SCHOOL OF EDUCATION PRESENTS: MASTERCLASS SCHEDULE 2018
TAKING YOUR CAREER TO THE NEXT LEVEL
MASTERCLASS ATTENDEES RECIEVE A CERTIFICATE OF PARTICIPATION.
LEADING WELLBEING FOR STUDENTS, SCHOOLS AND SYSTEMS: TUESDAY 17 JULY: 2PM-5PM: Room 2051 Barr Smith South, University of Adelaide
Over the past decade, wellbeing has emerged as a rapidly growing issue in education attracting considerable interest, as well as numerous critiques. While the concerns are valid, this workshop will argue that wellbeing education has far more potential than critics suggest. Participants will consider how wellbeing education can positively impact students, teachers, and others within the educational community. Workshop participants will consider wellbeing programs blending evidence-based change with best practices, learning and teaching, whole school strategy, and evaluation. The workshop outlines the latest publications focusing on pedagogy, philosophical assumptions, and school culture and the implications for teaching, and professional practice.
ASSOCIATE PROFESSOR MATHEW A WHITE: SCHOOL OF EDUCATION: Mathew White PhD is the Program Director for the Master of Education in the School of Education at the University of Adelaide. His research focuses on wellbeing education. He is a Principal Fellow of the Melbourne Graduate School of Education at The University of Melbourne and an Affiliate of the Wellbeing Institute at the University of Cam-bridge. Mathew’s publications include Future Directions in Wellbeing: Education, Organizations, and Policy, Flourishing in Faith: Theology, Positive Psychology and Evidence-based Approaches to Positive Education: Implementing a Strategic Framework for Well-being in Schools. He’s a founding member of the South Australian Chapter member of the Positive Education Schools Association serving as Chair (’18, ’17) and past Secretary (’16).
PROF FAYE MCCALLUM: HEAD OF SCHOOL OF EDUCATION: Professor Faye McCallum is Head of School of Education, at the University of Adelaide. Her main research interest is wellbeing education, specifically early career and teacher wellbeing with emerging work focusing on leaders. Outputs include publications in high impact journals and a book published by Routledge, Nurturing Wellbeing in Education. She has worked in higher education for the last 30 years in South Australia, NSW and Queensland and has led accreditation, curriculum reform and the implementation of online teaching and learning.
EVIDENCED BASED LEARNING AND RESEARCH DESIGN THURSDAY 4TH OCTOBER: 9AM-12PM: NAPIER BUILDING: ROOM 210
In this session we will provide an introduction to all elements of designing a research project from developing a researchable question to ethical issues. It supports staff in becoming critical consumers of research and provides strategies for searching for and critiquing literature. It also provides guidance on developing a research proposal that includes appropriate methods and budgeting.
ASSOC PROF EDWARD PALMER: SCHOOL OF EDUCATION: Edward Palmer received his PhD from the University of Adelaide. He has 20 years experience in developing, implementing and analysing the impact of educational initiatives on students. He seeks to understand new and innovative methods to improve the student learning experience. Edward is the convener of the Higher Educational Research Group of Adelaide (HERGA), and the recipient of local and national teaching prizes. His most recent publication was Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback.
SSOC PROF JULIE MATTEHWS: SCHOOL OF EDUCATION Julie Matthews is a sociologist of education with extensive experience teaching research methods and expertise in cultural diversity issues. She has undertaken research on a wide range of educational topics and in numerous educational settings.
THIS COURSE NOW CLOSED. IF YOU WOULD LIKE TO BE NOTIFIED WHEN THE NEXT COURSE IS TO BE HELD EMAIL: firstname.lastname@example.org
STEM AND CODING CLOSDED.
“Programming, like problem–solving, is a skill that should be infused into all our school subjects from math and science to social studies and English.” (Marc Prensky, in From Digital Natives to Digital Wisdom p192). This masterclass will show teachers from middle primary to Year 10 how they can take students on a coding journey where they will learn the basics, but progress quickly to the use of more complex devices without having to master complex coding. Participants will undertake several coding activities so that they themselves might teach them to their students, but most importantly, will take away an understanding of how coding can promote the transfer of learning across and between subjects.
The program is designed to empower teachers to incorporate coding into their teaching without feeling challenged or inadequate. Optional workshops and on-site follow-up will be available to provide support to the teacher as he/she engages with coding technologies in the classroom for the first time.
All participants will receive a kit and a comprehensive teacher’s handbook outlining the coding journey from an introduction to coding in Adriano UNO through to multiple examples and exercises using several simple sensors
Dr BRENDAN BENTLEY: SCHOOL OF EDUCATION: Brendan Bentley is a lecturer in Education. He is the Director of Partnerships and Engagement, and the Program Director of the Master of Teaching program at the University of Adelaide.
Mr ROBERT SEIBEN: DIRECTOR OF THE HARTLEY INSTITUTE:
EVENT REGISTRATIONS CLOSE: PLACES ARE LIMITED
LEADING AND WELLBEING: Tuesday 10 July
EVIDENCE BASED LEARNING: Tuesday 2 October
Contact Brendan Bentley for further information: email@example.com