Programs and Workshops

Visitors to our stand at the Education Show learned about thinking and our services, programs, workshops and resources. We’re now bringing meta-cognition in our classrooms through Professional Learning opportunities using the Whole Brain model approach to teaching Critical and Creative Thinking Capability. To learn more view our spotlight presentation   We have it covered.
Associate Dawn also presented a seminar entitled “20 hours of PD in 45 minutes” clarifying the process and conditions that satisfy registration’ renewal requirements. View her presentation at http://prezi.com/kcrgmkc6ezet/?utm_campaign=share&utm_medium=copy

Visitors to our stand at the Education Show learned about thinking and our services, programs, workshops and resources. We’re now bringing meta-cognition in our classrooms through Professional Learning opportunities using the Whole Brain model approach to teaching Critical and Creative Thinking Capability. To learn more view our spotlight presentation   We have it covered.
Associate Dawn also presented a seminar entitled “20 hours of PD in 45 minutes” clarifying the process and conditions that satisfy registration’ renewal requirements. View her presentation at http://prezi.com/kcrgmkc6ezet/?utm_campaign=share&utm_medium=copy

Number sense and an ability to see patterns in numbers are core skills that contribute to an understanding of many math concepts. Neurological differences and a challenging numeracy curriculum often see these skills lacking for children with learning difficulties.

Math is a subject requiring strong foundations. Without this, applied math will be a huge task. For example, a child without addition knowledge will be unable to determine the perimeter of a shape or calculate how much money they have. In essence, gaps in basic arithmetic will most likely affect their ability in other areas of math.

In addition, our move towards applied real life learning with math has been problematic for many children with learning difficulties. Firstly, a less structured approach often used through discovery and conversational games has led many children with learning difficulties struggling with mastering basic math facts. Word problem solving in math continues to be a challenge for children with language, reading, visualisation and working memory issues.

Join us for a step by step process on how to equip these children with core math skills of mental arithmetic as well as strategies and techniques for bridging the gap to applied math.

This workshop is a shared collaborative initiative supported by Keysborough CRT Network and the inThync team.

“A Whole Brain View of Relief Teaching” provides a meta-cognitive framework for relief teachers to consider the complexity and professional value of their work. The workshop explores the various elements, obligations and expectations of the relief teacher’s work using Herrmann Whole Brain® critical and creative “Thinkabout” processes.

Participants will leave with a more complete understanding of every aspect of their chosen specialist teaching field, together with a practical appreciation of the Whole Brain® methodology and a number of visible thinking strategies and tools to take with them into their own classrooms.

Come and enjoy a free one hour information session that explains the Herrmann Brain Dominance Instrument®(HBDI) and the Whole Brain® Model for thinking, and how together they offer a simple yet powerful tool for more effective thinking and learning in any setting. This is a great introduction to meta-cognition for teachers, organisations, small teams or parents wanting to improve communication, problem solving or decision making. An interesting and fun session! Why not bring a friend?

In partnership with ReMinds, this half-day morning session is provided for teachers and education support personnel wishing to assist children with learning difficulties who are specifically struggling with Reading.

Given that learning difficulties may not be an exact science, and that no two individuals’ needs will be identical, this program is designed to assist teachers and education support personnel to make well-informed decisions about identifying and responding to the child’s reading challenges. Participants receive written course materials and numerous tools and resources to help improve and enhance learning in reading, comprehension and related areas of need.

As an encouragement, generous Early Bird rates apply if you register for this program in advance.

This is also being run in conjunction with a separate optional afternoon session on the same day that focuses on challenges in Numeracy understandings and skills – “When Numbers DON’T Add Up” – Use the “Word Woes PLUS” combo rate for a further 30% reduction.

Number sense and an ability to see patterns in numbers are core skills that contribute to an understanding of many math concepts. Neurological differences and a challenging numeracy curriculum often see these skills lacking for children with learning difficulties.

Math is a subject requiring strong foundations. Without this, applied math will be a huge task. For example, a child without addition knowledge will be unable to determine the perimeter of a shape or calculate how much money they have. In essence, gaps in basic arithmetic will most likely affect their ability in other areas of math.

