Improving Writing Instruction Across the Curriculum 7-12

Improving Writing Instruction Across the Curriculum 7-122019-05-17T16:19:55+00:00

$390 per person + GST

Whatever your subject area, we all want the same thing; students who can clearly communicate and support their ideas and arguments using detailed evidence and subject-specific language.

Improving Writing Instruction Across the Curriculum 7 – 12 is a course for teachers from across the curriculum that:

  • Helps teachers gain more confidence in writing instruction
  • Gives teachers the tools to effectively teach and respond to student writing
  • Assists teachers to improve the writing outcomes of less able students and get more out of their top students.
  • Builds confidence in teachers as writers and writing instructors from across the curriculum.

Along the way, you will learn about the qualities of great student writing and take away practical tips – and loads of a-ha! moments –  to improve your instruction and feedback.

In this five-hour course, you will:

  • Gain insight into why students suffer from page fright – and how to get them over it.
  • See through the eyes of your students.
  • Learn to identify the features of great student writing.
  • Develop your ability to build clear expectations and writing goals in the lesson.
  • Discover how to align the lesson aims and teaching tasks with mastery goals.
  • Understand why explicit teaching on writing in your subject area is important.
  • Transform students’ thinking about how to handle the verb directive.
  • Evaluate the writing scaffolds and prompts already out there.
  • Discover why modelling written responses is one of the most effective instructional tools – and how to gain the confidence to do it.
  • Understand why students don’t act on your feedback – and what to do about it.
  • Develop a more purposeful approach to assessment.
  • Walk away with a bag full of strategies to help your students gain greater control in their writing.

This course is ideal for teachers who want to learn more about the kinds of writing in your KLA area and who want to improve their ability to teach writing.

Australian Teacher Professional Standards

2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

6.4.2 Undertake professional learning programs designed to address identified student learning needs.

About the Presenter  

Brad Kelly

Brad Kelly (BA, Grad Dip. Ed, MEd Leadership) is an author and writing coach based at St. Mary’s Star of the Sea College in Wollongong. He has 15 years of experience in the classroom and in curriculum leadership. He is fascinated by how teachers teach writing and how students learn to write. Brad spends his days observing, discussing and trying to understand insights into developing student writing. He has authored five modern history textbooks with Cengage Nelson including The Cold War 1945-1991 (2018), The World Order 1991-2011 (2018), Investigating Modern History (2018) and more. He has been a presenter at HTA NSW, TTA professional learning and consults schools on improving writing instruction. Brad is a tour leader with Academy Travel, and leads the Modern History teacher development tour to Germany and Russia. He reckons that teachers have got the hardest job in the world.

Here’s What People are Saying!

‘The whole program was useful. I liked being able to take the booklet home to be able to follow up on references and key points of consideration.’ – Liverpool Independent, DET.

‘This course provided a great amount of knowledge which was not particularly confident in. The participation in this course was encouraged and helped build my kills in a non-judgmental and relaxed environment.’ – Liverpool participant, DET.

‘Great presentation – well structured, with lots of gems to use in my own practice.’ Lismore Participant, DET.

‘Discovering complex writing strategies weren’t actually intimidating and has given me the confidence to relay these concepts to my students.’ – Wollongong Participant, Independent.

‘Very practical and focused on instructional design to build teacher and student capacity.’ – Liverpool Participant, DET.

‘Lots of materials and strategies in a resourceful manner embedded in the booklet that will be of benefit to my faculty.’ Lismore Participant, DET.

‘Brad used engaging tasks that made me rethink how I was teaching writing in my subject area.’ – Canberra participant, Independent.

‘Positive atmosphere, great tasks to get us thinking.’ – Canberra participant, Independent.

 ‘There were a few moments of great clarity for me regarding specific strategies I can use to enhance student writing.’ – Canberra participant, ACT Ed.

‘Excellent insights into writing and thinking about how students feel when writing. Discussions were good. Definitely feel more confident. I will be more conscious of what I do in the classroom.’ – Canberra participant, ACT Ed.

‘All of it was very helpful. There wasn’t anything I didn’t learn from – it was good to cover so many different things and I will think about the ‘toolbox’ idea.’ – Wollongong Participant, Independent.

‘Excellent for providing clear and explicit strategies to guide learning. Particularly in a sequence to develop writing skills.’ – Liverpool Participant, DET.

‘The discussion and activity ideas were most useful. I love that it wasn’t just theoretical info, but stuff I could use!’ – Canberra participant, Independent.

‘One of the best aspects of the course was its focus on drawing my attention back to my own practice. This so often gets left behind in the busy work of teaching.’ – Canberra participant, ACT Ed.

