Completing Broken Hearts – Identifying and Reporting Child Abuse will contribute 6 hours of NSW Education Standards Authority (NESA) Registered PD addressing 4.4.2, 6.2.2 and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This course provides teachers with a background into some sobering statistics around the prevalence of children at risk. The course explains how teachers can identify a child at risk and provides some background into common types of abuse and directs teachers to access free websites where they can access reputed resources. Teachers are provided with links on how to refer a child to support services if child abuse is suspected and given simple instruction for referral and appropriate responses when they suspect a child may be at risk.
Completing Supporting Students with ASD and Comorbid ED/BD using Positive Teacher-Student Relationships to Improve Learning will contribute 4 hours ofNSW Education Standards Authority (NESA) Registered PD addressing 6.2.2, 6.3.2 and 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This custom course was designed for staff at The Joseph Varga School (JVS), Randwick, NSW. The course included a face-to-face presentation/workshop and an online discussion board option. This course addresses the specific needs of students enrolled at JVS at the time of the presentation, and provides staff with an opportunity to reflect on their teaching and learning, their motivations for why they chose to take a position teaching children with challenging behaviours and to use current research to both affirm their current practice and continue to grow in the future.
Course duration: 2 Hours
Australian Professional Standards for Teachers Addressed: 4.1.2
Target Audience: Pre K-12
Includes Professional Development Certificate stating hours of completion and standards addressed
The Neuroscience of Individual Differences: How Knowing Your Student Can Change the World will contribute 2 hours of NESA Registered PD addressing 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This is a custom course for teachers employed at Asquith Girls High School.
Teachers will think critically about the common practice of “teaching to the average” and reflect on research by Todd Rose and others from CAST at the Harvard Graduate School of Education involved in Universal Design for Learning (UDL). We will connect this thinking as we then explore Neuroeducation research based around the fascinating paper, “We Feel, Therefore We Learn” by Mary Helen Immordino Yang and Antonio Damasio (2007) from the Brain and Creativity Institute at the University of Southern California, as a basis to challenge our goals for high expectations (Hattie) in our teaching and learning. At Asquith Girls High School (AGHS) we have the luxury of working with a cohort of predominantly excellent students, compliant learners and confident and kind individuals. Our challenge is to enrich learning for our students well and truly beyond the average, and to inspire them towards a purpose filled and altruistic life where they can shine as confident women who make meaningful contributions and influence their world.
Teachers will be encouraged to apply this research to their own classrooms, and then share their experiences with other teachers using IDEALearning’s online discussion board and through ongoing collegial networking and collaboration.
This course includes:
Course duration: 2 Hours
Australian Professional Standards for Teachers Addressed: 6.3.2
Target Audience: Pre K-12
Practical Applications of Affective Neuroscience to the Classroom (CBHSL) will contribute 2 hours of QTC Registered PD addressing 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This workshop builds on a recent presentation focussing on research from Immordino-Yang and Damasio’s 2007 paper “We Feel therefore We Learn – The Relevance of Affective and Social Neuroscience to Education “.
In this interactive workshop, teachers will develop practical applications of this research to their own classroom teaching. The focus of the workshop will be in how to take the research and translate it for use in the classroom. Teachers will apply the research on affective neuroscience and the classroom to a unit of work or a lesson of interest to them currently, with the aim to then return to class and implement with their students.
The workshop will also address the feedback raised in the Session held on April 26 from participants: How to address the complexity of figuring out how to be aware of emotional needs of students with limited information about the personal issues students go through whilst needing to complete academic requirements?
The practical focus of the workshop will be in using what we know from affective neuroscience research to learn how to “design and tell a story” within the context of each teacher’s subject area that ultimately inspires students to learn, to live and to love. Teachers may work in KLA groups or individually if they wish, for this activity. Cross-curricula resources will be provided.
Following the workshop, ongoing feedback, questions and discussion with IDEALearning discussion board moderators is welcomed via our online discussion boards as teachers deliver their lessons with their students and share their experiences with colleagues and moderators.
QTC Registration is awarded for completing the online components of this course. Specifically to address standard descriptor 6.3.2 through contributing to collegial discussions and applying constructive feedback from colleagues to improve professional knowledge and practice over a period of 12 months from 05/12/2016 – 05/12/2016.
Course duration: 3 Hours
Australian Professional Standards for Teachers Addressed: 4.4.2, 6.3.2
Target Audience: Years 5-12
Affective Neuroscience and the Classroom – How Emotions Affect Academic Learning (CBHSL) will contribute 3 hours of QTC Registered PD addressing 4.4.2 and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This custom course for Christian Brothers High School, Lewisham, investigates research from Immordino-Yang and Damasio’s 2007 paper “We Feel therefore We Learn – The Relevance of Affective and Social Neuroscience to Education”. Teachers will learn how brain plasticity relates to the classroom and how emotions affect learning. The course connects a breadth of current neuroscience research in how the brain learns to support ideas presented in this paper on affective neuroscience and learning. The theoretical aspects of this course will be interspersed with practical workshop activities.
Teachers will workshop practical strategies to leverage this neuroscience research to improve and enhance their teaching practice including to genuinely impact the lives of students as well as their academic learning.
Teachers will explore Immordino-Yang’s research on how inspirational stimulus can affect the brain and body and motivate a person towards altruistic and pro-social behaviours. Conversely teachers will learn about the consequences in the brain and body when a person is presented with a threatening stimulus that induces feelings of fear and demotivation.
Teachers will use this research to explore the role of the teacher as a potential key motivating figure in a student’s life – a person who holds the capacity to not only teach curriculum content, but through this, to motivate a student to aspire towards altruistic behaviours, to learn, to love and to live.
QTC Registration is awarded for completing the online components of this course. Specifically to address standard descriptors 4.4.2 and 6.3.2 through contributing to collegial discussions and applying constructive feedback from colleagues to improve professional knowledge with regards to Implementing School requirements regarding Student Wellbeing and Safety into classroom practice over a period of 12 months between 05/12/2016 – 05/12/2016.
This workshop on prayer is specifically for the Regional Ministers of NSW/ACT Baptist Churches. So often the practice of prayer seems like an enigma to many Christians. We know we should do it, we want to do it, we know the theory about why it’s so important, and yet actually praying so often eludes us. This practical workshop will be a focussed time of prayer broadly split into three 50 minute sections on:
The goal is to lift the prayer temperature amongst our churches by modelling it as ministers and leaders across the NSW/ACT Baptist Churches.
In this time of prayer together we will endeavour to:
The practical nature of the workshop aims to set a spiritual tone and allow room for the Holy Spirit to work during the remainder of the time the team of NSW/ACT Regional Ministers have together between July 19-21, 2016.
We will close by raising the question around a prayer strategy for churches – What does a prayer strategy look like for our churches?
We will provide opportunities for ongoing dialogue/prayer/discernment around these via the Gen1K Prayer Network and other NSW/ACT Baptist supports that are available.