LOVE TO LEARN
supporting sustainable action and long-term learning engagement in young people
with Dr Helen Street
Brisbane BCEC 7/8/9 June 2023
Sydney SMC (new dates) 25/26/27 Oct 2023
Melbourne MCEC 8/9/10 Nov 2023
Perth Fremantle Rydges Hotel 22/23/24 Nov 2023
One of the biggest predictors of school success, is learning engagement. Moreover, research tells us that learning engagement supports better wellbeing at school, better attendance, less antisocial and risky behaviour and more positive mental health*. It could be said that when a student is engaged in their learning, they have an increased capacity to thrive socially, emotionally and academically.
But how do we effectively support learning engagement in our students? How do we get kids to not only want to learn, but be engaged with their learning, for the long term?
In this full- day workshop Helen draws on her academic research into motivation and goal pursuit, along with 20 years’ experience working in schools to support learning and wellbeing.
The day will be divided into three sections with breaks and refreshments provided:
8:30 – 9:00 – Registrations, tea and coffee
9:00 – 10:30 – Session One – Beyond Knowing
- How do we shift our students from deciding to do something, to actually doing it?
- What does current research tell us about how best to move someone from intention to positive behaviour?
- How can we understand and support perceived behavioural control?
10:30 – 11:00 – Morning tea
11:00 – 12:30 – Motivational Factors, Goals and Needs
- If learning does not have to be fun to be engaging, what does it need to be?
- What is autonomous motivation and how does it relate to learning engagement?
- How does the way in which we understand and set long term goals influence learning engagement?
12:30 – 13:30 – Lunch
13:30 – 15:00 – The Power of Self- Belief and the Meaning of Success
- How can we better understand and support self-efficacy?
- What is the relevance of our temporal horizons and other powers of perception?
- How can we better conceptualize and support self-belief in young people?
Please note: This workshop is prioritised for educators.
Main Day Thursday – Measures of Success
An unmissable morning exploring competency, performance and measures of success. Dr Helen Street looks at the factors predicting high performance in students, and how they link to wellbeing. Principal Janis Coffey challenges what it means to be well educated. Health psychologist Professor Grant Schofield supports healthy eating as a foundation for wellbeing in Brisbane and Sydney. And the world’s foremost motivation expert Professor Richard Ryan helps us to better support motivation in our students in Melbourne and Perth.
Thursday Workshops
Choose from five Thursday afternoon workshop streams offering practical and interactive sessions. Support your own wellbeing with Daniella Falecki. Better understand the impact of ‘striving for excellence’ with Rev Richard Pengelley in Sydney and Perth. Learn communication skills with our team of clinical psychologists. Understand the impact of your own stories on your teaching and learning with Michael Hardie. Discuss real world applications of contextual wellbeing with fellow educators in all states.
Main Day Friday – Communication that Counts
A full day applying all that we know about effective communication and relationship building to our classroom and school communities. Child and adolescent psychologist Dr Michael Carr-Gregg helps us to talk and listen to teens. Our host, educator Charlie Scudamore encourages us to ‘build on what works’ in our schools. Educator, John Hendry, brings 50 years of mastering relational education to conflict and aggression. Explorer Tim Cope brings inspiration to the Melbourne and Perth stages with his personal tales of adventure.
We will also be welcoming new presenters in every state, to help us to better communicate with young people who are struggling with trauma, challenged by their neurodiversity or coming to terms with their LGBT identity. How do we communicate effectively and authentically with young people in a world that excepts no mistakes?
It is not enough to know that wellbeing matters in our classrooms and schools; we need to know how to realistically and sustainably put ‘wellbeing into action’.
