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2016 Distance Education Symposium

Key Notes and Workshop synopses

Rydges World Square on 28 and 29 July, 2016

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Content

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Key Note Biographies

Dr Michael Carr-Gregg.............................................................................................4

Michael McQueen....................................................................................................5

Workshop Session 1

E is for evidence......................................................................................................6

Targeting Early Numeracy (TEN) in the DE context................................................7

Using the English textual concepts resource to design learning K-10.....................8

Easing anxiety, Engaging immediately....................................................................9

Learning, innovation and teachers as change agents............................................10

Workshop Session 2

The Australian Professional Standards for Teachers through a distance education lens........................................................................................................................11

Growth Mindset in DE............................................................................................12

Creating interactive and engaging online learning.................................................13

Distance Education: The role of State office..........................................................14

Building Student rapport........................................................................................15

Workshop Session 3

Why Music matters? - Singing in a virtual world....................................................16

Teaching and learning cycle in action with literacy................................................17

Inspiring teachers to use Adobe Connect for synchronous lessons......................18

Numeracy Skills Framework..................................................................................19

Positive Education....................................................Error! Bookmark not defined.Workshop Session 4

Sharing a story.......................................................................................................21

Maths from the very beginning- pre-early stage 1 numeracy.................................22

Using the Colaboratus model in distance education learning................................23

Crocodiles wear glasses too! What comes first giftedness or disability?...............24

Understanding personalised learning and support.................................................30

Worshop Session 5

The body politic: theory and process.....................................................................26

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The Maker Movement within the context of distance education............................27

Modelling, scaffolding and independent practice: Providing immediate feedback to students of distance education..............................................................................28

Introducing the NSW Physical Literacy continuum K-10........................................29

Improving engagement through Google Classroom.Error! Bookmark not defined.

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Key Note BiographiesDr Michael Carr-Gregg

Michael is one of Australia's highest profile psychologists. He works in private practice as a nationally registered child and adolescent psychologist and is passionate about delivering national and international evidence based psychology workshops and seminars that make a difference to the health and wellbeing of young people. His training and approach incorporates cognitive behavioural therapy (CBT), Acceptance and Commitment Therapy (ACT), mindfulness skills and interventions drawn from positive psychology research. He is a founding member of the National Centre Against Bullying and Chairs their Digital Literacy Committee. From October 2010 - 2013 he was appointed the official advisor to the Queensland government on cyber safety.

He is member of the Australian Psychological Society Committee (Melbourne Branch), a Director of the an ambassador for the federal Government's National Drugs Campaign, a columnist for a number of publications including New Idea, Girlfriend Magazine and the Australian Boarding Staff publication Lightsout. He is the resident parenting expert on Channel 7's Sunrise as well as Psychologist for the top rating Morning Show with Neil Mitchell on Radio 3AW.

He is an author of 9 books including the bestselling "Princess Bitchface Syndrome" and is currently working on his 10th. He specialises in the area of parenting adolescents and adolescent mental health. He also served on the advisory committee for the Federal Government's Boys' Education Lighthouse School Programme, the Youth psychology advisory group for Victorian Roads Minister Tim Pallas, and as an Advisor to the Queensland Schools Alliance Against Violence

Michael was educated in Kenya, England, New Zealand and Australia. In 1985, he named and co-founded the world's first national teenage cancer patients support group, CanTeen - The Australian Teenage Cancer Patient's Society. He has held a variety of appointments including Executive Director of the New Zealand Drug Foundation and Director of the Centre for Social Health at the University of Melbourne and Associate Professor in the Department of Paediatrics at the University of Melbourne. Michael has been the recipient of a number of awards including the Australian Jaycees Outstanding Young Australian of the Year (1987) and in 1997; he was made a Paul Harris Fellow by Rotary International in recognition of his work in the prevention of youth suicide.

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Michael McQueen

Michael McQueen is an Australian-born speaker, social researcher and bestselling author.

Coming from a background in marketing and research, in 2004 Michael founded a consultancy specializing in demographic shifts and social trends called The Nexgen Group.

