Improving Writing Instruction Across the Curriculum 7-12

Improving Writing Instruction Across the Curriculum 7-122019-07-19T15:50:43+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!

‘This is a big area to explore (writing instruction) and Brad did a great job of looking at possible solutions.’- Albury Participant, DET.

‘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.

‘Brad had a positive conversational tone.’ – Roseville Participant, Independent

‘I loved the eight characteristics of writing and the writing activity in the beginning of the day.’ – Orange Participant, Catholic

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

‘Brad’s conversational approach made it easy to ask questions.’ – Orange 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.

‘Great bag of tools – back to the core and basics which sometimes we overlook.’ – Armidale participant, DET

‘It’s always useful to talk – sharing ideas and challenges with teachers from other schools is great.’ – Melbourne participant, DET

‘Materials insightful and useful. Very Adaptable.’ – Armidale participant, DET

‘Will share with teachers in Dep. Some of the strategies for inspiring student writing – handout will be most helpful here!’ – Dubbo participant, CEO.

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

‘Well paced and great tone/examples.’ – Roseville Participant, Independent

‘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.

‘Provided a lot of starting points to think about what goes wrong with students writing and ways to consider addressing these issues.’ – Mudgee Participant, DET.

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

‘I will share ideas with staff individually and in KLA areas.’ – Armidale participant, DET

‘Lots of wonderful text selections.’ – Dubbo participant, CEO.

‘Everyday. In every lesson. This is my bread and butter!’ – Armidale participant, DET

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

‘Great. Didn’t overcomplicate.’ – Mudgee Participant, DET.

‘Brad’s knowledge base was extensive and he gave course participants a lot of ideas and strategies to consider.’ – Albury Participant, DET.

‘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.

‘Practical strategies to use in the classroom’ – Melbourne participant, DET

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

‘Easy, manageable tools that can be implemented for a variety of classes and years.’ – Mudgee Participant, DET.

‘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.

 ‘The point about giving feedback about one aspect of writing was enlightening for me as I tend to give feedback on the entire piece.’ – Albury Participant, Catholic.

‘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

‘Engaging – wide experiences made it relevant and purposeful.’ – Armidale participant, DET

‘A very structured and clearly delivered PD day’- Dubbo participant, CEO.

‘Brad was great and entertaining as well as informative.’ – Armidale participant, DET

‘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.

‘I was engaged the whole day. Some great ideas. Excellent!’ – Albury Participant, DET.

‘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.

‘Very approachable and knowledgeable on a variety of aspects concerning writing.’ – Mudgee Participant, DET.

‘I enjoyed the collegial discussion and debate.’ – Roseville Participant, DET

‘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.

‘Useful – so much to take in so it will be helpful to refer to.’ – Armidale participant, DET

‘It demonstrated to me the things I was doing wrong and how I can fix it to help the students.’ – Armidale participant, DET

‘Great for reflecting and sharing with my team.’ – Roseville Participant, Independent

‘Very real and was able to take from the perspective of an educator but also a journalist.’ – Roseville Participant, Independent

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

‘Made everything relevant with reference to a variety of different scenarios in different subjects.’ – Armidale participant, Catholic

‘I will work with teachers to look at programs and outcomes.’ – Armidale participant, Catholic

‘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

‘Engaging, passionate and helpful.’ – Roseville Participant, DET

 ‘I particularly enjoyed the element of storytelling (both personal and professional) this is something I’d hope to bring into my classroom practice too.’ – Canberra Participant, Independent.

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

‘I felt the activities were appropriate to my KLA.’ – Armidale participant, Catholic

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

‘It was interesting to go back and think about the resources/ literacy rich experiences we use with our kids.’ – Orange Participant, Independent

‘I enjoyed hearing other experiences of teachers and the presenter. Having the time avialble to consider, connect and plan for future class teaching.’ – Roseville Participant, Independent

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

‘All participants could contribute and were listened to.’ – Roseville Participant, DET

‘Interesting discussion’ – Melbourne participant, DET

‘Tools for encouraging staff to address aspects of writing in their classrooms.’ – Armidale participant, Catholic

‘Gained a good basket of strategies to take back and implement in class.’ – Orange Participant, DET

‘Many thanks!’ – Armidale participant, DET

‘Clear, concise, useful and personable.’ – Dubbo participant, CEO.

