Sarah Powell - Maths Intervention
When teaching mathematics to students who experience difficulty with mathematics, it’s essential to rely on evidence-based practices. In this session, we focus on five evidence-based practices, including modeling and practice, focusing on vocabulary, use of multiple representations, building fluency, and solving word problems.
Reid Smtih - Guided practice in Maths
Guided practice is an important component of explicit instruction, where students are given the opportunity to work alongside a teacher to develop their knowledge and understanding. However, it is also the component that is most likely to be skipped when time is tight.
This session will spend time exploring what guided practice is, its importance in helping students develop mastery, and what guided practice can look like in mathematics.
The Writing Network hosting The Writing Revolution’s Co-CEOs Toni-Ann Vroom & Dina Zoleo
A key goal of the Think Forward Writing Network is to open a conversation about writing in the classroom, using research, trialled techniques, assessment and data collection. Join us for this talk on The Writing Revolution from two key people at TWR: Drs Toni-Ann Vroom & Dina Zoleo
Practical ways to collect and use student behavioural data - Dr Russ Fox
Teachers are required to record data on disruptive or challenging student behaviour within the classroom or yard. This often ends up looking like a long-form narrative record of “what happened” – either posted into the student management system or in a Google Doc. These records can be time-consuming to write and can provide limited impact when trying to understand and plan for a student’s behaviour. This session will be a practically focused webinar aimed at providing teachers with the knowledge and tools to engage in behavioural data collection that matches the needs of their students and context in the most practical ways possible.
Lyn Stone - Spelling Choice Hell - Gippsland Branch
Presenting Spelling Choice Hell. Lyn Stone is a very special guest at Gippsland Branch of Think Forward Educators.
Alex - Blanksby - How do we make the most of examples, explanations, and elaborations?
Cognitive science tells us that, especially with novices, the use of worked examples, direct instruction, and self-explanation and elaboration are key. So, what can we do to make the most of each of these? What are the differences between effective and ineffective uses of examples? How do we make our explanations more impactful? What elaborative questions should we be asking students and have them ask themselves to get more out of a given question?
Read 2 Learn Australian Units - Call for Writers
Get the lowdown on the Australian History and Geography Units planned for this project. Read2Learn (r2L) is Brandon Park Primary’s new platform for teaching reading comprehension within a knowledge-rich curriculum. This is an evolution from their work in recent years to teach reading comprehension explicitly and in a way that gets students focussed on in-depth text. Hear about next round for this ambitious project, where we are seeking to produce high-quality units that develop knowledge and reading/writing expertise in students, focusing particularly on Australian history and geography.
Dr Daniel Ansari - Building blocks of mathematical competence
Recent research has shown that basic number processing (such as comparing which of two numbers is larger) is related to individual differences in children’s arithmetic achievement. Furthermore, children with mathematical disabilities (Developmental Dyscalculia) have been found to perform poorly on basic number processing tasks. In this talk I will review evidence for an association between basic number processing and arithmetic achievement in children with and without mathematical difficulties. I will draw on evidence from both brain and behavior and discuss the implications of this research for assessment, diagnosis and intervention.
Middle Leaders’ Forum - Embedding Explicit Direct Instruction: Rosenshine’s Principles
Calling all current and aspiring Middle Leaders. We are building the existing Think Forward Educator network to better support Middle Leaders and share your insights and challenges you currently face. Let’s hear your voice! Our second event was: Embedding Explicit Direct Instruction with Bradley Busch
Middle Leaders’ Forum - How Cognitive Load Theory Changed My Teaching
Calling all current and aspiring Middle Leaders. We are building the existing Think Forward Educator network to better support Middle Leaders and share your insights and challenges you currently face. Let’s hear your voice! Our first event was: How Cognitive Load Theory changed my teaching