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Book now. Pay after event
We understand it's a time-consuming process to get approval (and the boss doesn’t always say “yes”) which is why our policy for teachers is BOOK NOW to secure a place, PAY AFTER THE EVENT to avoid complications and NO CANCELLATION FEES if life happens!
Learn on the day, start teaching the next!
A light lunch is provided on the day.
Design Thinking Across the Curriculum: Deeper Learning Though Real-World Projects
ACT Teacher Quality Institute (TQI)
Completing the Minds Wide Open: Critical & Creative Thinking Across the Curriculum course will contribute 5 hours of TQI Registered PD addressing 3.3.2, 5.1.2 and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in the ACT.
NSW Education Standards Authority (NESA)
Completing the Minds Wide Open Design Thinking Across the Curriculum: Deeper Learning through Real-World Projects course will contribute 5 hours of NESA Registered PD addressing 2.2.2, 2.3.2, 3.2.2, 3.3.2, and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.
NESA Course Code: C191
SUMMARY OF THE COURSE
This course will help busy classroom teachers and school leaders build their capacity to implement future-focused Project Based Learning (PBL) in their school by instructing their students to work collaboratively, manage projects and solve real-world problems using the Design Thinking process.
This course will:
Reveal best theory and practice for a successful Project Based Learning (PBL) and Design Thinking experience.
Identify opportunities and mandates in national and state curricula for the teaching of PBL and Design Thinking.
Scaffold teachers and schools with a flexible framework so they can plan for and implement Project Based Learning and Design Thinking within and across learning areas.
Show teachers how to instruct their students in the problem solving/design thinking process so that students can engage meaningfully in collaborative problem solving and design thinking projects with increasing confidence and independence.
Show teachers how to assess students’ design thinking and collaborative problem solving skills.
Provide teachers with comprehensive curriculum–linked PBL and Design Thinking planning and teaching resources.
Assist teachers with implementation of the new Design and Technologies curriculum.
PROFESSIONAL LEARNING OBJECTIVES AND STANDARDS
2.2.2 Organise content into coherent, well-sequenced learning and teaching programs.
Designs programs which display logical sequencing of activities; includes opportunities for students to practise skills and adheres to the timelines and sequence of the program.
2.3.2 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Teaching and learning programs and/or lesson plans using appropriate knowledge of curriculum, assessment and reporting requirements
3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Ensures lesson plans are not only content based but incorporate practical activities and skills practice.
3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Responds to interests of students.
Promotes student-centred learning and problem solving.
Encourages critical and creative thinking by engaging students in higher order thinking and risk taking within their learning.
Uses teaching strategies that challenge students to select appropriate thinking strategies for their learning.
Promotes critical and creative thinking through inquiry learning, problem based learning and relevant projects
6.2.2 Participate in learning to update knowledge and best practice targeted to professional needs and school priorities.
Evidence of participation in professional learning activities to update knowledge and practice.
RATIONALE FOR THIS TEACHER PROFESSIONAL LEARNING
To build teachers’ capability and capacity
“Teachers should be given the opportunity to develop 21st century skills themselves and to experience how these skills can be brought into the classrooms.”
(Voogt, Dede & Erstad, 21st Century Learning: Call to Action, EDUsummIT, 2011)
To make the implementation of project based learning simple(r)
“The overlapping, wide-ranging, and changing demands of PBL management and instruction are difficult to master, and novice PBL teachers frequently experience dilemmas and difficulties.”
(Mergendoller & Thomas, 2005)
For teachers to acquire timesaving tips and strategies
“Researchers have reported that teachers experience frustration with the amount of time it takes to plan for and implement problem-based learning.”
(Ertmer & Simons, Scaffolding Teachers' Efforts to Implement Problem Based Learning, 2005) (Simons et al., 2004)
RATIONALE FOR THIS COURSE
TO PREPARE STUDENTS FOR FUTURE WORK
“Today’s world looks different. Work is project-based and performance is measured by the impact of ideas and the team’s ability to execute those ideas. Education systems should refocus on engaging students in this kind of work where ideal outcomes are… students’ capacities to connect with others, create innovative products/solutions and to implement them.”
(Fullan & Langworthy, Towards a New End: New Pedagogies for Deep Learning, 2013)
“Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges.”
(The Australian Curriculum, Technologies, 2016)
“For more than two decades, the data has consistently identified collaboration, critical thinking, problem solving, communication, and creativity/innovation as critically important skill sets for the future.”
(Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress, April 2017)
AUSTRALIAN STUDENTS NEED TO IMPROVE AT PROBLEM SOLVING SKILLS
“PISA tests reveal that even in the best-performing countries, significant numbers of 15-year-olds do not have the basic problem-solving skills considered necessary to succeed in today’s – let alone tomorrow’s – world.”
(Source: PISA in Focus, N38, 2014)
“Australian students are comparatively stronger on the exploring and understanding and the representing and formulating processes, and are relatively weaker on the planning and executing process.”
(Thinking it through: Australian students’ skills in creative problem solving, ACER, 2014)
“This is an area where Australian students’ skills could be improved; they need to be able to use their knowledge to devise a plan and execute the plan in order to solve a problem.”
(ACER, 2014. Source: rd.acer.edu.au/article/australian-problem-solving-skills-in-context)