Please note that in accordance with current health advice practices the Successful Learning Conference will be delivered as an online virtual conference in 2021. Zoom access details will be made available upon registration.
In 2021, we will be focusing on implementation of educational practices that are inclusive of students with a range of educational, social and emotional needs. The conference will engage with research outcomes that examine and demonstrate education practices that can be used with fidelity, and professional wisdom, across differing curriculum areas, and year levels. Specific focus will be given to literacy and numeracy, communication and social competence, Aboriginal and Indigenous education, assessment and decision-making, behaviour and social skills, technology, students’ mental health and trauma-informed practice
Presentations and workshops will be given by teachers, consultants, community-based personnel and academics, from metropolitan and rural locations in NSW, interstate and overseas.
Associate Professor Sarah R. Powell
Department of Special Education
College of Education, The University of Texas
In this keynote, we discuss and illustrate five essential and evidence-based components of intensive, small-group mathematics intervention for children aged 5–14 years. First, we discuss how to use modelling and practice to help students understand important mathematics concepts and procedures. We review questioning and feedback within explicit instruction. Second, we focus on the use of mathematical language within explicit instruction and why it is necessary to scaffold students’ learning of formal mathematical language. Third, we highlight the use of multiple representations to help students understand the meaning of mathematics, reviewing concrete, hands-on tools, as well as visual and virtual manipulatives. Fourth, we focus on building fluency in computations, and the importance of building procedural fluency. As part of this section, we will discuss brief fluency activities to use within interventions. Fifth, we describe effective word-problem solving strategies that can be incorporated in all mathematics interventions. Together, these five essential components form the foundation for an effective intervention platform in mathematics.
Sarah R. Powell is an associate professor in the Department of Special Education at the University of Texas at Austin. Dr Powell’s research and teaching interests focus on developing and implementing interventions for students experiencing mathematics difficulty. She currently works on grant-funded projects from the Institute of Education Sciences, National Science Foundation, Texas Education Agency, Office of Special Education Programs, and the TLL Temple Foundation. In 2019, Dr Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE). She has worked with educators in over 30 states in the US – as well as in Canada, England, Iceland, and Oman – to improve mathematics outcomes for students.
A list of confirmed conference speakers and topics will be added here after all proposals have been considered. Please check back for updates.
Associate Professor Shiralee Poed
School of Early Childhood and Inclusive Education
Faculty of CI, Education & Social Justice
Queensland University of Technology
High levels of occupational stress continue to be reported by Australian school personnel. Increased role demands and accountability measures are frequently cited as attributing to this stress. An understanding of Multi-Tiered Systems of Supports can assist in working out ways to cope with the barrage of competing initiatives faced by schools. In this session we will explore how, at the classroom, school, and system level, Multi-Tiered Systems of Support can be adopted as a framework for reform. Whether you are a policy advisor, a school principal, or a classroom teacher, practical strategies informed by research will be outlined to help you cope with the daily demands of your role that enable your primary focus to remain on students and their learning.
Dr Shiralee Poed is an Associate Professor at the Queensland University of Technology. She is also the chair of the Association for Positive Behaviour Support Australia. Her career spans over 30 years and includes working as a teacher and leader in state, Catholic and independent primary, secondary and special schools in Queensland and New South Wales. Shiralee commenced her academic career at Griffith University in Queensland, later relocating to Victoria in 2011 to work at the University of Melbourne.
During 2014 and 2015, Shiralee was seconded to the Victorian Department of Education and Training to lead the implementation of School-Wide Positive Behaviour Support or as known in NSW, Positive Behaviour for Learning. She commenced her new role at QUT in 2020. Her research interests include disability discrimination in education, reducing the use of restrictive interventions, and implementing PBIS and Multi-Tiered Systems of Support with fidelity. To learn more about Shiralee’s work, please visit her Queensland University of Technology staff page here or follow on Facebook or Twitter using the handle @drpoed.
Workshop presentation proposal details will be available for download shortly.
Participants may attend the conference (PDF, 594KB) or masterclass (PDF, 372KB) as stand-alone events or as part of the Educational Studies (Learning Support) Program, which includes five additional workshops held on Thursday evenings (4.30pm to 7.30pm) in July, August and September. Register to attend the conference by clicking on the links below:
|Conference (Monday 21 June)||$297|
|Masterclass with Sarah Powell (Tuesday 22 June)||$297|
|Conference + Masterclass (Monday 21 & Tuesday 22 June)
|Educational Studies (Learning Support) Program
Fee includes conference + masterclass + five late afternoon/evening workshops
|Successful Learning Conference Action Research Project
Fee includes conference + masterclass + 4 one-hour guided workshops
Fees and registration (per person/GST inclusive)