For the love of language
Language is at the heart of learning, no matter the subject. In a connected and diverse world, Dr Jennifer Alford thinks teachers have an opportunity to teach content in ways that can help all students, including students with English as an additional language or dialect (EAL/D). Dr Alford is joined by QATESOL President and experienced EAL/D teacher Gae Nastasi to share tips on how language can be used to teach different content areas and enhance all students’ learning.
Interview with
Dr Jennifer Alford & Gae Nastasi
Connect with Dr Alford on LinkedIn
Connect with Gae on LinkedIn
Resources
Queensland Association of Teachers of English Speakers of Other Languages (QATESOL)
The Australian Curriculum website has a plethora of information to help teachers, help EAL students.
MacGregor State High School has a helpful EAL curriculum resource
And for the latest EAL news and tips, visit the Australian Education Union website
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level, including a Graduate Certificate in Education (TESOL) and Master of Education (TESOL).
Education in the digital age
Traditional classrooms are being transformed by technology. When it comes to digital learning, Dr Chris Blundell says the right strategies and tools can empower teachers to use technology in the classroom with confidence and success. Listen to Dr Blundell and Sue Suter from Brisbane Catholic Education share simple steps to help teachers, parents, and students explore the power of new learning and teaching tools.
Interview with
Dr Chris Blundell & Sue Suter
Connect with Dr Blundell on Twitter or LinkedIn
Connect with Sue on Twitter or LinkedIn
Resources
To learn more about what digital technologies are being added to the Australian curriculum visit the Australian Computing Academy.
If you’re looking to upskill your Google tool, Microsoft or Apple program knowledge, there are online platforms such as the Google Education Teacher Centre, Microsoft Educator Centre and Apple Teacher learning program available as free tools for teachers.
For more teacher support on how to work with students who have grown up completely in the digital age, read Nuffield Foundation - Growing Up Digital
Research
Blundell, C., Lee, K.-T., & Nykvist, S. (2020). Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning. Journal of Research on Technology in Education, 1-19. doi:10.1080/15391523.2020.1726235
Blundell, C., Lee, K.-T., & Nykvist, S. (2019) Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies, Teachers and Teaching, 25(8), 937-954, DOI: 10.1080/13540602.2019.1652161
Blundell, Christopher N. (2017) A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment. PhD thesis, Queensland University of Technology.
Blundell, Christopher, Lee, Kar-Tin, & Nykvist, Shaun (2015) Conceptualising the challenge of integrating digital technologies in pedagogy. In Finger, G & Ghirelli, P S (Eds.) Educators on the edge: Big ideas for change and innovation:. Australian College of Educators (ACE), Australia, pp. 44-51.
References
Anne Mette Bjørgen, A.M. & Erstad, O. (2015). The connected child: tracing digital literacy from school to leisure. Pedagogies: An International Journal 10(2), 113-127, doi: 10.1080/1554480X.2014.977290
Evans, J. A. (2018). From Engagement to Empowerment: The Evolution of Mobile Learning in the United States. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education (pp. 786-805). Cham: Springer International Publishing.
Weninger, C. (2018). Problematising the notion of ‘authentic school learning’: insights from student perspectives on media/literacy education, Research Papers in Education (33)2, 239-254, doi: 10.1080/02671522.2017.1286683
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QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Our land, our stories, our classrooms
As leaders in learning, teachers have a powerful opportunity to share the history and stories of Aboriginal and Torres Strait Islander peoples with their students. Educator Alison Quin says that incorporating Indigenous perspectives in the classroom is a journey all schools and teachers can begin. In this episode, Alison explains the small steps teachers can take to start their journey, and the big impact this can have on enhancing students’ respect for Indigenous cultures.
Interview with
Connect with Alison on LinkedIn
Resources
yOUR Story offers tools and information for teachers to help ensure the educational success of Aboriginal and Torres Strait Islander students in our schools.
Acknowledgement of Country
QUT acknowledges its occupation of Aboriginal land, and recognises its obligations to the traditional owners, Aboriginal and Torres Strait Islander students, staff, visitors and communities. Blueprint 6 outlines QUT’s priorities, plans and activities to ensure Aboriginal and Torres Strait Islander voices are heard. Read Blueprint 6.