In addition, our move towards applied real life learning with math has been problematic for many children with learning difficulties. Firstly, a less structured approach often used through discovery and conversational games has led many children with learning difficulties struggling with mastering basic math facts. Word problem solving in math continues to be a challenge for children with language, reading, visualisation and working memory issues.

Join us for a step by step process on how to equip these children with core math skills of mental arithmetic as well as strategies and techniques for bridging the gap to applied math.

This workshop is also being run in conjunction with a separate optional morning session on the same day that focuses on challenges in Reading understandings and skills – “Word Woes” – Use the “Numbers PLUS” combo discount for a further 30% reduction.

Successful relief teaching is characterised by impressive professional disposition, effective strategies, high versatility and effective learning facilitation skills.

Whether you’re intending to be solely engaged at one or a few schools only, freelancing independently or being on-hired frequently through agency arrangements the “Relief Teaching: What a Great View of Teaching”  workshop provides detailed orientation to this specialist role, explores the professional benefits that its multitudes of pathways can offer, and equips you with tools to capitalise on your opportunities. With colleagues, we identify the breadth of expectations, and share insights, ideas, strategies and resources to help you earn “first choice” status and regular “return-ability” to your preferred settings and roles.

This a “must do” orientation program for all newly-arrived teachers, a comprehensive refresher program for returning teachers, and an eye-opening extension program for veteran teachers transitioning into the challenges and joys of the relief teaching work-style. Leave laden with fresh “strategies for success“.

This is Module 2 of a series of three programs linked to the thinking capabilities strands. It provides teachers with practical ideas on the explicit teaching of Reasoning processes across a range of learning areas.

We explore how learners compose, analyse and evaluate arguments and reasoning. Explicitly referencing reasoning processes within the lesson enables learners to identify, describe, understand, practice, develop and manage their own reasoning strategies in different subject contexts.

This is Module 3 of a series of programs linked to thinking capabilities strands. We identify how learners develop understanding of the role that questioning plays in enabling their learning within all learning areas F-10.
Teachers are offered practical techniques and resources that support the explicit teaching of Questioning processes within inquiry-driven lesson structures and build learners’ imaginative and intuitive capacities through curiosity and speculation. An interesting and fun workshop!

Come and enjoy a free one hour information session that explains the Herrmann Brain Dominance Instrument®(HBDI) and the Whole Brain® Model for thinking, and how together they offer a simple yet powerful tool for more effective thinking and learning in any setting. This is a great introduction to meta-cognition for teachers, organisations, small teams or parents wanting to improve understanding, communication, problem solving and decision making. An interesting and fun session! Why not bring a friend?

This program offers guidelines and advice especially for those new to the need to apply for advertised vacancies in Victorian schools. Participants are provided with a framework describing the process and requirements, identify the characteristics of effective CV’s and Applications and take with them powerful strategic writing and review tools to apply to their personal CV and Application authoring needs.

This workshop introduces classroom-ready MetaCognition models, strategies and resources to support teachers in their explicit teaching of cognitive processes in their classrooms across all learning areas, and stages of development.

MetaCognition is thinking about one’s own thinking, the cognitive processes. Increasing awareness and understanding about one’s own thinking leads to better understanding, management and reflection on personal thinking and learning skills. It involves knowledge about when and how to use particular strategies for learning or for problem solving. The explicit teaching of MetaCognition invites learners to gain knowledge and skills that enable and empower them to better identify, describe, understand, practice, develop and manage their own learning processes.

The core values of INTEGRITY, RESPECT and RESPONSIBILITY proudly underpin the teaching profession.
As teaching professionals we are responsible for maintaining high standards in our practice and our conduct in reference to these three guiding values.

This workshop explores what this responsibility looks like.
What are teachers mandated to report? What is the code of conduct and how does it guide our behaviour? What are the Australian Professional Standards for teachers and how do they link everything together?
Participants also take a closer look at VIT requirements around maintenance of practice and professional development and what this all means in regard to teacher registration.

Investigate with colleagues the dimensions of your work and all obligations, and leave fully informed and professionally attuned.