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Talking about teaching: what’s happening in Victorian schools? is a Course

Talking about teaching: what’s happening in Victorian schools?

Apr 23 - Apr 23, 2020

$670 Enroll

Full course description

Date and time

Friday April 24 2020, 9.30 to 3.30 pm

Audience

This learning event is right for you if you are a leader with responsibility for whole-school teaching and learning, or leading a specific area of the school and are interested in learning about contemporary pedagogy.

Description                                       

A contemporary, explicit, school-wide curriculum.  The achievement standards, together with the content descriptors, are used by teachers to plan teaching and learning activities, identify current levels of progress and achievement and to make on-balance judgements about the quality of learning. It is time to turn our attention away from the curriculum and to pedagogy – the instructional approaches and learning activities that support the content.  Many schools have developed a pedagogical framework, or an instructional model to provide guidance about preferred teaching strategies, ensuring coherence and clarity across the school.

This one-day workshop will discuss the emergence of instructional models and contemporary pedagogy. There will be input sessions and opportunities for participants to consider the content in light of their context.

The art of teaching requires deliberate interventions to ensure that there is cognitive change in the student; thus the key ingredients are being aware of the learning intentions, knowing when a student is successful in attaining those intentions, having sufficient understanding of the student’s prior understanding as he or she comes to the task, and knowing enough about the content to provide meaningful and challenging experiences so that there is some sort of progressive development.  (Hattie, Visible Learning for Teachers 2012)

Key takeaways                

  • high impact, evidence-informed teaching practices
  • overview of the emerging practices in Victorian schools
  • capacity to benchmark against 'best practice' continua
  • what’s coming down the line for teachers

Presenter information

Helen Schiele                    

Helen Schiele has worked in the educational field for some 26 years. She has developed professional learning  in the areas of curriculum design, differentiation, professional learning communities, Cognitive Coaching and literacy and numeracy strategies. Prior to entering the primary and secondary areas, Helen worked extensively as an early childhood practitioner, predominately in low-socioeconomic areas and multicultural communities. Her extensive experience as a generalist teacher in both the primary and secondary fields also includes leading initiatives in gifted education and philosophy. Helen has a Masters in Education and is completing her Doctoral studies in collective efficacy.