Workshop 1 - Concept-based Programming and Learning
Workshop Summary
This workshop will suggest conceptual understanding can deepen language acquisition and retention as well as promoting more confident and fluent transfer of learning beyond the classroom.
- An exploration of evidence around effective learning
- What is the difference between ’knowing’ and ’understanding’
- Overview of concept learning based programming frameworks with a focus on shared elements
- Sample concept learning based programs in Japanese
Workshops on identifying understandings in existing programs and redesigning them around core concepts.
Workshop 2 - Differentiated classroom in a Japanese language course context
This workshop will explore:
- Why differentiate?
- What is differentiation?
- Designing differentiation strategies for the language classroom based on readiness, interest and learning profile
- Maximising impact on learning
This workshop will allow participants to experience differentiation strategies and take home ready to use classroom activities for Stage 4 and 5.
These workshops contribute 4 hours to your Teacher Identified Workshop hours.
They focus on Proficient teachers standards 1.2.2, 1.5.2, 2.1.2, 2.2.2, 6.2.2
Accommodating Graduate and pre-service teachers as well.
Edmund McMahon is the Head of Teaching and Learning at North Sydney Girls High School, Crows Nest. McMahon has conducted extensive study of several conceptual learning models. He has also run workshops for teaching staff and the executive staff on conceptual programming, teaching for understanding and related pedagogies and assessment strategies
Liberty Campbell is the Project Officer for Languages for the Broken Bay Diocese and is the Catholic Education Commission’s representative on the Languages Advisory Panel at BOSTES. She is the author of the JBlog Japanese textbook series as well as articles for professional journals, where she suggests how to meet the various demands of embedding numeracy, literacy, differentiation, cross-curricular content and intercultural competencies in more coherent and innovative ways. She has contributed to various conferences and workshops (e.g. JTAN, JLTAV, DoE and MLTANSW).
Cost: JTAN Member: $45
JTAN member university student: $25
Non member teacher: $90
(Please see JTAN Refund Policy on www.jtan.org.au, Policies and Statements tab)
Payment due date is 23 September. Application may close earlier when fully booked.
Ordering a Japanese lunchbox in the application form is optional.