Michael’s first book The ‘New’ Rules of Engagement was the culmination of a 3-year study of the key drivers of youth culture around the world. With an emphasis on the values and attitudes of Generation Y, this 2007 release was designed to help business

leaders, educators and parents better engage younger generations.

In 2009 and 2010, Michael went on to release a range of gift books called Memento and Wisdom which were designed to bridge the generation gap in families by helping parents pass on their stories and life lessons to the next generation. Building on the international success of this gift book range, Michael recently created an online memoir-writing app for parents called Histography.com.

Michael’s latest book Winning the Battle for Relevance is a landmark title that explores why even the greatest businesses and institutions become obsolete and how others can avoid their fate. Drawing on research looking at over 500 of the world’s most iconic brands, Michael outlines a game plan for organisations and businesses that are committed to staying ahead of the curve by re-inventing themselves before they are forced to do so.

Having spoken to over 200,000 people across 5 continents since 2004, Michael is known for his engaging, entertaining and practical conference presentations. He has shared the stage with some of the biggest names in the business including Bill Gates, Whoopi Goldberg and Larry King.

Workshop Session 1E is for Evidence

Presenter: Sueanne Matthews; Karrabar Distance Education Centre

Stage of learning: All Stages

Curriculum area: Cross Curricula

Description:This presentation is designed to assist Distance Education teachers seeking accreditation at higher levels (Highly Accomplished and/or Lead) with how to align their teaching practice to the Australian Professional Teaching Standards and the requirement for evidence to support practice. Sueanne Matthews is an Accredited Teacher Lead, who has extensive experience in identifying appropriate evidence to support standards and how to write the annotation supporting the evidence.

Outcome: Teachers will reflect, review and evaluate their own practice and be armed with the skills to discern what is appropriate evidence and what is not.

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Targeting Early Numeracy (TEN) in the DE context

Presenter: Jill Hadobas; Queanbeyan Distance Education Centre

Stage of learning: Early Years (K-2)

Curriculum area: Mathematics

Description:Targeting Early Numeracy (TEN) is a Best Start initiative aimed at ensuring all students are on track in their numeracy by Year 3. It is a program that is differentiated for all learners.

This hands-on workshop will give an overview of the benefits of the program to students, demonstrate the links to the numeracy continuum, describe how TEN works and show how Queanbeyan Distance Education Centre is implementing the program across K-2 using carefully designed resources and instructional videos.

Delegates will participate in hands-on games and activities and takeaway a sample kit from the QDE TEN program. Jill is happy to share further resources with distance education centres looking to implement the TEN program.

Outcome: To demonstrate how QDE is implementing TEN in the DE context to personalise learning and to encourage sharing of the resource to broaden knowledge and improve practice across the DE network.

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Using the English textual concepts resource to design learning K-10

Presenter: Prue Greene; Learning and Teaching Directorate

Stage of learning: All stages- secondary


Description:English Textual Concepts is a professional learning resource for English K-10 teachers that promotes ‘a passion for and deep understanding of their teaching content’ Great Teaching and Inspired Learning: A blueprint for action. The resource identifies, explains and charts the development of the core knowledge and textual concepts of subject English that students must know and use through all stages of learning.

This session will explore the new English Textual Concepts resource, its development from the NSW English syllabus for the Australian Curriculum K-10 and its implications for teaching and programming. Teachers will consider existing units of learning or create an overview for a unit of learning linking the Textual Concepts approach, the selection of texts and assessment.

Teachers will also explore how the learning processes guide the development of teaching and learning activities, differentiation and the benefits for curriculum transition, particularly between Stages 3 and 4 that the resource provides.

