on demand

WHAT IS ON DEMAND?

Video on demand (VOD) is a system which allows users to select and watch/listen to video content whenever they choose, 
rather than at a scheduled broadcast time. 

We record all our live presentations and then make them available for you to access in our Our ON DEMAND system.

The ON DEMAND catalogue allows you to access Professional Development sessions with past presenters at a time of your choosing whilst also obtaining certificates of completion for your VIT Registration Requirements.

Please Note: Due to the restrictions of the Adobe Connect System, On Demand courses can only be accessed from a laptop or a desktop computer. Mobile devices cannot play Adobe Connect recordings.

 

The 2019 suite of courses offered as a part of the CRTPD Program were recorded and made available for participants to access as On Demand courses. The majority of the courses will be made available in your learning portal for 24 months after their date of publish before they are removed from the system

The Collection of 60 Minute Webinars:

Explore the the framework designed for improving student outcomes in the classroom. This session will give participants an overview of the four components of this model.

  • Part 1 – A pre-recorded video which you will be required to watch BEFORE the published webinar date.

    In this introductory session we will explore different digital technology tools that are used in contemporary classrooms. This will include an introduction to the concepts of webinars, on-demand courses, and the CRTPD.com website. You will be introduced to some of the basic tools that you can access.  

                            CLICK ON THIS LINK TO ACCESS THE PRE-RECOREDED VIDEO FOR PART 1

  • Part 2 – A live webinar with the presenter.

    This live webinar will be a Q&A session where you can ask specific questions about the material covered. The presenter will work to provide answers to these questions during the session. The presenter will also explore some additional tools in the live session which can help you in your classrooms or your own professional development learning. 

Purposeful routines for students and identifying clear transitions between each step in the lesson.

This session will provide techniques and strategies that can be used in the classroom to maximise learning for students with ASD.

This course goes back to the basics of behaviour management, examining the role that content, teaching and learning strategies and relationships play in creating a positive learning environment.

CRTs are often asked to teach at short notice, and often the regular teacher hasn’t left a lesson plan. This course explores creating learning intentions quickly that link in with what the students are learning. Learn the ways you can quickly assess student needs and communicate the learning intentions to the students.

The Practice Principles for Excellence in Teaching and Learning are nine new principles that provide you with a starting point to analyse professional practice. This session is designed to help you become familiar with the principles and to explore how they can support you to create a positive climate for learning. CRTs who choose this session should also consider registering for the session titled, The Practice Principles – excellence in teaching and learning.

This will be a general knowledge session that covers basic information about aboriginal knowledge and approaches to learning.

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High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the focus is on lifting the performance of all students by helping them to understand their own learning processes, and on differentiation approaches that you use as a teacher to better meet the learning needs of students.

This course looks at the way a teacher can use their presence and voice to engage students more thoroughly. It asks participants to examine their posture, demeanour and use of voice and how these could be adjusted for different circumstances.

Understanding the content of an individual education plan is an important skill for a CRT. In this session the presenter will explore the general composition of an individual education plan and some key techniques for following the plan for each student.

The Practice Principles for Excellence in Teaching and Learning are nine principles which provide a starting point to analyse professional practice. This session will investigate how the Practice Principles can create a starting point for the implementation of this model into your teaching practice. CRTs who choose this session should also consider registering for the session titled, The Practice Principles – a positive climate for learning. If after the live date the session can be completed from the on-demand catalogue.

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This session will focus on identifying factors that might indicate a student has dyslexia. The session will outline the steps that you can implement as a CRT to assist students with dyslexia in your classrooms

This workshop explores the characteristics of resilience and how these might be expressed by secondary students. The creation of safe spaces as well as techniques and strategies for enhancement of resilience skills will be explored.

In this session the presenter will outline the meaning of STEM and approaches that she has used to implement a STEM curriculum in her classrooms.

Using games in the classroom is now accepted as a strategy to enhance student learning. Games can make learning fun and engaging and help consolidate learning. There are challenges in implementing game based learning. This session will explore the benefits of game based approaches in a secondary Maths classroom and strategies to overcome some of the challenges.

In this session you will be encouraged to to understand and enhance your own understanding of Mathematics. The session is designed to show you examples of how simple Mathematics formulas are being taught in contemporary primary classrooms.

Classrooms have different set up and connection methods to get digital technology functioning. You might be using, or want to use, bluetooth speakers, projectors, televisions, smart boards, chrome cast or Apple TV. This session will provide some basic information about technology, and some step by step instructions, that will assist you in incorporating digital technology into your teaching.

