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Reignite - Full series is a Course

Reignite - Full series

Feb 8, 2022 - Dec 30, 2023

$900 Enrol

Full course description

Pricing

For ISV Affiliates and Non-Member Standard pricing, please use the appropriate Promotional Codes at enrolment check-out.

Date and time

Wednesday 11 May 2022, 4.15 pm – 5.45 pm

Wednesday 11 October 2022, 4.15 pm – 5.45 pm

Wednesday 8 March, 2023, 4.15 pm – 5.45 pm

Delivery mode

Online, a Zoom link will be sent 24 hours prior to the event

About Reignite
Reignite is a series of thought-provoking online events to reinvigorate educational aspirations and inspire thoughtful practices for preparing young people to engage in our complex contemporary world.

Following each Fireside chat, we will have dedicated time for small group discussion. These learning groups will allow participants to unpack content and leverage ideas for long-term impact.
Find out more about the Reignite series.

Description

Resilience: Origins and Opportunities
Wednesday 11 May 2022, 4.15 pm – 5.45 pm

Science tells us that some children develop resilience, or the ability to overcome serious hardship, while others do not. Understanding the factors that hinder or support resilience in the early years is crucial because it can help to inform effective policies, programs and practices that help children overcome adversity to reach their full potential.

This presentation will provide insight into the ways that significant adversity can disrupt healthy development in young children. We will explore three key ideas from the science of early childhood to guide the design of programs, policies and services that support resilience in children and families.

Ideas for exploration include:

  • How do educators develop resilience?
  • How do young children develop resilience?
  • What role do teachers play in supporting resilience in their students?

Melissa Rivard

Melissa Rivard is the Assistant Director of Innovation Strategies at the Center on the Developing Child at Harvard University (HCDC). She co-leads a team working to bridge the research/action gap by developing and delivering a range of capacity building experiences for key stakeholders in the early childhood field who seek to develop programs and policies that are aligned with what we know from the science of early childhood and adversity.

Prior to the HCDC, Melissa was a researcher and pedagogical documentation specialist at Project Zero as part of the Making Learning Visible Project – a long-term collaboration with Reggio Emilia scholars and educators, Project Zero researchers, and pre-K to post-secondary educators in the US. She co-authoring the book Visible Learners: Promoting Reggio-Inspired Approaches in All Schools (and several journal articles based on this work) and served on the faculty of the Project Zero Classroom and Future of Learning Institutes.

 

Solving the Frankenstein Problem: Why all learning is social and emotional
Wednesday 11 October 2022, 4.15 pm – 5.45 pm

Emotions and social relationships shape our thoughts, actions and experiences – how we think and who we become – not just personally, but academically. How and why is this the case? And what does this mean for teachers and the design of educational environments and activities? 

Mary Helen Immordino-Yang will present her research on emotional engagement in the brain, showing how deep learning happens and highlighting the interdependencies of thoughts and feelings as students learn.

Her studies reveal how effective schooling is not simply about what students know and can do, but about how students learn to learn, and about how they experience the learning process. The findings underscore the necessity of supporting students’ humanity – their character, citizenship and purpose – to optimally support their academic growth. 

Mary Helen Immordino-Yang, EdD

Mary Helen Immordino-Yang, EdD, is a Professor of Education at the University of Southern California’s Rossier School of Education, a Professor of Psychology at the Brain and Creativity Institute, a member of the Neuroscience Graduate Program Faculty at the University of Southern California, and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE).

Mary Helen is serving as a distinguished scientist on the Aspen Institute’s National Commission on Social, Emotional and Academic Development, as well as appointed to the National Academies of Sciences, Engineering, and Medicine’s Committee on the Science and Practice of Learning. She is associate editor for the award-winning journal Mind, Brain and Education and for the new journal AERA Open, and on the editorial boards of the Journal of Experimental Psychology: General, Cogent Psychology and Culture and Brain.


Future proofing our students
Wednesday 8 March, 2023, 4.15 pm – 5.45 pm

The COVID-19 pandemic has turbocharged conversations around the future of education in Victoria, while presenting additional impediments for fundamental reform. This session will explore some of the key lessons from the pandemic and how schools can ‘future proof’ students to thrive in an uncertain world.

We will also explore Professor Milligan’s New Metrics for Success program, which works with more than 80 ‘first mover’ schools to generate assessment tools, influence the development of policy and facilitate change. Professor Milligan will share stories from the program and provide a series of provocations for teachers and school leaders to reframe learning in schools to better support young people to navigate the mid-21st century.

Sandra Milligan

Sandra Milligan is Director and Enterprise Professor at the Assessment Research Centre at the Melbourne Graduate School of Education, University of Melbourne. Originally a teacher of science and mathematics, Sandra has held senior research, management and governance positions in a range of educational organisations, including government agencies, not-for-profits, small start-up businesses and large, listed, international corporations. She was co-founder of The Good Universities Guide series, co-author of the report Beyond ATAR: a proposal for change (2019) and is the Convenor of a Melbourne University Massive Open Online Course (MOOC) targeting professional learning for teachers in assessment and teaching of 21st century skills, which has enrolled over 30,000 teachers worldwide.