Please bring a copy of the following:

Textual Concept descriptors and stage summaries https://detwww.det.nsw.edu.au/detresources/descriptors-and-summaries-portrait-logos_WqRPebHEKa.pdf

Textual Concept learning progressions

https://detwww.det.nsw.edu.au/detresources/process-descriptors- and-summaries-logos_hYxiQEkAdy.pdf

Outcome: Teachers will learn to:

interpret the NSW English Syllabus for the Australian Curriculum K-10 in order to embed higher order thinking and the learning of the core concepts of subject English in their learning and teaching programs

understand the core processes for thinking, composing and responding to texts that the syllabus implies and states

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https://detwww.det.nsw.edu.au/detresources/process-descriptors-%20and-summaries-logos_hYxiQEkAdy.pdf

https://detwww.det.nsw.edu.au/detresources/process-descriptors-%20and-summaries-logos_hYxiQEkAdy.pdf

https://detwww.det.nsw.edu.au/detresources/descriptors-and-summaries-portrait-logos_WqRPebHEKa.pdf

https://detwww.det.nsw.edu.au/detresources/descriptors-and-summaries-portrait-logos_WqRPebHEKa.pdf

Easing anxiety, engaging immediately

Presenter: Shane Williams, Camden Haven High School



Description:This project aims at supporting schools in engaging students during the enrolment period by providing schools with all the resources and training required to engage students during the enrolment period.

This will include:1. creation of a student engagement package (SEP)2. Ongoing support for transition students3. Professional learning for home schools

Shane is working towards Lead accreditation level with the Institute of teachers and is engaged with the Leadership Development Initiative (LDI). This project is his major set for evidence for the LDI.

Outcome:The success of this project will be determined by an increase in student course work submission in the first few weeks of enrolment. As the results of surveys from students/supervisors staff evaluating the effect of the SEP and adjusted processes on the initial engagement levels of new students.The outcomes for this workshop are as follows:

1. Participants will explore the SEP and analyse the range of engaging teaching strategies

2. Participants will develop a stronger understanding of processes that increase student engagement

3. Participants will explore the adjustments CHHS have made to enrolment procedures to ensure higher levels of engagement

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Learning, innovation and teachers as change agents

Presenters: Melissa Ellis, Katie Grubb and Fraser Munro; Southern Cross School Distance Education



Description:How is our pedagogy meeting the changing needs of future workplaces? Southern Cross DE presents learning, innovation and teachers as change agents. This presentation covers ways to include Cross-Curricular priorities and General Capabilities across all learning areas and the potential of global collaborative technology for delivery. It also highlights needed shifts in workplace culture and attitudes that allow for prioritising learning and innovation within schools with the aim to help learners becoming innovative creators rather than consumers. Changing our workplaces to become more positive and open to change is key to facilitating this and for educators to stay tuned-in and inspired. We want teachers to understand and develop ways to create a rock star professional learning network and to get involved in global education PD from your couch at home. Our workshop will activate you by showcasing some of our innovative student led projects, workshop creative thinking and brainstorm future learning and teaching strategies that you can take back to your school.

Outcome: Understanding the innovation boom in Australia, and the importance of having

learning and innovation teams at schools Ways of using technology collaboratively in learning projects to better prepare

students for future workplaces Strategies for building and engaging in professional learning networks and the

power to become a thought leader in regional Australia and beyond Sharing resources freely with other educators on innovative projects being

conducted across the state, country and globe To find out what technology teachers are currently using in DE to gain insight

into what works and what might be useful to implement at Southern Cross DE and other DE schools in NSW.

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Workshop Session 2The Australian Professional Standards for Teachers through a distance education lens

Presenters: Cate Chapple and working party members; The Open High and various DE centres



Description:This workshop will unpack the 2015-16 project that has involved teachers form all the Distance Education Schools in NSW.

We will explain the aims of this important, user-friendly document that celebrates the 21st century pedagogy our schools deliver to all sectors in NSW. It provides both BOSTES and distance education specific examples and evidence of the Australian Standards for Teachers at proficient level.

Outcome: All DE teachers will have a deep understanding of the Standards and how they are articulated in distance education.

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Growth Mindset in DE

Presenters: Julie Lavis and Jodie Hartwig: Broken Hill School of the Air

Stage of learning: Primary (K-6)


Description: An introduction to the theory and practise of Growth Mindset and the Department initiative HOW2Learn, including insights into how Broken Hill School of the Air have adapted this program and are implementing it with early and middle years students within the distance education setting. It will include examples of the positive impact it is having on teaching staff and home supervisors as well as on the students themselves. A variety of resources, activities and sources will be available for perusal and discussion.

