This 15-hours-over-16-weeks online learning journey is ideal if you face any of the following scenarios:
You wish that your students were more engaged; Too much of your time with a class is spent ‘playing cop’; Many of your students take little responsibility for their learning; You have been teaching for many years but have lost your passion; You find it difficult engaging your students due to being 'on edge’; You feel trapped in a ‘negative feedback cycle’ with several students. You have ‘nice’ students but they expect you to ‘do most of the work’.
The course demonstrates how the processes of rapport with students, quality engagement, authentic control, targeted praise and a well-scaffolded, student-centred approach are each instrumental for the engagement of students to occur.
A different version of this course is available for TEAMS of teachers from the same school. (Maths teachers should seek out the ‘Engagement - Winning over your maths class’ course.)
The course is comprehensively facilitated and is self-paced, with 24/7 access.
A key feature of the course is the use of 14 excellent videos showcasing teachers working with their students, each teacher collaborating with an observing consultant. The videos are insightful and feature easy-to-implement strategies relevant to all subject areas.
The online structure of the course allows participants to undergo significant change in their practice through deep reflection on their teaching, the implementation of many strategies with their students and the sharing of their implementation experiences.
Cost: $495 pp +GST. ‘Perfect pair’ deal: 2 people to both this course & ‘Create Collaborative Online Units’ ($1700pp for 2 courses)
The December date enables the course to be completed during the Christmas holidays, finishing early Term 1. The course is a major upgrade of the ‘Motivating, Engaging and managing Students Effectively’ course. From an accreditation perspective, however, this is a new course.
All secondary and middle school teachers
A normal online course is delivered over 1-12 weeks and is worth from 3-12 PDhrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be advertised with course hours. Learn more HERE.
This online course also caters for TEAMs of participants. Examples: A HOD with several teachers from the department; A school leader with various teachers from several departments. The TEAM model allows a School Leader to pedagogically influence their teachers by offering encouragement and fostering on-site discussion and collaboration around course experiences.
This course contributes to 15.0 professional development hours.
|15/05/2017||Online||Places available||$495 + GST||Enrol Now|
|19/06/2017||Online||Places available||$495 + GST||Enrol Now|
|11/09/2017||Online||Places available||$495 + GST||Enrol Now|
|04/12/2017||Online||Places available||$495 + GST||Enrol Now|
Welcome to the course, meet your facilitator, course requirements, introductory posts.
What is engaged learning? What are the common (lack of) engagement issues teachers face today? What qualities are required for a teacher to change? Participants reflect upon and respond to these and other questions regarding the task of cultivating engaged learners.
1 hour and 30 minutes
Participants share their favourite engagement/management strategies. Participants then critically watch/read and reflect upon two videos and an article regarding the value of well-run, highly-scaffolded student-centred tasks and share the aspects from these they would like to implement.
1 hour and 30 minutes
This session is about more than the ‘Praise is good’ mantra. This is about turning around an off-task class with a strategy we refer to as ‘Praising to manage’. Participants critically view 3 videos in sequence including the associated notes, reflecting on each. A summary post is required at the end regarding the applicability of the strategy to their specific needs.
This session is all about turning around individual poor behaviour. One of the simplest, most effective strategies to achieve this is the ‘Minute after class’ strategy. But it needs to be executed well. Teachers are guided through a video and two articles which show the merits of using a ‘fire side’ approach which enables the student to volunteer for change; i.e. the approach is “I'm on your side and am here to help you change” rather than “You did the wrong thing and this is your punishment”.
Participants reflect on the example dialogue provided as well as other useful tips to help facilitate behaviour turnarounds.
1 hour and 15 minutes
Commonly, the difference between a poor lesson and an exceptional lesson simply comes down to Lesson Structure – starters, transitions, the level of explicitness of instructions and lesson endings. (And no, we did not ‘get’ this at uni – all teachers need to revisit these ideas!) Participants explore two readings, reflect upon their findings and share their intentions for implementation. In addition to honing their lesson structure participants reflect on a video reading regarding the use of quality questioning techniques, again sharing their views and plans for implementation.
The task of assuming authentic control with students is a big topic and this session explores it in depth. Participants read five short readings and critically view two videos which explore the characteristics of authentic control and tips on how to achieve it. Related to this theme are the aspects of rapport and being transparent with students. Participants share their reflections and intentions for change via four posts. A discussion in TEAMS of modules 5, 6 and 7 occurs along with collaboration and feedback to TEAM members on initial implementations.
Three separate ‘mini-topics’. 1) Becoming a ‘spoon-feeder’ of your students is almost inevitable in today’s education world of standards and pressure for results. However, ‘Spoon Feeding’ is always a losing game in the long-term. 2) Offering choice to students is a proven and simple way to increase engagement in students. 3) What’s it like being a student in one of your classes? Would you feel talked down to? Would you feel exhausted through being (physically) inactivity? Participants read three articles and view two videos, reflect on these three key ideas and share their thoughts and plans for implementation.
As the title implies, this module is all about student management. Participants critically view 4 excellent videos, each featuring a ‘turn around’ example where strategies were implemented which significantly turned around a previously disruptive and challenging class. Participants share a reflective comment on each video and comment on aspects they are inspired to implement.
This session features 4 excellent video examples of quality teaching in action, with exceptional dialogue between each teacher and the observing consultant. A reflective post for each video is required.
Participants submit their three implementation reports during this session. In addition, they each submit a document outlining specific changes in their teaching practice they are looking to accomplish over the next two years.
The final wash-up, including some extra resources, a list of ‘must-watch’ (motivational) videos and a short survey. The end!
There are no reviews of this format at this time.
Richard has taught in 3 states and territories of Australia over the past 25 years and has been Head of Mathematics at Oxford Falls Grammar School for 6 years. He has developed a teaching style which is interactive and relational, directed yet open ended, and which fosters individual progression, higher-order thinking, and collaborative learning. Richard is a passionate campaigner for conceptual learning; his professional journey continues to lead him to discover more and more ways of teaching mathematics conceptually and he delights in sharing these with other teachers.