This session explores the VIT’s Victorian Teaching Profession Code of Conduct and how it applies to CRTs in their workplace. Themes explored will be best practice regarding professional conduct, personal conduct and professional competence.

This session aims to support you to understand the protocols that influence curriculum and teaching and learning approaches for Koorie education in Victorian primary and secondary schools.

In this session you will be encouraged to to understand and enhance your own understanding of Mathematics. The session is designed to show you examples of how simple Mathematics formulas are being taught in contemporary secondary classrooms.

This session outlines strategies to manage challenging behaviour in the heat of the moment. The presenter will explain how to progress through a difficult behavioural scenario using calm and assertive dialogue instead of anxious and aggressive responses. The presenter will also explore the foundations that can be created in a classroom to minimise the likelihood of a serious incident.

This is a broad role involving students, parents and colleagues. The expectations may range from counsellor to crowd control to miracle worker.  This session will be run by a student welfare coordinator and shall discuss how the role fits into school and how CRT’s can connect.

The Pedagogical Model developed by the Department of Education and Training describes what effective teachers do in the classroom to engage students in intellectually challenging work. The model has five domains, Engage, Explore, Explain, Elaborate and Evaluate which are linked to the Practice Principles and HITS. In this session the model, and these domains, will be investigated.

This session will include information on the requirements of gaining full registration; strategies for completing these requirements as a CRT; the inquiry-based process for collecting evidence of practice and how CRTs can develop an appropriate inquiry question in their context; examples of how CRTs can collect evidence of practice; and accessing resources for completing the process to move to (full) registration.

High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the presenter will investigate explicit teaching and the use of worked examples, and how they enhance student learning.

Education support staff members may hold valuable informaition about the learning program, and insights into the needs of individual students, in a classroom. For CRTs it can be helpful to quickly establish communication with education support staff. In this session the presenter will outline some strategies for creating a rapport with education support staff. 

This session focuses on techniques that a teacher, working as a CRT, can use to support the development of reading skills among primary age students.

High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. This session focuses on using questioning and feedback, and how they can be used to redirect and refocus students to the possibilities in the learning task.

How do you go about setting up classroom expectations? What does the Victorian DET’s School-Wide Positive Behaviour Support (SWPBS) suggest to assist teachers to improve social behaviour and academic outcomes? This session explores aspects of classroom practice such as expectations, non-negotiables, ownership, feedback and much more.

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Most classrooms have students who experience is of English as an Additional Language or Dialect (EAL/D). This session will investigate teaching activities that have been successful for EAL/D students in both primary and secondary schools.

Engaging students in literacy and numeracy activities can be challenging. While some students may be switched on for some activities it is a challenge to keep everyone motivated while still covering everything that is required in the curriculum. Explore how games are an excellent way of making learning interesting and engaging.

This session focuses on a much overlooked, overworked and misunderstood teaching resource, your voice. Understand the mechanics of your voice, learn about caring and warming up your vocal cords and know the warning signs of vocal damage. We’ll also look at tips for softening your environment to reduce the strain on your voice. The session includes practical exercises for you to try. 

The Child Safe Standards have been updated. This session will take participants through what is expected of teachers, the new Reportable Conduct Scheme, the VIT power of interim suspension and the resources available from the Victorian DET.

High Impact Teaching Strategies (HITS) are ten instructional practices that reliably increase student learning. This is one of five sessions designed to support your understanding of HITS and help you to incorporate these practices into your teaching. In this session the presenter will explore the impact of collaborative learning and multiple exposures on student enagement.

This will be a general knowledge session that covers basic information about gender and the sexual orientation of students as it might manifest across the age range of school students.

This is an introductory session for those unsure of the current thinking about restorative practice; a theory that has been evolving for many years in education. The course will break down the practice for participants and present ways to implement it in the classroom.

Forming and voicing ideas can be difficult, particularly for children who are unsure of how to communicate effectively or have yet to develop the vocabulary needed to articulate their ideas. In this session the presenter will explore ideas for promoting student voice in the primary classroom.

This workshop explores the characteristics of resilience and how these might be expressed by primary students. The creation of safe spaces as well as techniques and strategies for enhancement of resilience skills will be explored.

This session outlines what you will need to do if VIT audits your registration.  VIT randomly selects teachers for auditing after their renewal each year, and throughout the year for teachers moving to (full) registration. Understanding your registration requirements and what is involved in an audit will help you be prepared. 

