The use of a Rotation Model, combined with the PLDs now common in our classrooms, gives teachers the freedom to customize learning experiences for their students. This sharing will look at how participants can integrate e-Pedagogy, differentiation and collaborative tasks using two different models.  The first approach combines a Flipped Classroom Model and Individual Rotation Model as part of a Blended Learning experience to address the challenge of students being at different starting points for your synchronous lessons. The second approach features a Station Rotation Model containing an online station as a part of a synchronous lesson following home-based learning.

Date: 1 March 2024 (Fri)

Mode of Delivery: [F2F TLW] Face-to-face workshop  

Registration: Search for the course code PD-000136 in OPAL2.0, or by clicking on the link here.

This session will focus on facilitating inquiry through Station Rotations. A popular model of blended learning, Station Rotations transforms a theory-based classroom into an enriched, hands-on classroom with virtual learning, all within the space of the physical classroom. 

The presenters will demonstrate how teachers can use this e-pedagogical strategy into the subject of Humanities (Geography) and Mathematics. This e-pedagogy hopes to allow students to inquire and collaborate as they learn at the different stations. Through hands-on activity, participants can also observe the learning experience as a student.  

Date: 1 August 2024 (Thu)

Mode of Delivery: [F2F TLW] Face-to-face workshop  

Registration: Search for the course code PD-000140 in OPAL2.0, or by clicking on the link here.

This workshop offers a refreshing departure from traditional methods where pedagogy is shared during meetings and workshops. Instead, we will dive into the captivating world of comic strips, revolutionizing the way educators engage with pedagogical concepts and tools. Through immersive activities, teachers explore the dynamic fusion of visuals and education, invigorating their understanding of teaching techniques. Let us take part in the process to unlock an innovative pathway to learning, where comic strips become windows to captivating pedagogical insights and experience a transformative shift in professional development.

Date: 6 August 2024 (Tue)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code PD-000132 in OPAL2.0, or by clicking on the link here.

In teaching and learning, assessment and feedback are integral processes that must be carefully designed. Tay (2018) suggested that assessment needs to be authentic, and assessment tasks must be skillfully crafted with the elements of the working world, student’s world and discipline in mind. 

Through authentic assessment, the design of the assessment rubrics using SOLO taxonomy allows the teachers to identify the students’ readiness, level of knowledge and cognitive abilities. This allows teachers to identify the gaps and provide the necessary feedback. 

When students look at the rubrics through the lens of SOLO, the rubrics provide a common language and framework for conversations about learning progress. Students can then have clarity of where they are going, where they are in their learning and how they can get there.

Participants will leave the session understanding the ideas about authentic assessment, particularly how SOLO helps them in designing rubrics that spell out hierarchical success criteria and have the opportunity to explore how they can craft authentic assessments through the hands-on segment.

Date: 23 August 2024 (Fri)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code PD-000133 in OPAL2.0, or by clicking on the link here.

This TLW will guide participants through the fundamental framework and definition of Metacognition. With the numerous benefits of developing metacognition in students, participants will have the opportunity to translate the theory of Plan, Monitor and Evaluate into everyday teaching tools to make them more metacognitive. 

Participants will also get to observe and critique lessons from different subject areas that have enacted different aspects of metacognition. Through this, they will have the opportunity to discuss about the challenges with this pedagogy and how we have tried to overcome them. 

Date: 12 September 2024 (Thu)

Mode of Delivery: Online via videoconferencing 

Registration: Search for the course code PD-000143 in OPAL2.0, or by clicking on the link here.

Having students who are self-regulated in their learning is probably the wish of every educator. However, self-regulation does not come naturally and certainly does not occur by chance. In Beatty Secondary School, we recognise that having metacognition is the cornerstone of developing self-regulated learners. Thus, we embarked on a whole-school approach of using reflective questioning, through the acronym GROW, as a key strategy to developing students’ metacognition. In this TLW, participants will understand how reflective questioning can be integrated into the learning cycle and explore how it can be adapted in their own classroom to develop metacognition in their students. 

Date: Available in Semester 2 (2024)

Mode of Delivery: [e-TLW] Asynchronous e-learning package mounted on OPAL2.0

Registration: Search for the course code PD-000137 in OPAL2.0, or by clicking on the link here.