How might we support our students in finding the beauty, creativity and challenge in mathematics?

How might we support our students in finding the beauty, creativity and challenge in mathematics?

Description:
“Mathematics is a reasoning and creative activity, integral to scientific and technological advances across many fields of endeavour… By studying mathematics, students develop essential numeracy skills and fluency, while nurturing the ability to think logically, critically and creatively. They learn about patterns and reason about relationships, creating opportunities to generalise their solutions and to solve non-routine problems.”  - Rationale K-10 Mathematics, NESA, 2022

In this workshop, we will examine how Cultures of Thinking principles can support students in developing a deeper understanding of mathematics K-6, recognising mathematics as an opportunity for reasoning and creativity where they can see themselves not as calculators, but as mathematicians.

Participants will explore how challenging tasks, questioning and thinking routines can be powerful tools to support the aims of the Mathematics K-10 syllabus, harnessing the engaging and exciting aspects of mathematics and developing students as pattern-finders, risk-takers, connectors and effective communicators.

Goal of Workshop:
The goal of the workshop is for participants to explore how Cultures of Thinking principles can support students in seeing themselves as mathematicians, and in seeing mathematics as a creative, engaging and relevant endeavour, rather than as a series of processes to be completed.

Audience: Primary

Presenter: Kath Boon - Berowra PS/Waitara PS

Bio: 
After close to 30 years in K-6 classrooms as a teacher and Assistant Principal, Kath is currently an Assistant Principal Curriculum and Instruction with a passion for teaching mathematics K-6 and many years’ experience facilitating mathematics programs and professional learning at a school, district and regional level. She is constantly inspired by the power of building a culture of thinking both in her classroom and with the professional learning networks she has created as an instructional leader.

 
Code: WS04

Curiosity-Based-Learning

Curiosity-Based-Learning: How K-12 teachers cultivate students’ curiosity to enhance engagement and deepen understanding.

Description:
‘Curiosity is the wick in the candle of learning’ (Ward, 2008).

There is at least fifty years’ worth of research showing that curiosity is one of the most important ingredients of rich learning experiences. 

In this workshop, teachers will explore the values and beliefs at play in classrooms where curiosity thrives, the features of learning experiences which generate curiosity, and the nature of relationships and interactions which allow curiosity to be nurtured and sustained.

Simon will explore several practical strategies that teachers might employ to ignite students' curiosity, leading to the development of deeper and more robust understandings, enhanced retention of information, and heightened levels of cognitive and emotional engagement.

Goals of workshop:
Participants will understand that curiosity is more than a character trait that students either 'have' or 'don't have', but rather that it is a disposition which we as teachers can nurture.  They will understand the importance of ‘creating a muddle’, along with strategies such as cultivating uncertainty, surfacing prior knowledge, promoting prediction, encouraging diverse ideas, and courting controversy.

Audience: All

Presenter: Simon Brooks - Australian International School of Malaysia

Bio: 
Simon has been inspired by Project Zero ideas for over 15 years and is passionate about sharing them with as many educators as possible. As Director of Teaching and Learning at Masada College, Simon was responsible for driving the school’s commitment to building a Culture of Thinking from 2008-2015 which led to the school becoming a beacon for Cultures of Thinking pedagogy and practice in NSW. Following his time at Masada, Simon enjoyed 6 years as an independent educational consultant working with schools and educators around the world interested in building cultures of thinking and learning. He is currently Principal at the Australian International School of Malaysia where under his leadership Cultures of Thinking ideas sit at the heart of a whole school approach to learning and teaching.
 
Code: WS05

Beyond thinking routines - nurturing the cultural force of language.

