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Workshop Information 2016

Persuasive Writing with an IWB Years 1 - 6
(available all year)

Course Number: LIT001         Duration: 2:00 hours

Standards and Descriptors:

Standard 2Know the content and how to teach it.

  • 2.2.2: Organise content into coherent, well-sequenced learning and teaching programs.
  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content: 

This workshop explores an array of strategies intended to assist your students to write an engaging and well-constructed persuasive text. By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that explicitly and effectively address grammatical and structural features of a well written text that persuades.

Part 1: Planning:

  • What is your writing recipe?
  • The Importance of planning to write.
  • Gathering research for and against a topic using images.
  • Be the student and plan for writing using the suggested strategies. Discuss.

Part 2 - 4: Statement of Position, Elaborated Arguments, Concluding Statements: (Stage 1-3)

  • What should we expect at each stage level?
  • Explore, consider and discuss a variety of teaching ideas intended to assist students to unpack the components of a well-structured persuasive text.
  • Examine ways to teach students to blend persuasive devices into their writing to enhance the position of the text.
  • Be the student and put into practise nominated teaching ideas in pairs and small groups. Discuss which teaching ideas were most effective and why?

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Seven Super Sentences Years 1 - 6
(available all year)

Course Number: LIT002          Duration: 2:00 hours

Standard 2Know the content and how to teach it.

  • 2.2.2: Organise content into coherent, well-sequenced learning and teaching programs.
  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical strategies that will help students develop a deep understanding of how to use simple grammar concepts to significantly enhance the quality of their sentences.  By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that provide both you and your students with easy to remember strategies designed to improve sentence quality for both factual and fictional texts.

Part 1: What is a sentence?

  • Common misconceptions of students.
  • Examine and discuss how we can upskill students basic sentence construction Years 1-6.

Part 2: What are the Seven Super Sentences (SSS)?

  • Sentence Match activity – In pairs match an example of an improved sentence with a SSS strategy.
  • Brief discussion of each strategy and the grammatical concept it is linked to.

Part 3: Explore the each of the Seven Super Sentences Strategies (Change words, add words, drop in a chunk, add on at the beginning, add on at the end, add imagery, add alliteration).

  • What should we expect at each stage level?
  • Examine, consider and discuss a variety of teaching ideas intended to assist students to meaningfully improve the quality of their simple, compound and complex sentences. These ideas are embedded in grammatical concepts that can be used across all KLA’s and genres of text.

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Addition and Subtraction Strategies with in IWB Foundation - Year 6 (available all year)

Course Number: NUM001          Duration: 2:00 hours

Standard 2Know the content and how to teach it.

  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Standard 3Plan for and implement effective teaching and learning.

  • 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical ways to foster a love of numeracy while significantly enhancing students’ mental computationwritten and problem solving skills. By combining the interactive nature of the whiteboard with the quality teaching framework, we will lead you through engaging strategies and lessons ideas that explicitly and effectively address syllabus content for addition and subtraction

Part 1: Working with Problem Solving.

  • What does the research say? The importance of problem solving within the mathematics curriculum.
  • Identifying and defining different problem solving strategies.
  • Wear the student hat and solve selected problems using a variety of strategies.

Part 2: Mental Computation Skills.

  • What does the research say? What is mental computation and why do we need to teach it?
  • Know your syllabus document. What are you expected to teach at what stage?
  • How can you teach and work with the skills? Using ICT to teach mental computation. What hands on games and activities can you use in the classroom to reinforce skills without relying on drill and practise?
  • Wear the student hat and play games and participate in activities in partners and small groups.
  • Step by step, learn how to create a mathematics lesson using SMART Notebook.

Part 3: Mathematical Investigations.

  • Incorporating Financial Literacy into addition and subtraction investigations.
  • Complete an investigation in small groups.

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Page Design and Resource Creation Foundation Year 6
(available all year)

Course Number: ICT001          Duration: 2:00 hours

Standard 2 Know the content and how to teach it.

  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Standard 3Plan and implement effective teaching and learning.

  • 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This hands on, interactive workshop explores simple, yet effectives design principles that can be used to create classroom resources in SMART Notebook. This workshop requires all staff members in attendance to have access to a computer or laptop with SMART Notebook software installed (no more than one computer between two teachers) in order for participants to practice the skills and strategies presented throughout the session.

Part 1: Introducing the most used tools and parts of SMART Notebook.  

  • What are they and how do they work?
  • Tips and tricks to remember.
  • Time to engage and play with the introduced tools.

Part 2: Using tools to create pages and resources.

  • This includes but not limited to – how to create a base page, cloning, drag and drop, rub and reveal, linking.
  • Time to engage and create pages using instructions and strategies provided.

Participants Receive:

  • Hard copy of course handout at beginning of session containing images of all slides and areas for notes to allow teachers to scribe instructions and points from throughout the session.
  • Any SMART Notebook pages created during the session.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Narrative Writing with an IWB Years 1 - 6
(available all year)

Course Number: LIT003          Duration: 2:00 hours

Standards and Descriptors:

Standard 2Know the content and how to teach it.

  • 2.2.2: Organise content into coherent, well-sequenced learning and teaching programs.
  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores an array of strategies intended to assist your students to write entertaining and engaging narratives. By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that explicitly and effectively address grammatical and structural features of a well written narrative.

Part 1: Planning:

  • What is your writing recipe?
  • Choosing a conflict.
  • Be the student and plan for writing using the suggested strategies. Discuss.

Part 2 - 4: Orientation, Complication and Resolution: (Stage 1-3)

  • What should we expect at each stage level?
  • Explore, consider and discuss a variety of strategies intended to assist students to unpack the components of a well-structured orientation, complication and resolution.
  • Participate as a student and complete specified activities in small groups.