In this session the presenter will explore the techniques of persuasion and critical thinking. She will outline approaches she uses to develop persuasive writing skills among the students in her classrooms.

Teaching a class that contains one or more gifted students creates many opportunities for teachers to reflect deeply on their practice. Following basic principles will help ensure the needs of gifted students are catered for effectively. This session will examine pedagogy that is most effective with gifted students, how to ensure the curriculum is relevant for gifted students, and explore strategies to support gifted students with those things that don’t come easily to them.

The Regional Face 2 Face Sessions

In 2019 we offered 10 Regional Face 2 Face sessions around Victoria. These 3.5 hour courses were divided amongst 2 topics and 2 of these sessions were streamed online and recorded so that you can complete them as a part of our On-Demand catalogue.

(Available 25 September)

This course takes a step back to examine why feedback is important, and how the quality and timeliness of feedback affects the students’ opportunity to learn. We’ll look at the why, the when, the nature and quality feedback in this course. In addition, the characteristics of feedback that inhibits student growth will be examined so that we can avoid it in the future.

This course looks at the concept of multiple exposures in detail, explaining its benefits in practice for students in developing long-term memories. What makes it work and what prevents it from working? 

The Comprehensive Programs

The comprehensive programs are 7 hour professional development programs based around a single topic. Each of the 4 courses are are divided into:
 
  • 3 x webinars
  • 3 x discussion forums
  • 5 x learning tasks
All of these elements are enclosed in one On-Demand course and will provide you with a certificate that validates your completion of this 7 hour program towards your VIT Registration.

This course looks at Metacognitive teaching strategies that empower students to think. Students need the skills to understand their own thinking and the processes needed to make conclusions, create new ideas, and to reflect on themselves as learners.

(Available 9 September)

This course focuses on ways to differentiate and setting challenging learning goals for students as a CRT. How can you quickly assess students’ prior knowledge and skill set and quickly process this data to tailor the learning goals for the students in that lesson? This course focuses on quick methods to establish an understanding of the students’ knowledge and ability and how to establish feasible learning goals.

(Available 16 September)

Collaborative learning (small group work) has a measurable effect on students learning outcomes. Research shows that working collaboratively is a required skill for our future learners. This course showcases a few different strategies that establish an atmosphere of cooperation and collaboration in class

(Available 7 October)

Questioning students is a quick way to assess student understanding, and is particularly useful to CRTs who have limited time with a class. This course looks explicitly at the different ways a teacher might use questions to assess student understanding verbally and informally. The manner with which a teacher might accept answers and create an atmosphere of safety and support will also be examined.

The 2018 suite of courses offered as a part of the CRTPD Program were recorded and made available for participants to access as On Demand courses. The majority of the courses will be made available in your learning portal for 24 months after their date of publish before they are removed from the system

The Collection of 60 Minute Webinars:

Incorporating science into the curriculum can make for a more engaging and thought provoking learning experience. This course draws from the explicit teaching focus found in the Victorian DEC’s High Impact Teaching Strategies guide. The presenter will give example demonstrations of ways to effective model science concepts for a primary classroom.

This course goes back to the basics of behaviour management, examining the role that content, teaching and learning strategies and relationships play in creating a conducive, positive learning environment.

The students we teach are increasingly operating fluently in an online space from younger ages. What can we do to promote online safety of our students? This course will look at teachings strategies and resources available to CRTs to use freely.

CRTs are often asked to teach at short notice, and often the regular teacher hasn’t left a lesson plan. This course explores creating learning intentions quickly that link in with what the students are leaning. Learn the ways you can quickly assess student needs and communicate clear learning intentions to the students.

This course outlines the most common types of special needs that we might see in our students in mainstream classrooms. This course is a fundamental course to allow teachers to brush up on knowledge they already have and to redefine their understanding of students’ challenges. This course will also include information about Victorian DET teaching resources, and how to access and use them.

This course looks at the way a teacher can use their presence and voice to engage students more thoroughly. It asks participants to examine their posture, demeanour and use of voice and how these would be adjusted for different circumstances.

This course reviews current Koorie literature, film/TV, poetry and art that could be used to engage students in the cultures, histories and languages of our indigenous peoples. Participants will be invited to brainstorm how to use the texts in their classrooms.

