Research to Practice workshops
Research to Practice workshop packages provide 1-hour of professional learning delivered by your schools’ own presenter.
Each workshop outlines one Australian research study and guides participants to put the research in context through planning, discussion, collaborative note-taking and other workshop activities. Workshops are based on research published in the last 8 years.
Research has an important role in supporting educators to work with feedback. All Research to Practice workshops guide participants through a structure for meshing research with feedback.
Workshops are emailed to schools and arrive complete with a Powerpoint presentation and notes for participants. The participant notes include an outline of the research and guidelines on activities.
Workshops enable several presentation options. Presenters may deliver the whole workshop, including the workshop activities, in one hour. Alternatively, participants may read about the research paper prior to a formal workshop that focuses on the activities. Inversely, participants may do some of the workshop activities in their own time, after presentation of the research findings. All presentation options suit participants spending at least one hour with the presenter and colleagues.
Research to Practice workshops contribute to the requirements for maintenance of Proficient registration in all Australian states and territories, by relating to one or more Standard Descriptors at the Proficient career stage of the Australian Professional Standards for Teachers.
As well, educators who present a workshop in their own school and then guide the development of the research ideas in their own context, will find this work valuable for achieving national certification at Highly Accomplished and Lead.
Research to Practice workshops are easy to present because the participant notes fully explain the professional learning, and each page includes an image of the corresponding Powerpoint slide.
List of Research to Practice workshops
1. Well-being: opinions from primary and secondary students.
2. How teachers are collecting their own data to inform teaching and personalise learning.
3. Differentiated instruction in a secondary school.
4. Secondary students’ perspectives on effective classroom management.