Outcome:Participants will:

gain an introductory understanding of Growth Mindset theory investigate their own beliefs regarding the process of learning understand the impact that changing mindset can have on the whole school

communities become aware of resources that are available to support the development of

Growth Mindsets understand the importance of Growth Mindsets in distance education understand how the HOW2Learn initiative can be implemented in a distance

education setting

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Creating interactive and engaging online learning

Presenters: Vickie Krikowa; Karabar Distance Education Centre



Description:So how do we design more interactive and engaging online learning experiences? This session will focus mainly on the use of video and how to create your own instructional/educational videos for your students using apps such as ScreencastOmatic, Clickview, Explain Everything and the use of Swirl and document cameras to create content.

Included are useful tips when creating videos, how to make videos available to tour students and using the tools in Moodle (quizzes, blogs, journals, wikis) to make the learning more interactive.

This session is hands-on and will require a laptop/notebook with a camera and a headset where participants can create their own video.

Outcomes: Create a video lesson Using a tablet device/document camera to create content in the traditional

way (i.e. a recording of you explaining a concept in person) Use tools in Moodle to make course more interactive

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Distance Education: The role of State office

Presenter: David McLeod; Rural and Distance Education unit



Description:This session will provide attendees with an overview of the role, responsibilities and activities of the state office in supporting distance education and access program schools to deliver quality learning programs to their students. Aspects presented include; the roles and responsibilities of the state office personnel, major responsibilities such as Distance Education, Access Programs, AIC and scholarships, distance education enrolment categories and pedagogy.

In addition, an overview of activities to support schools will be provided, some of which will be highlighted with case studies and data.

Outcome:The major outcome anticipated from participation in this session is a greater awareness of the role of Rural and Distance Education in the resourcing and support of DE and Access Program schools.

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Building Student rapport

Presenters: Pru Walker; Camden Haven High School



Description:I will share a brief outline of my experiences as a beginning teacher in a rural remote area, teaching in an access program. Then I will discuss my transition to teaching distance education at a large high school, joining a faculty of fourteen experienced teachers.

My focus for the session will be on the importance of building a strong and positive rapport with students and gaining their trust. I will discuss obstacles I have encountered when developing student relationships and then encourage others to share their stories.

Participants would then form small groups and be given different scenarios where they can share ideas and strategies for rapport development. This would be followed by a whole group discussion in which we share strategies and ideas.

The scenarios will be based on students who suffer from anxiety and the difficulties they face with social interactions and general communication.

Outcome:Participants will have the opportunity to collaborate. To identify and establish strategies that assist with building positive student relationships. As there will be various levels of expertise involved, the discussions will offer different ways in which to approach the scenarios.

Participants will leave with new strategies that they can adopt to successfully engage reluctant and/or anxious learners, contributing to quality teaching and learning practices.

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Workshop Session 3Why Music matters? - Singing in a virtual world

Presenter: Martin Hewetson; Sydney Distance Education Public School



Description:This hands-on workshop will focus on the skills required for DE schools to create their own virtual choir.

Delegates will be presented with an over view of how SDEPS set up its own virtual choir in 2015, and will be shown both our successes and failures. They will then learn the skills required to teach music and/or choir lessons. I’ll direct them towards readily available digital music resources and show them how to teach music and assemble the audio/film files using applications that are for the most part free.

They will learn: Why does music education matter? What does the latest research say about the benefits of music Why start a virtual choir. What are the benefits to your school and students?

There will be hands on element where teachers will learn some of the technical skills required to make sure all the students sing in tune and in time with each other.

Outcome:The delegates will have the knowledge and access to the skills required to start their own virtual choir. They can also network with other schools so they can work on joint projects in the future.

Delegates will be presented with extensive hand-outs that will lead them through the necessary steps to create a virtual choir.