Questioning students is a quick way to assess student understanding, and is particularly useful to CRTs who have limited time with a class. This course looks explicitly at the different ways a teacher might use questions to assess student understanding verbally and informally. The manner with which a teacher might accept answers and create an atmosphere of safety and support will also be examined

Building on the learning in ‘Creating clear learning intentions’, this course focuses on ways to clarify and communicate what success looks like to students. Lesson goals always explain what students need to understand and what they must be able to do. This course looks at ways to help students understand what is required.

This course helps provisionally registered teachers and those mentoring them understand VIT’s process of moving from provisional to (full) registration. This course will include the following information: the requirements of gaining full registration; strategies for completing these requirements as a CRT; the inquiry-based process for collecting evidence of practice and how CRTs can develop an appropriate inquiry question in their context; examples of how CRTs can collect evidence of practice; accessing resources for completing the process to move to (full) registration.

This course focuses on ways to differentiate and setting challenging learning goals for students as a CRT. How can you quickly assess students’ prior knowledge and skillset and quickly process this data to tailor the learning goals for the students in that lesson? This course focuses on quick methods to establish an understanding of the students’ knowledge and ability and how to establish feasible learning goals.

This course looks at the concept of project-based learning, it’s strengths and how to go about establishing this activity in your classroom. This course is designed for participants with a long-term temporary position or are aspiring to that work.

This course looks at ways to approach and engage with the local Aboriginal community in your school’s or class’s activities. This course is designed for participants with a long-term temporary position or are aspiring to that work.

What are the ways to stimulate and challenge students’ ideas through discussions? This course looks at stepping beyond closed, recall questions to prompts that engage students in dialogues to extend and refine their understanding.

A sound lesson structure contributes to effective scaffolding of student learning. This course looks at ways to maximise student achievement by creating transparent, predictable and purposeful routines for students and identifying clear transitions between each step in the lesson.

Students with English as an Additional Language or Dialect (EAL/D) are present in most classes. This course looks at some successful teaching activities that have worked with students in secondary schools.

This course looks at the concept of multiple exposures in detail, explaining the benefits of it in practice for students in developing long-term memories. What makes it work and what prevents it from working? This course assumes that the CRT will be working with students over a prolonged period of time, such as in a temporary position.

How do you go about setting up classroom expectations? What does the Victorian DET’s School-Wide Positive Behaviour Support (SWPBS) suggest to assist teachers to improve social behaviour and academic outcomes? This course looks at aspects of classroom expectations such as non-negotiables, ownership, feedback and much more.

What are some teaching activities and strategies that teachers can use to provide overviews of upcoming lessons/topics, review learning objectives or review the main ideas at the end of a lesson? This course looks at a few practical strategies that will add variety to your practice and assist students maximise on their learning.

This course outlines what you will need to do if VIT audits your registration. VIT randomly selects teachers for auditing after their renewal each year, and throughout the year for teachers moving to (full) registration, understanding your registration requirements and what is involved in an audit will help you be prepared.

This course looks at the ways that questioning techniques can be used to provide timely and effective feedback. It will also examine ways to structure opportunities for students to give feedback to one another.

Fear is often a factor for students when having to speak in public. Students fear is increased if they feel unsure about what they are trying to communicate or lack the vocabulary to adequately articulate their ideas. This course addresses those fears whilst offering helpful tips for students to ensure their speech is well structured and engaging.

Standing up and sharing your work can be daunting at any age. Particularly for children who are unsure of how to communicate effectively or have yet to develop the vocabulary needed to articulate their ideas. This course offers an introduction to public speaking and helpful hints on how to be engaging when addressing an audience.

This course uses showcases specific teaching strategies that scaffold the students’ acquisition of new knowledge and skills by using clear, step-by-step examples suitable to primary school students. This course references Strategies 3 (Explicit Teaching) and 4 (Worked Examples) from the High Impact Teaching Strategies.

This session will look at a number of commonly available and free apps for teachers to use with students. The apps are focussed on enhancing questioning techniques to help the teacher quickly assess student understanding but also to engage students thoroughly in the questioning process.

Often students’ behaviour is in response to factors beyond the classroom, including traumatic experiences. This course explores ways to with students who are experiencing or have experienced trauma.

This course introduces and familiarises participants with the Victorian DET’s Literacy Teaching toolkit. We will unpack what is in the toolkit and prepare to use it in classrooms and assist when planning activities.

‘Differentiation’ is a term commonly used in education, but this course outlines what it means to the Victorian DET via its document High Impact Teaching Strategies. This session is heavily theoretical but it’s a good place to understand that the term means currently in Victorian education and how it might look in practice in our classrooms.