Part 5: Editing: (Stage 1-3)

  • What should we expect at each stage level?
  • Explore, consider and discuss a variety of strategies intended to assist students to meaningfully edit their work. These ideas are embedded in grammatical concepts, the metalanguage of writing to successfully improve a draft.

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Comprehension Strategies with an IWB Years 1 - 6
(available all year)

Course Number: LIT004          Duration: 2:00 hours

Standard 2 Know the content and how to teach it.

  • 2.1.2: Apply knowledge of the content and teaching strategies of he teaching area to develop engaging teaching activities.
  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical ways to foster a love of literacy in students while significantly enhancing students’ reading comprehension skills. By combining the interactive nature of the whiteboard with By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that explicitly and effectively address the six key comprehension strategies.

Part 1: What is Comprehension? What are the syllabus requirements?

  • What does the research say?
  • Syllabus requirements and expectations.
  • Wear the student hat and match each of the six key comprehension strategies with its explanation/definition.

Part 2: Examine the 6 different comprehension strategies across stage 1-3. Explore, discuss and consider different ways to utilise the IWB to teach these strategies and encourage their daily use when reading across the KLA’s in order to develop and embed good reading habits and processes in students.

  • Making Connections: Teaching ideas covered - The Character and Me, My Character Says, Inference Equation, Connection Stems and Double Entry Journal.
    • Become the student and complete and activity using ‘The Character and Me’ activity in groups.
    • Become the student and complete an activity using the ‘Double Entry Journal’ activity in pairs.
  • Predicting: Teaching ideas covered – Before and After Chart, Word Prediction, Partner Agree or Disagree, First Sentence Focus.
    • As a whole group complete the ‘Word Prediction’ strategy using the IWB and discuss.
    • Become the student and complete the ‘Partner Agree or Disagree’ activity in pairs.
  • Questioning: Teaching ideas covered – Say Something, Partner Read and Think, Fact or Fib, Wonderings.
    • As a whole group complete the ‘Partner Read and Think’ strategy using the IWB and discuss.
  • Monitoring: Teaching Ideas Covered – 5W’s, Read-Cover-Remember-Retell, Reciprocal Teaching, Stop-Ask-Fix it.
    • Become the student and complete the ‘Reciprocal Teaching’ activity in small groups and discuss.
  • Visualising: Teaching ideas covered – Make a Mind Picture, Draw the Story, Sketch-to-Stretch and Comic Strips.
    • Become the student and participate in the ‘Comic Strip’ teaching idea.
  • Summarising: Teaching ideas covered – Partner Retelling, Three Circle Map, VIP’s and Alphabox.
    • Become the student and complete the ‘Partner Retelling’ teaching idea in pairs. Discuss.

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.
Visual Literacy Strategies with an IWB Foundation - Year 6
(available all year)

Course Number: LIT005          Duration: 2:00 hours

Standard 2Know the content and how to teach it.

  • 2.1.2: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
  • 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
  • 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. 

Target Group:

  • Graduate Teachers
  • Casual and Temporary Teachers (K-6)
  • Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical ways to foster a love of reading and writing in students while significantly enhancing students’ visual literacy skills. By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that explicitly and effectively address a wide variety of visual literacy diagrams and integrated texts.

Part 1: What is Visual Literacy? What are the syllabus requirements?

  • What does the research say?
  • Syllabus definition of Visual Literacy and what we are expected to teach K-6.

Part 2: Examine 5 different types of Visual Literacy Diagrams ES1-S3. Explore, discuss and consider different ways to utilise the IWB to embed different aspects of visual literacy into daily reading and writing experiences to support, scaffold and enhance learning.

  • Classic Diagrams (Picture Glossary, Labelled Diagram and Scale Diagram): These simple diagrams come together with words to create meaning.
  • Sequence Diagrams (Storyboards, Timelines, Flowcharts and Lifecycles): These diagrams connect ideas and events by showing the order and way different processes work together.
  • Classifying and Comparing Diagrams (Tables, Tree Diagrams, Venn Diagrams): These diagrams help us to arrange ideas and information.
  • Images and Imagination (Descriptive sentences, paragraphs and comic strips): These diagrams can provide a stimulus for rich descriptive text.
  • Integrate Text (Advertising, web pages and integrated reports): These combine text and visual images to present information to others.
    • Become the student and work with different diagrams and lesson ideas in pairs and small groups.  

Participants Receive:

  • Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
  • A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
  • 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
  • Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.

Workshop Pricing 2016 (All prices include GST):

Become a Host School

*Conditions apply

$33

per head for all host school staff.

Attend a 2 hour after school professional development session

at another school

$55

per head              

Attend an after school workshop

Group Booking of 8 or more teachers

$44

per head

Run a 'school only' 2 hour after school

professional development session (this is for 1 school only). This option can be used on staff development days. 

$660

1-15 teachers

$792

16-30 teachers

$935

30 + teachers

Run a community of schools 2 hour after school

Professional development session (minimum of 2 school in attendance).  This option can be used on staff development days. 

$495

per school

School only tailored sessions

Can be run during the school day (Not available for Staff Development Days)

$715

half day

$990

full day

Coming in 2016
Host a whole day

(8:30am – 3:00pm) professional development session at your school.

2 staff members attend the session free of charge in exchange for classroom hire for the day

 Additional members of staff @ $175.00 per person.

Coming in 2016
Attend a whole day

(8:30am – 3:00pm) school professional development session at a school. 

$175

per person

Coming in 2016
Attend a whole day

(8:30am – 3:00pm) school professional development session at an independent venue (not a school). 

Prices vary depending on numbers and venue. Contact us for further details.

Book Learning Interactive to run PD

for your school or community of schools Staff Development Days. 

Prices vary depending on numbers and venue. Contact us for further details.

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