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Teaching and learning cycle in action with literacy

Presenter: Nicole Brook; Broken Hill School of the Air

Stage of learning: Primary (K-6)


Description:In distance education, teachers and supervisors work collaboratively at each stage of the teaching and learning cycle to support student learning. The roles need to be clearly defined so supervisors, especially with classroom practice. This includes teaching strategies and understanding the importance of providing timely, quality feedback that directly relates to the learning intention of the lesson. Carol Dweck’s research around praise vs feedback is helpful for teachers and supervisors in seeing the value in quality feedback and how to achieve this. A growth mindset for students helps them to receive the feedback in a positive way and then use it to improve their learning.

I will model the implementation of a literacy program, at each point of the teaching and learning cycle – view samples of programs, support given to supervisors for classroom practice and the delivery of the program, student work samples, samples of a variety of types of feedback given to students and how writing is assessed and recorded.

Outcome:2.3 Curriculum, assessment and reporting

Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

3.3 Use teaching strategies Select and use relevant teaching strategies to develop knowledge, skills,

problem solving and critical creative thinking.5.2 Provide feedback to students on their learning

Provide timely, effective feedback to students about their achievement relative to their learning goals.

6.3 Engage with colleagues and improve practice Contribute to collegial discussions and apply constructive feedback from

colleagues to improve professional knowledge and practice.

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Inspiring teachers to use Adobe Connect for synchronous lessons

Presenter: Ian Tobitt and Sue Cooksley; Sydney Distance Education High School; Broken Hill School of the Air

Stage of learning: Primary (K-6); Middle years (5-9) and Secondary (7-12)


Description:Using web conferencing tools to deliver synchronous lessons with students is definitely not new. However, web lessons can be difficult to implement successfully on a school wide basis. The benefits to students are obvious as it has the potential to: improve participation rates, increase the chance of course completion, improve communication and familiarity with teachers, encourage peer interaction and group work and engage students with rich lesson content using verbal interaction and screen sharing. Not just relying on student led learning using booklets or reading online content.

But how do you inspire staff to use these tools successfully?Leveraging, the successes of one faculty SDEHS has initiated a pilot involving three faculties and over 50 staff members. What we found is that not only do students benefit from using these tools but also teachers. In this session we will showcase some of the successes and challenges of this pilot and unpack the process in which we implemented it.

Outcome: Participants will:

gain insight into the SDEHS web lesson pilot. How it was implemented, why it was implemented, what challenges it presented and what the benefits are to staff and students

develop an understanding of how the Australian Professional Standards for Teachers and Australian Teacher Performance and Development Framework can apply to synchronous web lessons

contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

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Numeracy Skills Framework

Presenter: Nagla Jebeile; State office

Stage of learning: All stages

Curriculum area: Cross Curricula: Numeracy

Description:This session will focus on how to use the NSW Department of Education Numeracy Skills Framework to improve student outcomes in Numeracy and integrate numeracy across the curriculum. The Numeracy Skills Framework provides teachers with the numeracy skills required by students at each stage of development across all syllabuses. The framework supports the successful integration of numeracy across the curriculum. The range of numeracy skills from preschool to year 10 allows teachers to identify stage skills and assess students’ prior learning. Mathematics Diagnostic Tasks and strategies for the successful integration of numeracy within each key learning area are also included.

Outcome: Teachers deepen their understanding of the framework and the numeracy skills that students require at each stage of learning. Teachers use the Numeracy Skills Framework and access the numeracy strategies available to support numeracy programming. Teachers are familiar with the numeracy resources available through the Numeracy Skills Website such as Diagnostic Tasks, lesson planners and the online accredited courses for Numeracy K-12.

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Positive Education

Presenter: Liz Harbison and Sharon Hodgson; Southern Cross School Distance Education



Description:This workshop aims to inspire colleagues to look further into Positive Education and how it could benefit their school communities. An introduction to Positive Education will include current trends, evidence and advancement in schools across Australia. Various school models will be looked at alongside some skills and activities that research has shown contribute to sustainable increases in the wellbeing of students and staff. Developing a whole school approach to Positive Education involves learning about it, living it, teaching it and embedding it into the learning materials and everyday interactions with students and staff. This workshop will acknowledge the work already being done in our schools and through increased knowledge and the sharing of ideas broaden the scope for the implementation of Positive Education.

