STAVCON 2015 Registration Information

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SESSION C Friday 27 November: 2.00pm – 3.00pm This workshop will consider ways to use this activity for students to develop graphing, analysis and reporting skills. Oh… and we have some Kens too. Curriculum: Physics C13 Useful Classroom Resources from The Skeptics Ken Greatorex, Australian Skeptics - Victoria Branch Suitability: All The Australian Skeptics would like to offer a range of information and activities to assist you with your classroom preparation. Curriculum: General C14 Teaching Science in the Digital Age Rhianna Higgins & Sarah Hill, Lowther Hall Anglican Grammar School Suitability: Years 7 - 10 This presentation will highlight how technology can be used to change the nature of student interaction with Science content. See how technology has changed traditional approaches such as a written practical report into an interactive digital format. Explore how iTunes U courses can be used to present differentiated multimodal content and how the introduction of digital workbooks has changed and created how students submit work. Simple strategies for creating more autonomous and active learners will be explored. This presentation is suitable for teachers ready to reimagine their Science courses. Curriculum: Learning Technologies/General Repeat of B14 C15 The trouble with textbooks Narelle Wood, Oxford University Press Suitability: Years 7 - 10 The textbook is the old faithful of any science classroom, yet often they are an under-utilized resource. But why? Explanations can be too long, complex language makes information too difficult for students to access or the layout is just plain confusing. We have a solution – in fact we have two! The new Oxford University Press Science textbooks ‘Oxford Science’ and ‘Amazing 16 Science’ have been developed to help you invigorate your classes and address differentiated learning needs. This workshop explores how to get the most from these new textbooks and how to use them in your classroom in productive ways you have perhaps never thought about. Curriculum: General C16 Mathematica, and Wolfram SystemModeler: Tools Designed to Unlock STEM Potential Craig Bauling, Wolfram Research, Wolfram|Alpha Suitability: Years 5 - 10/VCE Units 1, 2, 3 & 4 Wolfram|Alpha and Wolfram|Alpha Pro have become defacto products that your students are using daily in their Maths, Physical and Social Science classes. Likely, it is on most of the smart phones your students are using today. Being prepared to address the challenges this technology creates and to use this technology as a supporting tool in your teaching is critical. This session will lead you through a deep understanding of the unique educational flow this series of products offers. By attending you will be better prepared to embrace the challenges of STEM preparedness. This presentation will be given in Mathematica (a tool available on EDUSTAR), but no prior knowledge of Mathematica, Wolfram|Alpha, Wolfram|Alpha Pro, nor Wolfram SystemModeler is needed. Curriculum: All VCE/Environmental Science/ Learning Technologies/Earth & Space Sciences/General Repeated in D16 C17 Practical uses of the Atlas of Living Australia for the classroom Ross Parkes, CSIRO Suitability: All The Atlas of Living Australia is Australia’s largest repository of data on animals, plants, fungi and microorganisms. Founded on collections from Australia’s museums and herbaria, universities, government departments and citizen scientists, the ALA provides free online access to this valuable biodiversity data. Its mapping and analysis tools allow exploration and analysis of information. This workshop will demonstrate a number of practical and relevant ways to use the ALA in classrooms and how the activities link in with the Australian Curriculum over all year levels, as well as how to contribute as a citizen scientist. Curriculum: Biology/Environmental Science C18 The Hidden Forest: Embodied Learning through drama techniques for exploring Environmental Science Helen Sandercoe, Freelance Drama Teacher Suitability: Years 6 - 9 This workshop focuses on exploring the kelp forests of Southern Australia through drama. This approach is designed to show how drama can be seamlessly integrated into a study of an environmental science topic. This work is based on the premise that when you embody learning physically, emotionally and imaginatively, it is a lasting learning. ‘It is because drama is felt that that it is so effective, that this promotes ‘the deepest kind of change that can take place…at the level of subjective meaning. It allows exploration and problem solving in safe, supported and motivated situations where children (students) are more likely to take risks and ‘have a go’ without the threat of reallife consequences.’ (Julie Martello) Curriculum: Environmental Science/Earth Science C19 Designing curriculum backwards available resources Neil Champion, Buckley Park Secondary College; Eleanor Gregory, Cengage Learning Suitability: 7-10 Science If you start at the end, then you will always know where you will end up. This not only applies to reading a novel, but to designing classroom units of work or the curriculum at your school. In 2000, Wiggins and McTighe first put forward their ‘backwards by design’ ideas after many years of classroom teaching. They found that by giving their curriculum
SESSION C Friday 27 November: 2.00pm – 3.00pm relevance and purpose, student engagement improved dramatically. This session will go through the reasons why this type of curriculum design works, the process to be undertaken to design your curriculum backwards and show examples of where it has been successfully implemented. Curriculum: General Science C20 Do Cyborgs Really Exist? Integrating Cybernetics studies into the Science Curriculum Jacqueline Lupton & Robyn Douglas, Penleigh & Essendon Grammar School Suitability: All Building on STEM knowledge and skills developed in earlier years, Year 10 Science students at PEGS are examining a broad range of principles relevant to the fields of robotics and cybernetics. In this session, the presenters will share their experiences of the classroom, as their students seek to answer the essential questions: What will humans of the future look like, and what will be the impact of cybernetics on biodiversity? To what extent is it possible to incorporate robotic and computer technologies into our bodies? Can we 3D print prosthetic limbs? What is AI? Is direct brain to brain communication possible? And do Cyborgs really exist? Ideas around curriculum design, resourcing and teacher professional learning programs will also be discussed. Curriculum: General C21 Geekology Dianne Wilkinson, Box Hill High School, Geekology Suitability – Years 5 – 10 Geekology is the art of delivering science concepts to a spectrum of animated hominids. After seventeen years of selling science to SEALs, this lecture will be a thick soup of ideas on how to impress, challenge, inspire and assess students by creating an environment of enthusiastic exploration. Discover out how students use the periodic table of elephants to analyse Mogicide. See how they classify pet rocks and perform intricate sock dissections. Find out how to scaffold weaker students with sustainable textured learning and how to manage free range practical activities with fifty shades of play. Meet and greet Posterama - the new improved Poster task with added pizzazz. Both Asperger aspirants and low rest-mass achievers respond to humour, activity and strangeness. So, confront your AusVELs straight jacket, challenge your stale NAPLAN data and liberate your Inner Nerd with fresh ideas. In a true science class no one can hear you scream. (In addition this session comes with a free 2D autographed CD for the first fifteen applicants.) Curriculum – Chemistry/Physics/Biology/ General Repeat of B21 17
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STAVCON 2015 Registration Information

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