Beyond thinking routines - nurturing the cultural force of language

Description:
When we consider effective teaching and learning one might consider planning and instructional design. Yet, what we might consider is much more than just that. As Ron Ritchhart reminds us “It seems like we are in the throes of curriculum reforms designed to transform education. However, these efforts generally neglect the vital role classroom and school culture play in promoting learning. Any curriculum, good or bad, will sink or float on the culture of the classroom in which it is enacted. Culture matters not only to realize curricular goals, but also as a shaper of students’ development as powerful thinkers and learners.” But how do we create culture? How do we shape and mold it so that it supports students’ development as thinkers and learners capable of deep understanding? In this session, you will deepen your understanding of the cultural force of language. We will investigate how language is a powerful mechanism for sending messages, both implicitly and explicitly, and how language can shape thought and influence behaviour. By paying attention and becoming sensitive to the language moves in your classroom you will learn to identify and better understand the power of this cultural force to influence and shape learning.

Goals of workshop:
Develop an understanding and appreciation of the power of the cultural force of language to shape our thinking and interactions.

Audience: All

Presenter: Ryan Gill - Masada College

Bio: 
Ryan has a passion for everything learning and teaching with a focus on critical and creative thinking. As an educator and school leader, his core philosophy is that learning is a product of thinking. Ryan is a key promoter of Cultures of Thinking, regularly facilitating at conferences and educational institutions, including at the Masada College 'Think Centre' and a coach of the PZ online courses for Creating Cultures of Thinking. He is a founding member of the Project Zero Australia Network. Having taught and held leadership positions in the UK and Australia, his current role requires energy, drive and commitment to lead and develop an outstanding learning culture at Masada College and ensure best practice in educational and wellbeing outcomes for his students. 
Code: WS06

How can we slow down when there is so much to do? Creating a classroom culture where there is time to think.

How can we slow down when there is so much to do? Creating a classroom culture where there is time to think.

Description:
Are we providing enough opportunities for our students to slow down, look closely and reflect upon their learning? What messages are our students getting from us in relation to time and its place in the classroom?

To engage in deep and meaningful learning, students must be given the time, space and opportunity to think deeply, challenge ideas and acknowledge their part in the learning process. Leveraging the cultural force of time can be a powerful way to help learners develop the dispositions to slow down, look closely and reflect on their learning.

During the workshop, practical strategies and examples will be shared that can support fostering a culture where students have time and space to think, while also encouraging our learners to see the value of slowing down for themselves.

Goals of workshop:
Participants will begin to reflect upon and consider the impact that the cultural force of time can have on student learning and will have the opportunity to consider the messages that their students are getting about learning from their surroundings. Participants will experience a number of practical approaches, including thinking routines, to help their students have time and space to think and reflect on their learning.

Audience: Primary

Presenter: Carla Gagliano - Masada College

Bio: 
A K-6 educator, Carla is passionate about teaching for understanding and helping her students to become critical and creative thinkers. A previous participant at Harvard’s Project Zero Classroom, Carla is also committed to working alongside colleagues to continue developing a culture where individual and collective thinking is valued and promoted.

 
Code: WS07

Activating Educators as Agents of Change. - Finding opportunities for participatory creativity in a culture of thinking.

Activating Educators as Agents of Change. - Finding opportunities for participatory creativity in a culture of thinking.

Description:
In this workshop, we explore understandings of creativity and investigate how a valuing of participatory creativity within a culture of thinking empowers learner and teacher agency to activate educators as agents of change?

By combining ideas from Maker Centered Learning and Cultures of Thinking we create space for creativity and learner agency where ideas thrive and transformation emerges from within.

• By examining three mindsets from cultures of thinking in action, we will build our understanding of how these can become powerful tools for change:

• 1. For Classrooms to be cultures of thinking for students, schools must be Cultures of Thinking for teachers

• 3. To create a new story of learning, we must change the role of the student and teacher.

• 6. Learning and thinking are as much a collective enterprise as they are an individual endeavour.

• By looking closely at the culture of thinking we create with and for our colleagues and exploring the nature of participatory creativity, we will develop models for transformation.