Participants will need a pen.

Outcome: An understanding of the current research to enhance knowledge in the area of

Positive Education and how it can be applied in the distance education context.

Experience of interactive activities to embed Positive Psychology into practices and processes

Collegial collaboration in sharing best practice teaching and how this can be complimented by the science of Positive Psychology as a whole school approach.

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Workshop Session 4Sharing a story

Presenters: Lisa Schuller-Glase; Camden Haven High School



Description:A personal discussion will be made on how child abuse affected my ability and motivation to learn and how teachers connected and saved my life. I will stress the importance of positive connections with children who have been traumatised, early intervention and ongoing counselling.

I will explain how I make connections with students who have experienced trauma, which include funny cartoon emails, letters, small gifts and phone calls of support.

Outcome:All too often teachers hear of students’ traumas, but do not really grasp the severity of it on the child’s life or understand the impact on learning. I am hoping that by sharing my story I will offer greater understanding of the effects of child abuse, why victims may love and protect their abuser and how the abuse effects all areas of their lives, especially the ability to learn, to cope and to develop relationships.

Teachers will be made aware of the importance of education in a child who is suffering as it offers normalcy and routine in their lives. This session will reinforce the importance of making positive contact with students and how a few kind words can offer support in a lonely place.

Teachers will leave with an understanding that with correct support, children who have experienced trauma can become productive, healthy members of society.

Please note: Due to the nature of the presentation, some of the content shared may be disturbing for some individuals.

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Maths from the very beginning- pre-early stage 1 numeracy

Presenters: Amanda Doxat-Pratt; DESU – Sir Eric Woodward School


Curriculum area: KLA: Mathematics

Description:The Numeracy Continuum, the Mathematics Syllabus and Best Start begin with forward counting sequences. But what comes before counting? What skills do students need to make numbers meaningful?

Before learning to count and use the symbols of number, there are essential skills needed, such as fully understanding the value of each number. Understanding the ‘two-ness’ of 2, the ‘five-ness’ of 5 and so on is dependent on the acquisition of skills of object permanence, one-to-one correspondence and subitising. This workshop will demonstrate a sequence of tried and tested activities that develop confident users of number and can be easily recreated in the classroom. The activities guide the learner naturally into using operations by helping them see relationships and interconnections in mathematics and enable them to deal flexibly with mathematical ideas and concepts. Learning the concept of number first through using concrete materials before adding symbolisation ensures students use mathematical symbols and terminology meaningfully.

Outcome: This workshop will help teachers identify the fundamental skills students who have not yet reached Early Stage 1 outcomes. In order to become confident mathematicians students need to recognise and use numbers meaningfully. Delegates will leave with an awareness of how to develop the pre-skills needed to count and manipulate numbers with understanding. Practicing representing numbers in order to understand the value of each will lead students into the early stages of the Numeracy Continuum, with confidence. Delegates will be provided with a list of links to support this stage of learning as well as ideas for developing simple, inexpensive resources and activities for students to practice these skills. Activities suggested use a multi-sensory approach and meet the needs of distance education pedagogies including satellite and how and community based learning situations. The sequence of learning and the related activities are suitable for early learning students and those with an intellectual disability of learning difficulty.

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Using the Collaboratus model in distance education learning

Presenters: Meraj Qamaruddin; Karabar Distance Education Centre



Description:This session aims at using the Colaboratus model to deliver interactive content to students during mini schools and the online course delivery.

Colaboratus is Latin for working together. It is also a conjunction of the words ‘collaborate and apparatus, which is the intent of the resource- an apparatus for collaboration. Resources in the Colaboratus series will integrate the development of 21st century learning skills into curriculum-based resources for students.

Through collaborative learning experiences, students will engage with topic content through real-world tasks such as solving one of life’s big questions (using Quality teaching model), making a product, or changing one person’s world by solving a complex real-world challenge or problem. This workshop will model how collaborative and online learning tools can be used in a distance education setting. Colaboratus series models how collaborative and online learning tools can be used in a modern pedagogical setting.