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level, including workshops on how to begin embedding Aboriginal and Torres Strait Islander perspectives in the classroom.
The right to voice
What happens when students are encouraged to have a say on matters important to them at school? Dr Jenna Gillett-Swan says that empowering students to be partners in their own learning can have a positive influence on their engagement and wellbeing. She’s joined by teacher Mitchell Robertson who shares his own experience rolling out a successful school-wide wellbeing framework driven by student voices.
Interview with
Interview with Dr Jenna Gillett-Swan & Mitchell Robertson
Connect with Dr Gillett-Swan on Twitter or LinkedIn
Connect with Mitchell on Twitter or LinkedIn
Research
Gillett-Swan, Jenna, Robertson, Mitchell, Bahr, Meggin, Brown, Amy, Curtis, Sean, Graham, Linda, Igwabi, Zabika, Moore, Tayla, Perrin, James, & Symko, Felicity (2019) Towards a voice inclusive school culture: Multi-stakeholder reflections. Connect - supporting student participation, 240, pp. 17-20.
Gillett-Swan, Jenna & Sargeant, Jonathon (2019) Perils of perspective: Identifying adult confidence in the child's capacity, autonomy, power and agency (CAPA) in readiness for voice-inclusive practice. Journal of Educational Change, 20(3), pp. 399-421.
Gillett-Swan, Jenna & Sargeant, Jonathon (2018) Voice inclusive practice, digital literacy and children's participatory rights. Children and Society, 32(1), pp. 38-49.
Website
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
A picture paints a thousand thoughts
If art imitates life, how can students use it to respond to what’s happening in the world around them? Dr Lyndal O’Gorman says that art can be a powerful tool for students to make sense of complex issues like climate change and sustainability. In this episode, Dr O’Gorman is joined by kindergarten director Dr Amanda McFadden to discuss how teachers can use art to help children and young people explore social and environmental issues.
Interview with
Dr Lyndal O’Gorman & Dr Amanda McFadden
Research
O'Gorman, Lyndal (2019) Promoting children's wellbeing and values learning in risky learning spaces. In Franz, J, Hughes, H, & Willis, J (Eds.) School spaces for student wellbeing and learning: Insights from research and practice:. Springer, Singapore, pp. 39-54.
O'Gorman, Lyndal (2015) Early learning for sustainability through the arts. In Davis, J (Ed.) Young children and the environment: Early education for sustainability [2nd edition]:. Cambridge University Press, Australia, pp. 209-224.
O'Gorman, Lyndal (2014) The arts and education for sustainability: Shaping student teachers' identities towards sustainability. In Davis, J & Elliott, S (Eds.) Research in early childhood education for sustainability: International perspectives and provocations. Routledge, United Kingdom, pp. 266-279.
O'Gorman, Lyndal May (2007) An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland. PhD thesis, Queensland University of Technology.
Artist recommendation
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QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
The friendship factor
We all remember our first childhood friendships. They shape our memories, but they also shaped the way we learn and develop. In this episode, Dr Maryanne Theobald is joined by educator Megan Laraghy to unpack the power of friendship. They discuss how friendships influence children’s development and share strategies educators can use to help foster positive connections.
Interview with
Dr Maryanne Theobald & Megan Laraghy
Connect with Dr Theobald on LinkedIn or Research Gate
Connect with Megan on Research Gate or Academia
Research
Theobald, Maryanne Agnes, Busch, Gillian, & Laraghy, Megan (2019) Children’s views and strategies for making friends in linguistically diverse English medium instruction settings. In Liyanage, Indika & Walker, Tony (Eds.) Mulitlingual Education Yearbook 2019: Media of Instruction and Multilingual Settings. Springer, Switzerland, pp. 151-174.
Theobald, Maryanne Agnes (Ed.) (2017) Friendship and Peer Culture in Multilingual Settings.Sociological Studies of Children and Youth, 21. Emerald Group Publishing Inc, London.
Theobald, Maryanne & Danby, Susan (2017) Co-producing Cultural Knowledge: Children Telling Tales in the School Playground. In Bateman, Amanda & Church, Amelia (Eds.) Children’s Knowledge-in-interaction: Studies in Conversation Analysis. Springer, Singapore, Republic of Singapore, pp. 111-125.
