Full course description
Date and time
7 June 2022, 4.00 pm to 6.00 pm
Online – a Zoom link will be provided 24 hours prior to the event
This learning event is right for you if you are interested in reimagining how education is delivered in ways that reflect the emerging and changing needs of students.
The speed of the pandemic forced educators to suddenly shift from familiar classroom routines to digital teaching, with little planning. They had to apply sometimes unfamiliar technology, adapting content and the way they delivered it.
Recent ISV research with independent schools revealed that a third of participants regarded hybrid learning as an ideal learning situation as it may continue to shape the education landscape. However, teacher competency remains the biggest challenge.
Most reported that an effective model should be contextually developed and implemented depending on various factors such as teacher capacity, teaching and learning tools and resources, as well as students’ different learning styles and needs.
“The very basis of education is "the classroom", this will need to be completely re-imagined. How teacher time is allocated is based on: a) a classroom space b) a timetable aligned to that physical space c) teacher knowledge and pedagogical skills within that space in that time. All of these are subverted by a hybrid model where access by students is flexible, so flexibility in staffing and timetables etc. would need to be so too.” (Belgrave Heights Christian School)
In this webinar, we will discuss how teachers can reimagine how education is delivered in ways that better reflect the emerging and changing needs of their students. We will also consider how digital technologies are used to facilitate deep learning and to rethink learning and how it takes place, recognising that it can and does take place within and outside the classroom walls.
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Curriculum and Student Learning – Curriculum framework
- Curriculum and Student Learning – Student learning outcomes
Relevant Australian professional standards for teachers
3. Plan for and implement effective teaching and learning
6. Engage in professional learning
- strategies to encourage learning for the global future (such as fostering authentic student-centred learning and student agency)
- deeper understanding of digital challenges and the technological revolution (by encouraging digital resilience and competency, incorporating the right technology in your school, using evidence-based data to enable an adaptive system)
- tools for enabling educators of tomorrow.
Will Hanley is currently Advisor, Innovation Practice at Independent Schools Victoria. Prior to his current role, he taught across a range of subject areas, holding various leadership positions, including Head of Department and Head of House. He has a passion for assisting young people to strive and thrive in multiple endeavours, challenging students to create and collaborate in order to comment on and positively contribute to the society in which they live. Will is a Feuerstein Instrumental Enrichment facilitator, and leads Project Wayfinder in Australia, a program that assists young people in developing belonging, purpose and meaning in their lives.
Nikki Maguire is an experienced educator, consultant and presenter in primary, secondary and tertiary education across Independent, government and Catholic sectors. She has a passion for the science of learning and inclusive education practices. Nikki has a Masters in Inclusive Education and is a certified International Feuerstein Instrumental Enrichment trainer and facilitator, as well as an experienced Dynamic Assessment practitioner. She has worked in learning enhancement, academic coaching, wellbeing and school strategic planning and program design and delivery.
David Burton returned to Australia in 2015 after several years overseas. Until recently he served as Head of Senior Campus at Woodleigh School, a role which included periods as Acting Principal, most recently during the COVID-19 crisis. David has a background in teacher coaching and professional learning, curriculum development, middle years innovation and the integration of new learning technologies into the classroom. David has particular expertise with the International Baccalaureate programs. He was IB MYP Coordinator at the International School of Paris and the Australian International School in Singapore. As a regular IB conference presenter and workshop leader over the last ten years, David has led professional learning with schools and teachers across Australia and New Zealand as well as throughout Asia, Europe and Africa. He has also completed a Masters of School Leadership course, specialising in research into the efficacy of teacher collaboration.
Deb Carmichael has worked in Independent schools for over 25 years as a teacher, department head and in senior executive roles. During this time, she was involved in a number of projects including professional learning models, classroom observation, student leadership and curriculum development. Deb is now a Senior Advisor at Independent Schools Victoria, working in The Development Centre. This allows her to use her experience, ideas, interest in current research and passion for teaching and learning to engage and work with fellow educators.