2017 PTANT Festival of Teaching Flyer A5 v1 2 Go to Professional Teachers Association http://ptant.com.au/

Mr Mark Collard

Mark is an experiential trainer, speaker & author. He runs a professional development business called Playmeo. He is an expert at helping educators learn the skills & strategies they need to deliver fun programs that engage & motivate students to get along. He is the author of four top-selling books, including No Props, Count Me In and his latest, Serious Fun. Mark has also developed the largest online database of group games & activities in the world.

We should take fun more seriously

The structures and demands of today's curriculum frameworks have essentially squeezed the fun out of education. Academic rigour and results are paramount, so much so, that many educational endeavours which focus on fun are either misunderstood and delivered poorly, or viewed by administrators as a waste of time. Yet, as evidenced by innovative classrooms all over the world, a new approach to Physical Education demands that we take fun more seriously.

In recent years, research has shown that having fun (playing) is critical to the optimal development of a human being. It is equally clear that human growth and learning occurs outside one's comfort zone, in the 'stretch zone'. Yet, how do we, as physical educators, invite students to willingly step outside their comfort zones, try new things, develop their skills and grow? In this practical and fun 'playnote' presentation, Mark will share his four-step approach to education called the Difference Model. You will learn to successfully introduce fun into the curriculum and this will make a difference to student performance.

Professor Joseph Lo Bianco

Dr Joseph Lo Bianco is Professor of Language and Literacy Education in the Melbourne Graduate School of Education. He is a language planning specialist with extensive Australian and international experience in crafting language policies in multi-ethnic, multi-lingual settings and in supporting teachers, community groups, indigenous and ethnic minorities to succeed in advocacy for language rights in education. In recent years he has been active in Southeast Asia for UN agencies UNESCO and UNICEF on language policy and social cohesion, including peace-building in conflict affected settings. In this regard he has devised the 'facilitated dialogue' a specific method for problem solving debates between educators, officials and parents on disputed issues in language education.

Teachers as language planners: New perspectives from educational linguistics

Educational linguistics arose as a 'science' to account for the deep dependence of all educational practice on language, especially explicit knowledge and skilled use in language. I will extend the notion of educational linguistics specifically in the direction of 'language planning' and show how teachers are not just passive recipients of the plans, policies, and programs of language from 'on high' or 'beyond' the classroom. All learners, whether they are speakers of standard Australian English, speakers of an indigenous or immigrant language, or some other variety of language interact with the planned language that teachers offer them. The Keynote address will link to the workshop that aims to build confidence that teacher knowledge, experience and proximity to learners justifies a much stronger presence in policy-making than it presently receives. The talk will describe at least eight ways that teachers engage in direct and critical language planning individually on behalf of the learners they are teaching, and collectively and over time, for the entire society.

 

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