Theobald, Maryanne Agnes, Bateman, Amanda, Busch, Gillian Roslyn, Laraghy, Megan, & Danby, Susan J. (2017) “I’m your best friend”: Peer interaction and friendship in a multilingual preschool. In Theobald, Maryanne Agnes (Ed.) Friendship and Peer Culture in Multilingual Settings. Emerald Group Publishing Inc, London, pp. 171-196.
Danby, Susan J., Thompson, Cathy, Theobald, Maryanne Agnes, & Thorpe, Karen J. (2012) Children’s strategies for making friends when starting school. Australasian Journal of Early Childhood, 37(2), pp. 63-71.
Theobald, Maryanne, Danby, Susan, Thompson, Catherine, & Thorpe, Karen (2014) Friendships in the early years. In Garvis, Susanne & Pendergast, Donna (Eds.) Health and Wellbeing in the Early Years. Cambridge University Press, pp. 115-132.
McLeod, Sharynne, Verdon, Sarah, & Theobald, Maryanne Agnes (2015) Becoming bilingual: Children’s insights about making friends in bilingual settings. International Journal of Early Childhood, 47(3), pp. 385-402.
Book recommendation
Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids by Carol McCloud
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
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Season 1
Welcome to QUT Teacher Podclass
Teacher Podclass is a fascinating seven-part interview series hosted by Madonna King. In this trailer we’ve condensed hours of chats down to a couple of minutes so you can get a quick overview of the topics and a sense of just how Teacher Podclass could have a positive impact on the lives of everyone who is passionate about teaching.
Taking leadership in your stride
Principals aren’t the only leaders in our schools. Teachers have the communication and collaboration skills that are the foundation of effective leadership. Our students can be leaders too, and their ability to listen, to solve problems within a group and empathise with others can be encouraged at a very young age. Listen as Associate Professor Sue Irvine explains just what it means to be a leader, and how we can all embrace leadership roles with confidence.
Interview with
Associate Professor Sue Irvine
Book recommendation
Jumping ship by Michael Trail. Making visible the impact of strategic and ethical leadership in all contexts, in particular, education and not for-profit social ventures.
Recent research
Professionalism, paperwork and pedagogy: Identifying leadership strategies that enable professional practice in long day care. Funded by the Department of Education, Education Horizon Grant Scheme (2017 – 2018).
Free webinar
Early Childhood Australia Learning Hub
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Thinking outside the classroom
Dr Bronwyn Ewing loves maths, but she knows not everybody feels the same way. That’s why she’s devoted herself to encouraging positive engagement with maths through contextualised learning. Hear how using everything from turtle eggs to cemetery headstones can give maths a real-world context and get students of all ages engaged and participating in learning.
Interview with
Connect with Dr Ewing through Twitter and LinkedIn.
Big ideas in this episode
Visualise: The importance of visualising for the brain and learning. Our brains want to think visually about mathematics so we need to provide contexts and opportunities for learners to visually think and represent their mathematics ideas.
Contexts —the curriculum beyond the classroom: Opening up contexts for maths learners provides opportunities for them see mathematical ideas in different ways and invites students to see maths differently, explore ideas and ask their own questions.
Investigate: provide learning opportunities that are low floor high-ceiling tasks that provide the best conditions for engaging all students and whatever knowledge and experiences they bring to the classroom context.
Talks: Amazing things happen when students make sense of their maths learning in their own ways and provide convincing arguments and build on the ideas of their peers and the teacher. Talking about maths can excite learners as they dig deeper into why mathematical processes work.
References
Ewing, Bronwyn F. (2010) YuMi Deadly Maths: Diagnostic Assessment Measurement: Prep to Year 6. Tagai Maths for Employment: Interview Diagnostic Assessment Prep to Year 6.
Boaler, J. (2016). Mathematics mindsets: Unleashing students’ potential through creative maths, inspiring messages and innovative teaching. Jossey-Bass: San Francisco.
Humphreys C., & Parker R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, Grades 3-10. Stenhouse Publishers: United States of America.
