itc Workshops


Good teachers use tried and tested instructional techniques. They hone their craft through professional development, try new pedagogical methods, reflect carefully on their teaching and seek to improve through lesson observations and feedback.

This is our area of expertise.

itc publications has delivered hundreds of workshops to schools, reaching thousands of teachers over the past 14 years. 

View the schools where itc has recently delivered workshops. 

Many of our professional development workshops and consulting services are accredited by the NSW Education Standards Authority (NESA). 

All schools have access to our latest digital resource, thinkdrive, during our workshops. 

Our School Workshops

  • FREE Introductory workshop to thinkdrive - 40-60 minutes. 

  • NEW - Queensland Senior Assessment System Workshop - be cognitive verb ready! 

  • Explicit Instruction - scaffolding for success

  • Cooperative Learning – the power of peers

  • Lesson Observations and Feedback

  • Differentiated Instruction – catering for all

  • Critical Thinking – making better decisions

  • Creative Thinking – unleashing your students’ creative talents

  • Explicit Teaching and Assessment – how to design for success

  • Broad Brush Unit Planning - how to design challenging units of work

  • Lesson Planning - 1:1 joint lesson planning and team teaching
     

Phone us today and speak with one of our consultants on (07) 3890 4068 to see if we can assist you and your school.

 

 

 

 


 

Timing:

Small groups: 90 minutes (1 x Topic only)
Large: groups: Full day

Overview

Broad Brush Unit Planning (BBUP) is a Backward Mapping model for planning units of work, which begins with the summative and formative assessment tasks and works backwards to plan learning experiences for students to undertake that task.

This highly practical and hands-on workshop follows-on from the itc Critical & Creative Thinking workshop, as it emphasises the incorporation of the Thinking Skills Framework and the thinking tools into the un...


Overview:

Co-operative Learning should not be confused with group work. If students are working in an unstructured interaction, then this is group work. Co-operative Learning activities, on the other hand, must have all four of the following elements:
•    Positive Interdependence
•    Individual accountability
•    Monitor the groups
•    Equal Participation

Research verifies that students’ results improve with co-operative learning as opposed to individual learning (Hattie, 2009). With co-operative learning, students have the opportunity to see other perspect...


Overview:

To be truly creative, it is important that students go beyond the obvious. Students must be encouraged to try and develop the unexpected in their work and avoid just recycling old ideas. 

However, some students can limit themselves by feeling that they are ‘not very creative’. Everyone is creative. This workshop will explore the principles of creative thinking in creative writing, creative design and creative problem-solving. 

This workshop is suitable for all year levels and most subject areas.

Note: As most creative thinking in mathematics is focused on extrapolation and forecasting, this workshop will have lim...


Overview

With the introduction of the new QCAA Queensland Certificate of Education system in 2019, the implications for assessment in relation to the accurate use and interpretation of cognitive verbs and in providing quality formative student feedback is significant. 

There are 75 cognitive verbs embedded in the new and redeveloped 2019 Queensland syllabuses. They are not new. Teachers are well acquainted with them, just maybe under different names; task verbs, Common Curriculum Elements (CCEs)or thinking skills

They are used explicitly throughout each and every 2019 syllabus document, and within each ...


Overview

This workshop links assessment, higher-order thinking and a thinking skills framework into an Explicit Instruction process. The design of any assessment piece begins with a task verb, such as ‘explain’, ‘design’, or ‘compare’. The selection of the right verb is crucial as it defines the assessment task, determines how a student will organise their thoughts and research and influences the language they will use. 

This workshop will focus on a number of thinking tools linked to the various task verbs and offers a practical thinking skills framework for use in the classroom. This workshop emphasises the need for explicit teaching and th...


Overview

How often are there visits to classrooms to observe the teaching and learning occurring at your school? Does everyone feel comfortable with classroom visits? Are these visits and observations linked to targeted Professional Development?

Lesson Observations are a powerful way to improve teaching and learning through gathering objective classroom data with effective feedback. It involves visiting classrooms for 40 – 60 minutes and observing students, their learning and their work. It should be a non-threatening and non-evaluative process, aimed at improving the teaching and learning in your school.

The purpose of Lesson Obser...


Overview

Explicit assessment items are clear, provide students with a clear sense of direction from the outset and eliminate any potential confusion.

The design of any assessment instrument begins with a task verb, such as ‘explain’, ‘design’, or ‘compare’. The selection of the correct verb is crucial as it defines the task, determines how a student will organise their thoughts and research and influences the language they will use.

This workshop will focus on reviewing and re-designing an existing assessment instrument, ensuring appropriate thinking tools are linked to the various task verbs. A practical thinking skills framework for assessm...


Overview

Differentiated Instruction (DI) occurs when we make adjustments to our lessons to cater for the different learners in our classrooms.

There are four opportunities for differentiated lessons:

  • Activity - designing higher-order thinking/challenging questions and tasks
  • Process - scaffolding tasks with the appropriate thinking tools and language to ensure that all learners can experience some success
  • Cooperative learning - using cooperative learning tools, which allow for peer tuition and caters for the different learning styles of students