in the workshop. Prior experience of using IPads is not required.
This session is designed to aid teachers who may be experiencing vocal problems associated with their day to day teaching. Teachers of all subjects may experience voice loss or deterioration of vocal quality due to the vocal intensity of teaching. PE, Music, Drama and Technology teachers also daily compete with high levels of background noise and difficult acoustic spaces, which can lead to voice disorder. The session is designed to inform teachers of the nature of their vocal apparatus, how to care for it and how to learn to sustain a healthy voice in their workplace. They will learn basic vocal techniques of resonance and abdominal support which may help them to project more clearly and with less effort at the larynx. It is vital that the professional voice user (for that’s what teachers are!) learn to support the voice in order for it to function well. Exercises are also given in the areas of resonance and daily vocal warm-ups to get you going in the mornings.
Creative Arts K-6 is one of the six learning area syllabuses for the Primary Curriculum. The Education Act (1990) sets out a minimum requirement for this syllabus as in the other five areas. Visual Arts is an important part of this syllabus. Although the Visual Arts area of the syllabus is designed to be used by the classroom teacher, not all teachers feel confident about its implementation. Some students also feel apprehensive about their own ability in this area which can have a negative impact on their performance. The practical experiences in this session will provide the teacher with a number of tasks, that, when used in the classroom, have the dual advantage of creating confidence in both the teacher and student. In this session the participants will explore new ways of using materials and techniques and readdress the necessity of their understanding of the elements and principles of design and their application in making art (Visual Arts Syllabus). The subject matter is in keeping with those studied across the curriculum. These tasks can be adapted to suit any stage. Hopefully this session will also be the starting point of a greater interest in developing tasks to stimulate students, and make their learning experiences rewarding and meaningful.
This session will look at how children form their aspirations for life after school, through the middle years of schooling. The session will look at tools that will be used in classrooms and how teachers can better support the aspirations of these students.
Session 2 Group A1 x 40 minute session
- Repeated: Session 3 Group B (room HC02)
The Forum's Healthier School Sport Program provides a broad range of affordable programs for schools that are looking for new and challenging sport activities. This session will provide a practical demonstration of some group classes and a discussion regarding the challenges of engaging students in school sport. Whether you are looking for a facility hire, staff-led programs or to provide a practical experience of your senior school PDHPE program, the Forum has programs that will inspire your students to be active. Teachers are constantly looking for a new school sport idea and this session will provide your school with a range of options that can be incorporated into compulsory school sport programs.
- Repeated: Session 3 Group B (room HA110)
Since Agenda 95, changing social features and professional demands have caused changes in the way that schools are expected to approach the literacy needs of students in our community. This session will look briefly at these changes and the implications that they have for teachers in the classroom in an attempt to identify possible directions that a National Curriculum might take. Characteristic literacy demands of specific subjects will be noted in order to highlight different skills required of students, and to promote awareness of the specialists themselves to the complexities of their subject’s literacies
Participants will learn about innovative techniques to promote physical activity across the Maths curriculum and explore ways of teaching and learning academic concepts in a kinaesthetic way.
This session will provide a basic introduction to using an Interactive Whiteboard (SMART Board) for teaching. Teachers with limited or no prior experience using SMART Boards are likely to find this session of most value. Participants will be encouraged to take turns at getting hands-on using the SMART Board. After attending this session participants should be able to: 1) Identify key components of the hardware and software 2) Write and draw on the display using the pen tools or by touch 3) Use touch to interact with programs on your computer 4) Edit, save and export presentations.
- Repeated: Session 1 Group A (room HA122)
The National Curriculum requires that environmental sustainability be taught in every one of the core subjects and at levels from K to 12. The Hunter Valley Electric Vehicle Festival run by the Tom Farrell Institute for the Environment is an ideal way of inspiring and interesting students in maths, science and technology. The Electric Vehicle Prize is designed to drive both innovation in electric vehicle design and regional skills development. The prize rules lay an excellent foundation to engage young people in science, engineering and technical trades as well as project management and entrepreneurialism. Schools especially are assisted by providing a resource pack and connecting them with experienced EV builders and local businesses.
StudioCrasher is an ongoing video project launched in late 2012 by Dr Kit Messham-Muir. Kit talks to artists about their practice, as well as curators, critics and academics, then uploads these extended in-depth interviews to YouTube as a teaching resource open to everyone. StudioCrasher videos are made specifically with visual arts students in mind. They aim to create a rich knowledge creation and knowledge sharing resource that can be used for teaching and research by anyone and to bring art students into contact with real practicing artists, curators and writers who they would otherwise not be able to access.
Session 2 Group B1 x 40 minute session
This session will offer a general overview of the discipline of English and Writing at the University of Newcastle. Special attention will be given to matters of curriculum design and pedagogies as well as to the relationship between our two strands, literature and writing. In addition, presenters will address the career paths available to graduates majoring in either field.
Children and teachers are increasingly bombarded with texts that privilege visual communication such as; advertisements, technologically mediated information, exploring the internet for information as well as entertainment. With this proliferation of highly complex communication using visual images and designs, young children's viewing and consuming of these texts has and will continue to evolve. Therefore, teaching practices require educators to continuously explore and update their understanding of these multi-modal texts. Furthermore this session will engage educators in questioning and critiquing the concept of 'what does it means to be literate in the 21st century and what are societal expectations?'.