‘A wide range of practical resources that can be integrated into a variety of subject areas.’ – Canberra participant, ACT Ed.

‘Good range of tasks, presented with explicit examples that can be easily tweaked for a range of classes.’ – Canberra participant, ACT Ed.

‘Very engaging and open to conversation. The writing task at the beginning was very good as it got you into the right frame of mind.’ – Canberra participant, Independent.

‘Brad has a calm, open manner which encourages openness in the course participants, allowing for honest reflection.’ – Wollongong Participant, DET.

 ‘Great handouts – easy to follow and am able to take back to school + put into practice’ – Wollongong Participant, Independent.

‘This course has been most helpful across subjects and stages describing and demonstrating ways to improve writing.’– Coffs Harbour participant

‘The program was really well structured and presented.’- Coffs Harbour participant

‘Simple yet effective activities/ strategies to use in the classroom.’ – Coffs Harbour participant

‘I am able to embed the ideas into my programs immediately.’ – Wollongong Participant, Independent.

‘Practical advice; affirmation of the importance of deliberate and effective modelling.’ – Coffs Harbour participant

‘Outstanding day. Wonderful content, accessible, thought-provoking.’ – Coffs Harbour participant

‘The booklet that was provided is a valuable resource as the information us thoroughly researched and beneficial. Examples provided by Brad also made me understand more.’ – Liverpool Independent, DET.

‘Wonderful array of resources.’ – Coffs Harbour participant

‘Your seminar has been a real boost of inspiration – I am feeling very motivated about improving my teaching and determined to make a greater difference.’ – Coffs Harbour participant

‘Importance of lesson and unit outcomes, difference between ‘sophisticated’ and ‘precise.’ Everyone learns differently.’ Lismore Participant, Catholic.

‘Giving us tools and practical suggestions/along with the enthusiasm to implement some more focus/ direction in our classrooms/ school community.’ Lismore Participant, Independent.

‘The course has given me a really good shift in teaching my content more appropriately and in general practice. ‘I love the idea of shifting the weight of what I do toward the outcomes. So simple but so powerful.’ – Port Macquarie participant

 ‘Immediately effective.’ Lismore Participant, DET.

‘Excellent tools were used to demonstrate learning.’ – Port Macquarie participant

‘Loved being asked to write and put knowledge into a task relevant to my current teaching practice.’ Lismore Participant, DET.

“Marinating” in language – love it! Cheers Brad.’ – Port Macquarie participant

‘Confirmed some current practices, inspired to change others.’ – Port Macquarie participant

‘Lots of this will be useful on the learning to learn team that I am leading.’ – Port Macquarie participant

‘Provides a platform across the various KLAs for ongoing focus on writing development.’ – Port Macquarie participant

‘Taking back to share with staff and use in the classroom.’ – Port Macquarie participant

‘Good tools to take back and implement.’ – Port Macquarie participant

‘Easy to adapt to any area.’ – Port Macquarie participant

‘To consolidate a meaningful understanding the presenter used life experiences. This always relates to the concept discussed being concise and understood.’ Lismore Participant, DET.

‘I enjoyed the casual-ness and honest conversation.’ – Port Macquarie participant

‘Wonderful! Clear, engaging and helpful. Used analogies that made sense!’ – Liverpool Participant, DET.

‘Brad is extremely engaging and personable.’ – Liverpool Participant, DET.

‘Even as a non-English teacher, I got a lot out of the activities.’ – Port Macquarie participant

‘Very positive and motivated to go back to school.’ – Port Macquarie participant

‘Some familiar territory, but very well packaged and contextualized. I can use these strategies and into in my school.’ Lismore Participant, DET.

‘Have come away with useful strategies that I can use immediately.’ – Port Macquarie participant

‘All examples clear and easily integrated into teaching programs.’ – Port Macquarie participant

‘Highlighting the fact that a range of activities is more important than a one size fits all.’ – Port Macquarie participant

‘I will keep practicing these skills throughout my teaching career.’ – Liverpool Participant, DET.

‘Highly relevant and effective with relevant anecdotes and real-life experiences of successes and failures – relatable! Insightful.’ Lismore Participant, DET.

‘Many reminders about good practice. Liberating approach to implementing literacy.’ – Port Macquarie participant

‘Some tangible ideas to try in the classroom (strategies).’ – Port Macquarie participant

Completing Improving Writing Instruction Across the Curriculum 7- 12 will contribute 5 hours of NSW Education Standards Authority (NESA) Registered PD addressing 2.5.2 and 6.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

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