Goal of Workshop:
Participants will leave with an understanding of how they might create a culture of thinking for their staff and unlock the creative potential that lies untapped in staffrooms everywhere.

Audience: All

Presenter: Nigel Coutts - The Learner’s Way & Stellina Sim - Waverley Christian College

Bio: 
Nigel Coutts & Stellina Sim are passionate educators who aim to inspire their students and colleagues to become agentic life-long learners ready to succeed in a post-normal world of volatility, uncertainty, complexity and ambiguity. They both have a long history embedding and enculturating thinking into their classrooms and supporting educators to understand how the cultural forces can be leveraged as tools for transformation.
 
Code: WS08

What are we prioritising? 

What are we prioritising? How empathy can help us unpack our and their priorities, as well as explore possibilities for deeper learning?

Description:
As educators, we often set priorities knowingly or unknowingly. As students, we often have priorities different from the educators. What are those priorities and what effect are they having? What can we do about that?

In this workshop, we dive into the kaleidoscopic world of empathy and uncover every student's unique experiences, strengths, and potential. Through interactive activities and reflective discussions, we delve into a rich repertoire of strategies, empowering ourselves with diverse toolboxes tailored to meet each learner's needs. Together, we refine our approach, ensuring purposeful and authentic actions that honor every student's individuality.

Goals of workshop:
Participants would leave the workshop with a greater appreciation for their strengths as educators and a wider range of strategies to encourage their students' growth.

Audience: All

Presenter: Liz Tan - St Leo's Catholic College Wahroonga

Bio: 
Liz is an innovative educator with extensive experience in teaching, middle leadership and policy planning in Australia and Singapore. She thrives on challenges and problems so that we may find solutions to make the world a better place.
 
Code: WS09

How can we assist students in developing perspective by enhancing their questioning capabilities?

How can we assist students in developing perspective by enhancing their questioning capabilities?

Description:
In this workshop we will investigate a puzzle that has challenged us in our own classroom. Together we will take a journey with both our teacher and student hats on to deep dive into routines that have helped promote perspective, questioning and thinking. We ask that participants be prepared to be active within the workshop, to be reflective and to share their own personal experience within their own classroom.

Goals of workshop:
Healthily Skeptical: How can I encourage students to develop their thinking through growing their ability to have perspective and ask questions.

Audience: Primary

Presenter: Mitch Skinner and Rose Arbuthnot - Victoria Road Primary School

Bio: 
Rose and Mitch are both lower primary teachers, working in a small, team-teaching government primary school in the eastern suburbs of Melbourne. We are building our understanding of developing a Thinking culture and curriculum and are very keen to see what we can achieve through co-facilitation of our study groups.
 

Code: WS10

How can we encourage students to become comfortable with being uncomfortable and stretch their thinking?

How can we encourage students to become comfortable with being uncomfortable and stretch their thinking?

Description:
In this workshop Erin will introduce participants to a number of thinking tools that teachers can model for their students. Participants will be provided with opportunities to engage with different routines and think about the ways in which they can use these in their own classrooms. Opportunities to learn about how to celebrate mistakes as opportunities for learning, stretch students’ thinking, as well as encouraging students to learn from each other will be discussed and used in this workshop.

Goal of workshop:
Participants will walk away with a number of routines in which they can encourage students to stretch and reflect on their thinking.

Audience: All

Presenter: Erin Bruns - Wesley College

Bio: 
Erin is a senior Science teacher, having taught both IB Biology and Chemistry, as well as Science in the middle years of secondary school. Erin has previous experience in leading Science faculties in both public and private schools in Victoria, and is passionate about developing cultures of thinking to celebrate the process of learning, not just the product.

Code: WS11

Taking a Leap: engaging learners so that curiosity and risk-taking become routine.

Taking a Leap: engaging learners so that curiosity and risk-taking become routine.

Description:
 In this workshop we will investigate ways that teachers can create opportunities for students to take risks, increase engagement and inspire curiosity in their learning. 