Outcome:Presentation will demonstrate a Colaboratus model which incorporates 21 st century learning design and collaboration is an important tool. Collaboration allows learners to share responsibility, be interdependent learner and make substantive decision making. The presentation will focus on applying 21st CLD in distance education context.

The teachers will learn to identify and understand the opportunities that learning activities give students to build 21st century skills.

Teachers will explore various ways of applying Google Apps and how they can be used as a collaborative tool. Teachers will design a simple activity using Colaboratus model that can be used in their teaching and learning.

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Crocodiles wear glasses too! What comes first giftedness or disability?

Presenters: Dr Catherine Wormald and Hedda Whitfield: University of Wollongong and Southern Cross School Distance Education


Curriculum area: Cross Curricula: GATS

Description:Students who are gifted with learning disabilities: What do they look like in the classroom?Gifted students with learning disabilities do exist. Unfortunately, these students are often misunderstood and unrecognised. Described variously as twice exceptional, double labelled or gifted with learning disabilities (GLD) the challenge for teachers is to identify these students so they can implement strategies to help them achieve. The disabilities they may demonstrate include but are not limited to dyslexia, visual or auditory processing disorder, sensory processing disorder, Autism Spectrum disorder or any other disability affecting a student's ability to learn. Parents are often aware that their child demonstrates these dual characteristics before the classroom teacher. There is no single profile of twice exceptional students as the nature and causes of twice exceptionality are as varied as the students themselves. Despite these contradictions these students can be successful both at school and university.

This workshop will discuss who these students are through case studies, what characteristics they present in the classroom and what strategies could be implemented.

Outcomes:

• Teacher strategies for disability identification and program design;• Teacher strategies for GATs identification and program design;• Research providing supporting evidence• Report on current research project

Case studies analysed and presented in relation to broader context and statistics on GLD.

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Improving engagement through Google Classroom

Presenters: Glen Northey; Camden Haven High School

Stage of learning: Middle Years (5-9) Secondary (7-12) 15 to 19 years


Description:How to deliver a digital course using Google Classroom.

Solve many of the problems encountered in the traditional paper based content by switching to a convenient, free, and student friendly online classroom. See examples of courses already being delivered. Benefits of Google Classroom include:

ease of use zero cost to school and students free addins (e.g. speech to text and text to speech) work in real time with students in their own documents instant delivery and return anywhere in the world

Outcome:Delegates are invited to bring a laptop to participate in the sample tasks and to setup their own classroom.

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Worshop Session 5The body politic: theory and process

Presenters: John Ryan, Sheri Hennessy and Fraser Munro; Southern Cross School Distance Education

Stage of learning: Secondary (7-12)


Description:A series of recent collaborations with academics has provided theory-rich pedagogies to ensure a conceptual scaffolding underpins and shapes English units at Southern Cross School Distance Education. This workshop will unpack the useful model of best practice that is being developed through a snapshot of process: a new unit; The Body Politic (for Stage 5). This is a whole faculty collaborative endeavour in defining the scope and structure of a unit and it serves as a timely reminder that informed educational practice is driven by a combination of cultural studies pedagogy and respectful encounters, which are in turn mirrored in the units that are designed and delivered. The three presenters will provide perspectives from three career positions: as Head Teacher, New Scheme and Beginning Teacher.

Outcome:The presentation demonstrates a best practice model in line with Professional Standards and explicitly models the application of the literacy continuum. Throughout the presentation, the ways this model offers useful and new possibilities of translation across other DE contexts will be explicated.

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The Maker Movement within the context of distance education

Presenters: Kimberley Nagle in collaboration with the Questacon Smart Skills Initiative; Bourke-Walgett School of Distance Education and Questacon

Stage of learning: Primary (K-6) Middle years (5-9)


Description:The aim of this session is to demystify Maker Culture and make it accessible to distance education.

The Maker Movement is a technological and creative learning revolution that wangles technology as well as every day materials to foster innovation, creative thinking, collaboration and problem solving in students.