This session will provide an overview of the recent developments in the University of Newcastle’s Bachelor of Medicine Program, including the revision of its student selection and admissions processes; the strategies to promote access to medical school for people from diverse backgrounds, and the role of the medical school in rural health education. The latter includes the progress with the Joint Medical Program with the University of New England (a unique partnership in Australian medical education). Innovations in methods of medical education (such as the role of simulation) will also be discussed.
There is an Increasing Trend in the HSC Ancient History Syllabus to Consider the Legacies of Antiquity. This reflects the current trend in Classical Studies, namely the growth in, and promotion of, Reception Studies: the study of the multitude of ways in which the ancient world operates in post-antiquity - from the Middle Ages to the present day. Using Case Study 7: Boudicca: resistance to Roman rule, this session discusses the methodologies and pedagogies involved in teaching Classical Reception Studies to HSC students.
Session 3
1:45pm- 3:15pm
Please select 1 x 80 minute session OR 2 x 40 minute sessions in Session 3.
1 x 80 minute session
The basis of good pedagogy in early childhood education today is to understand and include children as participants in their learning (EYLF). However, this concept is often understood in quite a narrow way in everyday practice. This session will explore what children's participation entails, what are its potentials and how teachers as inquirers can facilitate this form of engagement in their classroom and why. During the session basic ideas of participation will be explored and an inquiry based approach employed to demonstrate the teacher's role as a researcher. This mini theory/research workshop will be followed up with planning a project for children's participation in mind.
With the new Australian Curriculum releasing the Geography curriculum and Civics and Citizenship curriculum for consultation, it is useful to clarify how this may or may not be different to what already happens in the HSIE area of the curriculum. In this session, some simple teaching activities associated with these areas will be presented.
Session 3 Group A1 x 40 minute session
The Bachelor of Arts is one of the oldest and largest degrees at the University of Newcastle but one about which students, parents and advisers often have too little information. This session will explain the form and content of the Bachelor of Arts. It will explore what can be studied and relate learning in the BA to employment opportunities post degree. Up to date information on the BA is relevant to all secondary school teachers and careers advisors because of its role as a generalist degree taken for its own merits as well as its function as a launching pad for other degrees. This talk will draw upon examples from current courses and students, and there will be opportunities for questions, input from the audience and discussion.
- Repeated: Session 1 Group B (room HA116)
What is involved in undertaking further study? In this session, an overview of coursework and research postgraduate study options for teachers is provided. The session will will assist teachers who wish to refresh, retrain or research in order to enhance their practice, expand their career options, and /or seek accreditation with the Australian Institute of Teaching and School Leadership (AITSL).
The time that young people spend engaged in screen-based recreation has major implications for their health and academic performance. Although many of the cardio-metabolic consequences of excessive screen-time may not emerge in childhood, recent studies have found that this is not the case in adolescence. For example, adolescent boys who report high levels of screen-time have an increased risk of abnormal blood insulin levels and higher levels of body fat. Perhaps the most serious immediate consequences of excessive screen-time in youth are psychosocial, as high levels of screen-time are associated with internalising problems, poor quality of life and low self-esteem. Delayed bedtime and shorter total sleep time have been found to be consistently related to media use in youth, which may, in part, explain the negative association between screen-time and academic performance. This session will discuss the potential causes and consequences of excessive screen-time in adolescents, as well as evidence-based strategies to reduce screen-time in young people.
There is an expectation for all teachers to be teachers of literacy; however, there are multiple notions of literacy present in schools and within literacy discourse more generally. What are the various ways literacy is conceptualized? What does the change from literacy to literacies to multiliteracies actually mean? What are the implications of these multiple notions of literacy as schools work to build whole school literacy approaches/programs? This session, which will include discussion of the new ‘NSW syllabuses for the Australian Curriculum’, is for those who accept the importance of literacy across education but have queries about what it means to be a teacher of literacy today.
Session 3 Group B1 x 40 minute session
- Repeated: Session 2 Group A (room HC02)
The Forum's Healthier School Sport Program provides a broad range of affordable programs for schools that are looking for new and challenging sport activities. This session will provide a practical demonstration of some group classes and a discussion regarding the challenges of engaging students in school sport. Whether you are looking for a facility hire, staff-led programs or to provide a practical experience of your senior school PDHPE program, the Forum has programs that will inspire your students to be active. Teachers are constantly looking for a new school sport idea and this session will provide your school with a range of options that can be incorporated into compulsory school sport programs.
- Repeated: Session 1 Group A (room HA55)
This session focuses on how teachers are using iPads in the primary classroom. In the session we will be using iPads to experience a range of apps available and how they can be used within the classroom to enhance student engagement and learning experiences.
In this session we will talk about authentic learning tasks used in the mathematics classroom. We will overview strategies currently being implemented in Australia and overseas and give several practical examples. We will invite a lively discussion and would like to workshop ideas from teachers who are already using PBL in their classroom.
- Repeated: Session 2 Group A (room HA116)
Since Agenda 95, changing social features and professional demands have caused changes in the way that schools are expected to approach the literacy needs of students in our community. This session will look briefly at these changes and the implications that they have for teachers in the classroom in an attempt to identify possible directions that a National Curriculum might take. Characteristic literacy demands of specific subjects will be noted in order to highlight different skills required of students, and to promote awareness of the specialists themselves to the complexities of their subject’s literacies
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Session 1
9:30am - 11:00am
Session 2
11:30am- 1:00pm
Session 3
1:45pm- 3:15pm
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