Second Year of Professional Development for QuickSmart Co-ordinators and Instructors: Advanced Skills Training for QuickSmart Literacy

This series of three, one-day workshops represents the second year of QuickSmart professional development. The focus of the series is on the development of deeper skills and understanding of some of the key ideas/concepts from Year 1, in order to (i) further enhance student learning, (ii) place the instructor/student interactions on a more evidence-supported basis; and (iii) position QuickSmart instruction in an even stronger context linked to current advances in learning and teaching. An outline of the Literacy Second Year is provided below.

Each of the three workshops will be delivered at a location central to the participating schools’ locations. The sessions will be a mix of presenter-led information sharing, and participant-led discussion and feedback sessions.

Participants who complete Year 2 training will receive a certificate of recognition from SiMERR at UNE. All teachers who are accredited at the level of Professional Competence with NSWIT will be credited with 18 hours’ of Institute-endorsed Professional Development.


Outline of the Second Year of QuickSmart Literacy Workshops

Workshop 4 Workshop 5 Workshop 6

Key ideas: brain science, big ideas, comprehension, mindsets of learning.

Big ideas behind QuickSmart: deliberate practice, working memory, automaticity and feedback: Link lesson components directly into research into the big ideas.

The science of learning as applies to QuickSmart Literacy

Intelligent behaviours / Learnable behaviours: Consider the concept of intelligent behaviours and whether they can be taught.

Further work in word study and comprehension

Developing texts for QuickSmart: Develop your own QuickSmart texts, and through this, organise well-sequenced learning activities within each lesson component, which link back to your own teaching programs.

Key ideas: lesson components in depth, diversity, developing QuickSmart texts

Literacy Reports for your school: what does it all mean?

Diversity: Discuss what adjustments can and need to be made for diverse learners, including indigenous students.

Maximising impact of learning in your school: Reflect on how to apply knowledge of effective teaching strategies to support student learning.

Further work on developing texts in QuickSmart.

What do researchers say about students in the learning process – student behaviours

Key ideas: teaching standards, quality practice, effective teaching strategies

Teaching standards in QuickSmart lessons – the impact of teaching on students

Evaluating QuickSmart in your school: Discuss the role of feedback to improve the effectiveness of teaching, drawing on the work of Hattie and others.

Personal evaluations of teaching : Contemplate what constitutes quality practice by developing a rubric of quality QuickSmart practice, and consider how the rubric may be used to enhance your own practice.

Further comprehension ideas