This course backtracks through five decades of authors’ and academics’ input into the discussion of behaviour management. The course will encourage you to put your own integrated model of classroom discipline together.

This course takes a step back to examine why feedback is important, and how the quality and timeliness of feedback affects the students’ opportunity to learn. We’ll look at the why, when and nature and quality feedback in this course. In addition, the characteristics of feedback that inhibits student growth with be examined so that we can avoid it in the future.

Primary age students have wonderful imaginations but trying to get their ideas recorded in coherent ways can be challenging. This course will explores ways of identifying brainstorming strategies to get help students increase thinking and creativity.

This course builds on ’Overview of differentiation as defined in High Impact Teaching Strategies’. The course looks at ways to design formative assessments that allow a teacher to monitor student progress against the initial results and assess student achievement. This means creating formative assessments that provide rich enough data to allow a teacher to make informed, comparison-based judgements on a students’ progress. This course is suitable to teachers with long term temporary roles or aspiring to that work.

Parents who speak and read English as an additional language or dialect themselves often want to support their children at school but are unsure how to do so. This course looks at a project that one teacher has set up to engage students’ parents in a reading club to promote their literacy and model reading English in their homes in front of their children. This course is designed for participants with a long-term temporary position or are aspiring to that work.

Feedback is important for the process of learning and synthesising ideas. Students crave feedback on their work and providing feedback allows us as teachers to direct their learning appropriately. This course offers a variety of informal feedback strategies to try in different circumstances.

Articulating your ideas requires an understanding of the topic as well as a grasp of the language to adequately describe your ideas. Students often have great ideas but struggle to explain them properly because of a lack of general vocabulary or a lack of the specific vocabulary related to the topic their are focusing on. This course will explore activities that both engage and extend students use of vocabulary to improve the quality of their writing.

This course explores The Victorian Teaching Profession Code of Conduct and Code of Ethics, and how it applies to CRTs. Themes explored will be best practice regarding professional conduct, personal conduct and professional competence

The idea of building open-ended tasks means that students can work at different levels and paces on similar learning. It also means that a teacher can quickly see how to group students together based on similar attainment levels and target interventions towards those students to remediate learning difficulties. This course is suitable to teachers with long term temporary roles or aspiring to that work.

This is an introductory course for those unsure of the current thinking about restorative practice, a theory that has been evolving for many years in education. The course will break down the practice for participants and present ways to implement it in the classroom.

The Regional Face 2 Face Sessions

In 2018 we offered 10 Regional Face 2 Face sessions around Victoria. These 3.5 hour courses were divided amongst 2 topics and 2 of these sessions were streamed online and recorded so that you can complete them as a part of our On-Demand catalogue.

Collaborative learning (small group work) has a measurable effect on students learning outcomes. Research shows that working collaboratively is a required skill for our future learners. This course showcases a few different strategies that establish an atmosphere of cooperation and collaboration in class and allows students to actively participate in negotiating roles, responsibilities and outcomes. Participants will discover: • Ways to establish ground rules about how groups operate; • How to assign different roles within groups so that student take responsibility; • The importance of differentiating learning by assigning group content based on student readiness; • Ways to promote interaction by organising students in flexible groups. Participants will have the opportunity to put into practise the techniques and strategies used to get the most out of their students when working collaboratively. This course addresses the Victorian DET’s High Impact Teaching Strategies document, with a specific focus on Strategy 5: Collaborative Learning.

This course looks at metacognitive teaching strategies that empower students to think. It is an insight into the theory and how it might be translated into day to day classroom practice. Students need the skills to understand their own thinking and the processes needed to make conclusions, create new ideas, and to reflect on themselves as learners. These are all skills needed to exist as a 21st century learner. Participants will explore ways of: Providing students with specific strategies to set goals, and monitor and evaluate their learning progress; Assisting students to identify and use strategies that support them to achieve learning goals; Allowing students to share ideas and thoughts in safe and risk free environments. Participants will have the opportunity to share their ideas and experiences during the session, with the focus being on working on their own specialities and enhancing their own practice. This course addresses the Victorian DET’s High Impact Teaching Strategies document, with a specific focus on Strategy 9: Metacognitive Strategies.

NUMEROUS TITLES AVAILABLE FOR YOU TO ACCESS AT YOUR OWN SPEED AND CONVENIENCE.