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Ignite the Spark, Fuel the Fire: Innovative differentiation
Fri. 17 February 2017, 8:45 am – 3:45 pm AEDT
Ignite the Spark, Fuel the Fire: Innovative Differentiation is another exciting partnership between UNSW Australia and the NSW Department of Education, building on the very successful Leading Differentiation conference in February 2016. The Ignite the Spark, Fuel the Fire: Innovative differentiation conference, now fourth in the series, will focus on innovative ideas and programs to differentiate the curriculum, in the context of the classroom, whole school and community of schools, as required by the NSW syllabuses for the Australian Curriculum. These innovations may include, but are not limited to: innovators/leaders/change agents, using ICTs to enhance teaching or learning, innovative school or community resources or programs, innovative assessments or strategies to support all students’ learning, so presentations will be inclusive of students with giftedness, special needs, ATSI, socio-cultural backgrounds, EAL or others.
This two day conference will continue to showcase innovative, quality examples and strategies for differentiated teaching, to empower teachers to cater for the diversity of all their students. Workshops and presentations will include sharing by experts and researchers, primary and secondary schools and NSW Department of Education Advisors, making this conference an essential, BOSTES-registered professional development experience on which to build classroom practice.
Associate Professor Brian Housand, East Carolina University
Professor Shirley Alexander, University of Technology
Simon McIntyre, UNSW Art & Design
Completing these workshops will contribute 12 hours of QTC Registered PD addressing Standards 1.5.4, 3.3.4, 4.1.4, 6.3.4 for teachers towards maintaining Lead Teacher Accreditation in NSW. Proficient and Highly Accomplished teachers are welcome to attend this course, and will receive validation for the Course inclusive of QTC Registered professional development hours and Standard Descriptors.