School & Teacher Courses | Professional Development OZ | Specialist in Education, Psychology, & Wellbeing

School & Teacher Courses

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Working Memory & Learning


This presentation will discuss the theory of working memory and its importance to learning across all key learning areas. The presentation will assist teachers in understanding working memory and its relationship to teaching. The course will provide the latest on working memory research in order to develop the proficient teacher’s understanding of how students learn, strategies required for differentiation, and how to meet the learning needs of all students. Teachers will not only gain specific knowledge but practical strategies that will allow for the standards to be achieved. This course is aimed at Proficient Teachers and will cover standard 1.1.2, 1.3.2, 1.5.2.

  • What is working memory
  • Working memory and its relationship to learning
  • Identifying working memory deficits in the classroom
  • Strategies for effective differentiation
​This NESA accredited course is available online through Teacher Training Australia. http://tta.edu.au/products/1786/5020 Availability
  • In-Person
  • Online Recorded
  • ZOOM Live




Differentiation in Material Environment


The course will assist teachers in developing teaching activities that meet the needs of specific learners. It will highlight the importance of the development of strategies for students across all ability levels (1.5.2). The course will allow teachers to set challenging and achievable learning goals for all students through understanding the individual needs of all students (3.1.2). It will further explore the importance of developing well-structured learning and teaching programs and how the classroom environment impacts, engages, and promotes student learning (3.2.2). Learning Objectives:

  • What is differentiation?
  • Why is differentiation needed?
  • How to differentiate material.
  • What is effective teacher instruction?
  • Why is classroom design important?
  • What is cognitive load and why is it important?
  • Why is working memory theory important to differentiation?
Rationale for the Course The NSW Department of Education acknowledges the importance of differentiation in content, process, product and learning environment. Differentiation is imperative to successful classroom practice in that it gives all learners opportunities to learn based on their readiness, interests, and learning profile. ​​ Reliable and Relevant Research
  • Tomlinson, C. (2006). An Educator's Guide to Differentiating Instruction. USA: Cengage Learning.
  • Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon




Wellbeing In School


This course will focus on the importance of well-being in students with learning difficulties. It will highlight the necessity for teachers to be aware of the behaviours and language used in children and adolescents regarding their wellbeing, especially in children with learning difficulties. It will further explore the relationship between learning difficulties and maintaining wellbeing for students who struggle in the classroom and how teachers can approach parents and carers with their concerns with confidence and clarity. Learning Areas:

  • Teacher Wellbeing
  • Student Wellbeing
  • Teaching & Learning
  • 1.5.2 Teachers will be able to identify and use strategies for differentiation within the classroom for all students.
The course will assist teachers in identifying the needs of the learner and the impact factors such as trauma, anxiety, cognitive and behavioural difficulties have on learning. The course will provide teachers with opportunities to consider these factors when using differentiation in the classroom.
  • 4.1.2 The course will offer practical suggestions and research-led strategies to improve the learning outcomes for all students within the class.
It will further assist in highlighting the need for developing relationships within the classroom between teacher and students, and amongst peers.
  • 7.3.2 The course will offer strategies to teachers on how to approach parents and carers in conversations regarding learning difficulties, behaviour, and support.
The course will give clear guidelines on the type of language appropriate for discussing wellbeing and the importance of maintaining open and supportive relationships with parents and carers. Rationale for the Course With mental health initiatives being at the forefront of the NSW Governments' agenda, there is a significant need for teachers to have the skills to be able to identify possible mental health concerns amongst their students and to be able to liaise appropriately with parents and carers. Between 1996 and 2013 the number of students with disability increased from 2.7 per cent to 12 per cent whilst the NSW Mental Health Commission Living Well Report found that 23 per cent of children live in a household where at least one parent is experiencing a mental illness, 10 per cent of pre-school children (aged 3-5 years) show mental health problems, which rises to 14 per cent in following years (4-16 years) and in 2012, suicide was recorded as the leading cause of death for 15 to 17 year olds. In NSW, there are over 756,000 students in NSW public schools (aged 5-18 years) and over 2200 public schools supported by over 60,000 teachers. With such significant numbers of students experiencing difficulties with their mental health it is paramount that teachers are at the forefront of care.




