Full course description
Date and time
Friday April 24 2020, 9.30 to 3.30 pm
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.
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)
- 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
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.