‘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

‘I will use these strategies in class, and to educate other staff.’ – Orange Participant, Independent

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

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

‘Instruction is the key word I’ll be taking from this, both personally and when considering the mentoring roll I play within classrooms.’ – Canberra Participant, Independent.

‘Increased understanding about the barriers students face in writing.’ –Armidale participant, Catholic

‘Discussions, unpacking practices to refine and redefine.’ – Orange Participant, Independent

‘I will take these ideas back to the team and reinforce clarity, teacher instruction’ – Dubbo participant, CEO.

‘Very relevant.’ – Roseville Participant, DET

‘Very useful in allowing me to understand the link between content knowledge and writing quality.’ – Orange Participant, DET

‘Conversation was great! Being a small group allowed us to share experience and examples. The exercises were beneficial. Brad has a great manner for this presentation – engage and interesting – he used examples effectively.’ – Melbourne participant, DET

‘Handy examples of strategies!’ – Roseville Participant, DET

‘Clear and concise presentation. Handout notes. Opportunity to discuss ideas with presenter.’ – Dubbo participant, CEO.

‘Know your content and know how to apply this to students. I like how you reinforced the textual engagement.’ – Armidale participant, DET

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

‘I will use the strategies in my classroom and educate the staff about what I learned.’ – Orange Participant, Catholic

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

‘Materials were good! Activity at the start was really useful.’ – Orange Participant, DET

‘Providing me with a set of tools to address the variation of writing abilities in my classroom.’ – Roseville Participant, Independent

‘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

‘Very relevant as it suited all KLA.’ – Armidale participant, Catholic

‘The booklet provided was very explicit in its links between standards and the strategies’ – Melbourne participant, DET

‘The program provided useful information about writing instruction and provided some strategies to implement in the classroom.’ – Orange Participant, Catholic

‘I will take the goal I wrote today and use it before the end of term. Also will talk to other staff members about the importance of writing in each subject area.’ – Armidale participant, Catholic

‘I will certainly to look at feedback strategies as well as different ways to encourage effective expressive writing.’ – Melbourne participant, DET

‘Fabulous – particularly enjoyed the chance to discuss learning strategies and potential tests.’ – Dubbo participant, CEO.

‘I can use techniques shown to help build teacher capacity.’ – Armidale participant, Catholic

‘Specific teaching strategies to improve literacy.’ – Roseville Participant, Independent

‘Brad catered for the wide range of attendees and school needs.’ – Albury Participant, DET.

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

‘There were many interesting and helpful ideas explored through the holistic approach to writing.’ – Roseville Participant, Independent

Robust discussion.’ – Orange Participant, Independent

 ‘A lot of conversation and getting us involved and sharing our experiences was effective.’ – Orange Participant, DET

‘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. 

‘AMAZING, THANK YOU!’ – Albury Participant, DET.

‘I enjoyed engaging deeply in resources before answering questions.’ – Orange Participant, DET

‘Excellent, practical strategies to support teacher instruction.’ – Dubbo participant, CEO.

‘Presenter encouraged participants to engage in conversation relevant to each person’s context.’ – Armidale participant, Catholic

‘The course confirmed many of the strategic (and intuitive!) choices I have made in my own practice, giving me confidence to consolidate these opportunities in my school.’ – Melbourne participant, DET

‘Engaging, interesting, relevant.’ – Orange Participant, Independent

‘Thanks so much!!’ – Orange Participant, Independent

‘Related to my KLA!’ – Roseville 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

‘They were certainly useful and appropriate. They helped to affirm what I’m doing.’ – Orange Participant, Catholic

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

‘Not overwhelming. Everything in one handy booklet.’ – Armidale participant, DET

‘Excellent handout with strategies that can readily be implemented in the classroom’ – Dubbo participant, CEO.

‘Made it more real the importance of improving writing by knowing how to improve it in your specific subject area.’ – Armidale participant, Catholic

‘I will utilize the eight strategies to assist in my classroom and place importance on clarity of task and strategies for effective grading.’ – Roseville Participant, Independent

‘I will share this with my faculty and SCO’s – work with literacy team.’ – Roseville Participant, Independent

‘Brad was easy to listen to. An experienced writer, approachable and helpful, highly knowledgeable.’ – Albury Participant, DET.

‘Allowed an opportunity to put the new knowledge in to practice and get feedback and advise on the lesson plan.’ – Mudgee Participant, DET.

 

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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