Language, Learning, & Cognition


Language, Learning & Cognition are all intertwined when considering the needs of individual students. The course is aimed at proficient teachers. It will discuss the stages of development and how deficits in these areas can impact learning. Understanding the stages of development in language and cognition provides context when teachers are presented with differences in learning from Kindy. The course supports teachers in understanding these differences and how they can differentiate content in order to maximise student success. Learning Areas:

  • Students with Diverse Needs
  • Teaching & Learning
  • Special Education
Objectives
  • 1.1.2 – Use teaching strategies based on knowledge of student's physical, social and intellectual development and characteristics to improve student learning.
​​ The course content will examine the stages of cognitive, language, and learning development. It will further explore how these stages impact learning and how teachers can adapt content to suit the needs of the individual learner.
  • 1.2.2 – Structure teaching programs using research and collegial advice about how students learn.
The course content will explore the importance of research to learning. It will further examine the necessity of applying research to the development of programs for students with specific learning needs.
  • 1.5.2 – Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
The course content will provide strategies to teachers that will allow for differentiation based on the specific learning needs of their students. It will highlight the need to be attuned to individual learning needs and the importance of strategy support across all KLAs. ​​ Reliable and Relevant Research​ Based on the stages of language learning and cognitive development, this course uses the foundations of developmental theory in its support of content




Cognitive Load Theory & Explicit Instruction


Cognitive load theory is viewed as one of the most important concepts for teachers to understand as it impacts the way in which we interact, design and assess students. The course is suitable for all teachers who are interested in building on their knowledge of working memory theory and developing skills in how to teach students when classroom learning imposes a significant load. Learning Areas:

  • Emotional resilience
  • Healthy emotion regulation
  • Teacher-student relationships as a tool for enhancing student wellbeing
Standards
  • 1.2.2 – Structure teaching programs using research and collegial advice about how students learn.
The content will provide research and evidence-based strategies for examining how students learn within the classroom. It will further explore the impact teacher instruction has on the structure and implementation of programming.
  • 1.5.2 – Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
The course will examine the importance of differentiation and explicit instruction in order to meet the needs of all students. This is done by examining the role cognitive load theory and working memory have on the design and implementation of material.
  • 3.1.2 – Set explicit, challenging, and achievable learning goals for all students.
The content will explore how cognitive load theory fits into explicit instruction and how understanding the learning needs of the individual can lead to all students achieving desirable outcomes. Rationale for Course Cognitive load theory is concerned with teaching learners in a manner that is compatible with human cognitive architecture (Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Paas, Renkl, & Sweller, 2004; Sweller, 1999). The cognitive architecture used by the theory places its emphasis on the role of working memory in the creation and storage of information in long-term memory for subsequent use. Cognitive load theory consists of that human cognitive architecture along with the instructional processes generated by the architecture. Based on this architecture, the function of learning is to store information in long-term memory that can be used to direct activity. If nothing has been stored in long-term memory, nothing has been learned.




Resilience Through Student-Teacher Relationships


This course will provide teachers with a greater understanding of the role of connection/ and relationships in building emotional resilience and emotional intelligence in children. Participants will gain a greater understanding of emotional intelligence and its role in student success across a number of important life domains including academic outcomes, health outcomes, and more. Teachers will learn strategies to enhance teacher-student relationships that will result in improved emotional regulation and overall school functioning in their students. Learning Areas:

  • Emotional resilience
  • Healthy emotion regulation
  • Teacher-student relationships as a tool for enhancing student wellbeing
Standards
  • 3.5.2 – Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement, and achievement.
  • 4.1.2 – Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
  • 7.3.2 – Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing
With mental health initiatives being at the forefront of the NSW Governments' agenda, there is a significant need for teachers to have the skills to be able to support children to develop healthy coping, emotion regulation, and relationship skills. Positive teacher-student relationships and a ‘sense of belonging’ at school have been shown to be positively related to improved: mental health, health, learning, and resilience outcomes. In fact, a sense of connection to school has been shown to be more highly associated with resilience in children than a sense of connection to family, peers, and community. Connection is formed in relationships and teacher-student relationships are central to school functioning and a child’s overall well-being.