Oftentimes language learning is challenging therefore teachers need to create an engaging environment where students feel comfortable in their interactions. They can then freely share ideas, questions, deepen their understanding of the language and begin to think outside the box. 

Teachers will be invited to discuss theories of student engagement and share practical experiences that have encouraged students to take risks. They will then participate in some thinking routines suitable for use in the language classroom.

Goals of workshop:

• learning happens at the point of challenge and risk taking is a key part of learning foreign languages

• investigation of the cultural forces of interactions, language and opportunities to enable students to take risks

• how quality learning opportunities in the language classroom can boost engagement and inspire curiosity

Audience: Secondary Teachers, but also open to Primary educators. Whilst the 2 facilitators are Language teachers, texts will be provided in English and therefore accessible to all.

Presenter: Izabela Minuzzo & Matilda Walsh - Brisbane Girls Grammar School

Bio: 
Izabela studied Germanistik at the University of Warsaw before teaching in co-educational contexts in Poland and in the UK. She has been teaching German in Australia since 2015 and currently holds the position of Head of Subject German at Brisbane Girls Grammar School. She is a Cultures of Thinking

Matilda studied German and History at the University of Queensland including an exchange to the University of Graz, Austria. She has taught German in schools in South East Queensland for 10 years and is currently studying a Masters in TESOL. She is a Cultures of Thinking coach at Brisbane Girls Grammar School.
 
Code: WS12

Meetings as Sharing Spaces: using COT approaches to push teachers’ thinking. 

Meetings as Sharing Spaces: using COT approaches to push teachers’ thinking.

Description:
Our students are bombarded with visual information and feel comfortable exploiting this sense. How can we use this as an opportunity to extend their learning?

This workshop will look at various activities which have been used in the context of English in various courses and year groups, to use this visual sense to ease students into thinking critically and writing creatively.

Goal of Workshop:

• How do we build a professional learning community of teachers in a Faculty?

• How do we enable meetings to be sharing spaces, where all teacher voices are heard?

• How can we use CoT Routines to make teachers’ thinking visible?

Audience: Middle leaders, Heads of Subjects/Departments

Presenter: Susan Garson - Brisbane Girls Grammar School

Bio: 
Susan has taught in public, private, single-sex and co-educational contexts in Queensland for 23 years. She completed undergraduate and postgraduate studies at the University of Queensland and is currently the Director of School-wide Pedagogy at Brisbane Girls Grammar School. This role involves staff development, facilitation and coaching. She is currently completing her PhD in middle leader agency at QUT.
 
Code: WS13

What can be done to empower effective teacher collaboration? 

What can be done to empower effective teacher collaboration?

Description:
Why is it that despite our best intentions, so many of our meetings are a waste of time? Despite all the rhetoric about developing collaborative skills in our students, why do we find that teachers often struggle to work effectively with each other?

The truth is that collaboration is often difficult and most teachers need to be more intentional about the way they work together.

This workshop will be highly interactive and allow participants to experience a range of collaborative practices. The hope is that participants will be able to reflect on their own collaborative practices and come away with some tools to provide powerful learning opportunities for teachers as they seek to collaborate more effectively.

Goals of workshop:
The goal of this workshop is to encourage thinking about the way collaboration can be enhanced. Participants will be able to try a number of collaborative strategies and consider whether they might be applicable to their contexts.

Audience: All

Presenter: Doug Broadbent - Thomas Hassall Anglican College & Richard Hughes - Meriden School

Bio:
Doug currently works with a team of teachers in Sydney’s South West to help promote learning. He is fascinated by meetings and is completing a doctorate in teacher collaboration at UNSW.

Richard has taught History and Studies of Religion across a number of educational contexts and is currently the Dean of Student Involvement at Meriden School. Collaborating with staff across a number of teams, he is passionate about how school systems can promote cultures of learning and student wellbeing.

 
Code: WS14