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Honouring your health and wellbeing
Teachers are often so dedicated to helping others, they can fail to recognise that their own wellbeing is at risk. In this podcast Dr Rebecca Spooner-Lane points out some of the early signs of burnout. She also talks about simple steps teachers can take to look after themselves.
Interview with
Connect with Dr Spooner-Lane through Twitter and LinkedIn.
About potential stresses
Research has shown that there are clear and particular signs of stress or teacher burnout. It’s how you deal with them that matters. Rebecca Spooner-Lane’s research nominates these:
- Irritability with students
- Avoiding responsibility
- Working harder and getting less done
- Feeling discouraged or indifferent
- Decreased interest in teaching
- Showing resistance to change
- Feeling a sense of failure
- Avoiding discussions
- Postponing meetings
- Higher than normal absenteeism
- Inability to concentrate
More professional learning
The beginning teacher’s field guide: embarking on your first year by Tina Boogren (2018).
The teacher's ultimate stress mastery guide: 77 Proven Prescriptions to Build Your Resilience by Jack Singer (2012).
Podcast: Teacher Well-being with Ellen Ronalds Keene.
BRITE (Building Resilience in Teacher Education) Program: www.brite.edu.au
Self-care for Teachers by Ellen Rolands Keene: www.selfcareforteachers.com.au
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Who’s your classroom buddy?
Dr Rebecca Spooner-Lane discusses why having a mentor can be an effective way to boost wellbeing. Rebecca talks about her own experience with mentors, good and not so good. Plus, she gives us tips on how to find the mentor that’s right for you.
Interview with
Connect with Dr Spooner-Lane through Twitter and LinkedIn.
Mentoring Beginning Teachers
Find out more about QUT's Mentoring Beginning Teachers workshop.
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Dear guidance counsellor
Where should teachers go to for career support and guidance? Professor Donna King believes there are lots of avenues to pursue, including talking to a guidance counsellor. Donna is also a big believer in the value of planning. Listen to her own journey from straight-A student to teaching and on to a special role at QUT where she now leads the people inspiring our future teachers.
Interview with
Connect with Professor King through LinkedIn.
Top five tips for goal setting
- Write down your goals: 3 month, 6 month, 12 month, 3 years, 5 years
- Research and seek information about an interest/ new direction from someone you admire
- Talk to your manager about your career goals and set clear steps towards achieving them
- Review how you are going each month and revise the goals
- It’s OK to change your mind and direction. Opportunities will appear that take you down new paths.
Book recommendation
Teacher Effectiveness Training by Thomas Gordon
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Is inspiration just a tweet away?
Teachers love finding fresh ideas to bring into the classroom. But where should they look for them? Dr Kay Oddone says you can unearth gems of inspiration from the other side of the planet. You just need to know how to get the best out of social media. Listen to Kay as she explains the value of a Professional Learning Network (PLN) and talks you through how to create one of your own.
Interview with
Connect with Dr Oddone through Twitter and LinkedIn.
Kay's non-fiction picks
- 21 Lessons for the 21st Century by Yuval Noah Harari
- Steal like an artist by Austin Kleon
A book for teachers
The Innovators’ Mindset by George Couros
Developing a PLN
A practical guide to setting up your own Professional Learning Network - www.linkinglearning.com.au/develop-your-pln
Blogs and blogging
How to create your own space online - www.linkinglearning.com.au/blogs-and-blogging
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
Start the day with a song
If self-regulation skills are the foundation of effective learning, how do we build them? Dr Kate Williams believes the answer can be found in music. In this episode she explains how dancing, singing and playing musical instruments at the start of a school day can get young minds in tune with the first lesson. Don’t have any instruments? Don’t worry. Kate believes clapping, chanting and drumming with pencils can do wonders.
Interview with
Connect with Dr Williams through Twitter, LinkedIn or visit her website.
Concrete Steps to help children self-regulate
- Body Percussion
Use music and simple body percussion as a learning warm up at the start of the day. - Learning Goals
Focussed on self-regulation – focussing on organisation. - Using language around Self-Regulation
Giving children the language to describe their emotions and giving children the strategies, they can use when anxious or frustrated.
Learn more
QUT offers professional development and postgraduate study opportunities to help you take your teaching to the next level.
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