Bourke-Walgett School of Distance Education has been introducing Maker Culture to its students this year. Starting off small with recycled materials and task cards and moving to robotics, coding and incorporating making into cross-curricula units of work, BWSODE will share how they made Making work for them and how it has enriched their students’ learning.

Questacon will run a hands-on design challenge activity during the workshop, which explores STEM through a process of designing, testing and refining prototypes. The hands-on activity will also demonstrate how digital technology such as smart phone or tablet apps may be used to extend the activity for older students and how inquiry skills can be encouraged in students of all abilities using engaging Maker Culture approaches.

Outcome:Participants will:

learn about the Maker Movement and how it transforms education gain a better understanding of Maker Culture and how to introduce it to your

school with little fuss see how Maker Culture is infiltrating a school of distance education resulting

in engagement, risk-taking and innovative learners engage in hands-on activities using a combination of every day materials and

easily accessed technology be invited to join a community of distance educators on Facebook who are

introducing making to their students and school community for support, ideas, resources and sharing etc.

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Modelling, scaffolding and independent practice: Providing immediate feedback to students of distance education

Presenters: Lisa Tonkin; Information and Online Systems



Description:This workshop will look at the importance of providing guidance through modelling, scaffolding and immediate feedback for students of distance education.

We will look at the different ways to present content and explain it, the importance of providing annotations, model answers and scaffolds to allow students to complete exercises independently.

We will also explore a variety of activities and the different ways of providing feedback to help students improve their understanding and skills as they work towards completing tasks independently for assessment.

Outcomes:Teachers will leave the session with a clear understanding of the modelling, scaffolding and independent practice paradigm and have the strategies to ensure they are providing students with opportunities for immediate feedback and positive reinforcement that they are on track with their learning.

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Introducing the NSW Physical Literacy continuum K-10

Presenters: Renee West; State Office


Curriculum area: KLA: PDHPE

Description:Participants will develop an understanding of physical literacy and its relationship to planned physical activity in schools and explore how the NSW Physical Literacy Continuum k-10 can support teaching and learning at a whole school level, at a classroom level and for students.

Teachers are required to deliver physical activity programs to meet BOSTES and Department requirements through mandatory PDHPE and School Sport. They must have deep knowledge and understanding of quality teaching and assessment. This workshop provides a guided process to using the NSW Physical Literacy continuum k to 10 to inform curriculum planning, programming and assessment practices to improve the quality of planned physical activity programs and meet the learning needs of all students.

Outcome:Participants will engage in collegial discussion, clarify key terms and reflect on current practice. They will consider and answer key questions designed to strengthen understanding of the critical aspects of physical literacy an how the NSW Physical Literacy continuum K-10 can be used guide teaching, learning and assessment based on the needs of students.

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Understanding personalised learning and support

Presenters: Trish Rymer and Warrick Smith; State Office



Description:The NSW Department of Education has progressively implemented a suite of online professional learning courses using a blended learning model. Since 2009, these courses have supported over 19000 teachers to better understand and respond to the needs of students with disability and additional learning needs. Teachers who have completed the courses report high levels of improved knowledge, confidence and skills in meeting student needs.This workshop will focus on one of the courses available to NSW public schools since 2015, Understanding personalised learning and support. This course, which is now available in all Operational Directorates, focuses on personalising learning and support in teaching and learning, with a focus on students with disability and additional learning needs. The course promotes a collaborative, whole-school approach that provides rigorous, relevant and engaging learning programs for all students.Workshop participants will engage with some of the interactive features of the course. Case studies will be used to illustrate the implementation of the course and its potential impact on students in NSW public schools, including students in rural and remote areas and students who are accessing distance education.

Outcome:Worksop participants will have an understanding of:

how the blended learning model operates in this online learning course the main features of the course requirements for receiving 40 hours of accredited learning through the course,

and the potential for a whole school focus on personalising learning for all

students.Participants will also be provided with information about other courses available in the suite and how courses are accessed by teachers in NSW public schools.

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