Developing the Thinking Classroom

This PD will introduce participants to the value of thinking strategies in the classroom.  By leading participants through some examples, this PD will examine the benefits of this approach for the ‘above’, ‘below’ and ‘average’ learner.  It aligns the various thinking tools and strategies with the ‘Blooms’ framework of thinking, providing question starters to guide learners to understand the expectation of given tasks and to equip them with appropriate learning/working tools and strategies to help them achieve these expectations.  During the course of the day, participants will experience a number of cognitive and cooperative tools and strategies and will be encouraged to identify their place in the framework and to reflect upon the application of these into their own classrooms, year levels and KLA areas.

This PD is suitable for administrators and teachers of all levels and KLA’s.  Participants will depart the session empowered with strategies they can implement the very next day.
Testmonials

Planning Curriculum Units

This PD provides a simple method of planning units with a focus on student product.  The unit can be anything from a day to a term in length.  The product is broken down into the skills needed to achieve the desired student products, which becomes the major content focus lesson by lesson.  Skills are identified in both the lesson content and the student products (assessment tasks).  Teacher’s list outcomes they want to achieve – including departmental, school, classroom, academic, organizational, social or personal outcomes, and these too guide the plan.  Strategies, Tools and Resources are all recognized as are the Departmental Expectations (e.g. Victoria – VELS).  Multiple groups can be catered for.  Once complete, these simple, single A4 page plans provide masses of information for principals, unit leaders, CRT’s, parents and school councilors as well as being a working document for the teacher on what is actually done in the classroom.

Teachers will commence developing a challenging unit during the session.  This PD would be suitable for anyone involved in curriculum and planning (P-VCE).

VCAL

Although VCAL is a reasonably new course, Linda has been teaching the majority of the learning outcomes for the past ten years in the TAFE and ACE sector through the Certificates of General Education for Adults course.  (Very similar outcomes, slightly different emphasis).

As she has facilitated the regional moderation for this course for the last six years, she has a thorough understanding of the learning outcomes, as well as lots of experience in delivering these to young people.

Ask her about the Bridge Building Project (see PD below) with these students.

Flying High

A fun, engaging way to apply mathematical concepts in the Middle Years.  A great transition activity or to get to know new classmates.

• Hands-on Technology
• Following Instructions
• Construction
• Team Work
• Problem Solving
• Designing
• Flying

• Scale
• Calculations
• Fractions
• Measuring
• Number Patterns

This four hour project has three components: construction, testing and adjustment, and flying. A 1:16 teacher/student ratio is required. Most materials will be supplied by TMELA. Numbers are negotiable. Pre and post activity lessons can be supplied to teachers.

Bridge Building