Getting students to see themselves as writers can be difficult, but rewarding. The result is improved student results and increased levels of engagement and enjoyment in the classroom. This professional development session looks at processes you can put into place in your classroom (and across the English Domain) to assist students embrace the challenge of writing effectively. It draws together best practice in regards to writing from a number of sources and helps you to use these to create an effective plan and strategy for writing with your class. Encouraging reading will also be part of the focus of the session.
Secondary Teachers of English from Years 7 – 10
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.
The online version of this course breaks down the process of improving students' attitudes to writing into manageable chunks, with a new focus each week.
This course contributes to 6.0 professional development hours.
There are no occurrences of Online - Individual in Australia (ACT) at this time.
This online session is mainly information and research about how important writing is to students, although participants will be asked to give their own views as well.
This online session gives participants some ideas as to how they can encourage writing – both incidentally and in established programs. Participants will have a chance to adopt student roles and try the activities.
If we want students to write well, we have to be specific about what good writing is, and provide them with examples and definitions. This online session is both informative and interactive.
How do we best move students through the stages of writing a piece? And how does this change in VCE? Again, this online session is informative, but also provides participants with a chance to apply the information to their own classroom.
Now that we have covered a variety of ideas about how to improve student writing, we begin to put it all together. How do we create a supportive unit of work that allows students to perform at their best? This structured section of the course should result in participants planning a solid writing unit to be used in their own classrooms.
This session is an opportunity for students to reflect online about what they have learnt during the course and how they can implement it. what can be done now? What needs to be worked in gradually? Change management is a complex process.
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
The course was well structured and shared some creative and new ideas. The feedback was positive. I found the communication regarding the completion of the course was disappointing last year. I look forward to implementing more creative and varied writing in all classes this year.
This course was both enjoyable and valuable in that in changed the way that I think about and teach writing to all of my classes. I have adopted several of the strategies in all of my classes. Our school is currently writing new programs for years 7 to 10 in English and following my suggestions, we have been able to embed several of the ideas and strategies into the program for every year.
I really thought the course was well structured and had a clear logical flow. I like the way that there was a balance between professional reading and discussion forum and practical application of ideas. Apart from the discussion boards it might be good to organise a video chat with the participants at some point during the course. That would open discussion rather than reply-response of the current format.
This course was thoroughly engaging (and therefore enjoyable), professionally stretching, and personally stimulating. It has resulted in meaningful learning about writing, and has set our school on a course of radical culture change: we have implemented a variety of strategies and developed school based programs as a direct result of the learning facilitated by this course
I thought Lauren had a warm and positive manner and responded to questions and comments in a timely manner.
I have started using notebooks and writing walls my students in years 7, 8 and 10. Students are really enjoying the freedom of the notebook- they will write for longer and with more enthusiasm and less need for teacher prompting. The writing wall was particularly helpful with two assessment tasks that students have just completed. I saw a real improvement in students’ finished narratives through the use of this process. It kept students accountable and encouraged the drafting and re-drafting process in a positive manner.
I really enjoyed this course. It has given me the opportunity to reflect on the importance of creative writing and I have used many of the strategies in my Year 8 class to encourage students to feel confident in their writing. Students are becoming much more innovative as they participate in the various activities suggested by Lauren.
Lauren Cook can’t remember a time when she didn’t want to teach. From the beginning of her career in 2001, she strove to understand what was at the basis of good teaching and learning.
Lauren spent many of her early years of teaching in brand new schools, where the exploration of best practice was at the forefront. Lauren undertook a variety of leadership roles from curriculum to professional learning to student management. She also joined the Faculty of Education at Deakin University to work with pre-service teachers.
In 2010, Lauren became an Assistant Principal, but missed her role in the classroom. She now wants to focus more on teaching and learning, and contributing to developing professional networks of teachers committed to best practice.