Full course description
Date and time
Session one: Wednesday 14 October 2020, 9.30 am to 12.30 pm
Session two: Tuesday 10 November 2020, 9.30 am to 12.30 pm
Online – zoom link available 24 hours prior to the event
This learning event is right for you if you are reviewing or developing an integrated, multidisciplinary middle years program.
The Reggio Emilia approach in the early years of schooling encourages teachers to see young children as rich and powerful learners, and their environment as the third teacher. If this is the 'best-practice' approach for 3 to 6 year olds, why is it not as valid for 13 to 16 year olds? These sessions explore current research around children's engagement in the middle of years of schooling. Examples of units of inquiry that engage the middle years learner, while also meeting the requirements of state or national curriculum will be provided. Teachers will be challenged to consider the starting points for learning and teaching in the middle years that respects the agency of the adolescent, and the insights that these students have into what is important in their learning.
"Teaching middle school is an adventure not a job." Angela K Bennett (Author)
- Strategies to enable student voice and ownership which is fundamental to engagement and wellbeing in the middle years
- Ideas to make learning relevant and rigorous and develop learning communities of students and teachers
- Ways to develop programs where engaged learners call on knowledge and skills from a range of subjects to address issues of importance and design solutions.
Dr Marcia Behrenbruch
Marcia has over 30 years experience in Primary, Middle and Upper Secondary education. She has lived and worked in a variety of countries. In addition to her school experience, she worked for the International Baccalaureate as Head of Global Professional Development for the Primary Years Programme and as Head of School Services, supporting the IB continuum of international education from 3 to 19 years of age.
Marcia’s passion in education is ensuring that learning is relevant, significant, challenging and engaging for children of all ages. She believes that this is the first responsibility of educators, and can still be achieved within national or state curricula requirements.