Far North Queensland: Cairns
Part 1 & Part 2. Two-day short course.
Dates: August 26th & 27th, 2022 (9 am to 4 pm)
Venue: Double Tree, Hilton, Cairns
Registrations close: August 11th, 2022.
Limited Places Available.
Part 3 of the course will be negotiated with Christine Payard (PhD) on an individual per school basis.
Email: [email protected] for details.Enrol now.
Learning difficulties challenge more than just the student; they also challenge the teachers who accommodate their learning needs. "Body to Brain Learning @ School" can help.
"Body to Brain Learning @ School" helps teachers know their students & how they learn.
- It helps educators support and build the foundations of student learning.
- It helps teachers understand and use neuromotor and sensory aspects of learning in a classroom setting.
- It enhances student learning and wellbeing in school, at any year level because we have a better understanding of how students use their bodies to learn.
- It's more than a programme in your school; it's a way of working and thinking.
Dr Christine Payard (PhD) Neurodevelopmental Educator & Founder of 'Body to Brain LearningTM''
"Body to Brain Learning @ School" is a professional learning opportunity for educators helping them identify, assess and address neurodevelopmentally based learning challenges.
"We use our body to learn with our brain."
Dr Arthur Paynter (Consultant Paediatrician)
"Body to Brain Learning @ School" explains how neurodevelopmental movement, sensory development, experience and opportunity in the early years prepare a child's brain for later academic learning success.
BUT MORE THAN THAT, ...
It helps educators learn how to use that information to enhance the learning and wellbeing of students (no matter what age or year level) which, in turn, enhances the teacher's sense of wellbeing and teaching success.
"Body to Brain Learning @ School" helps teachers crack the code of HOW students learn.
Educators: 'Body to Brain Learning @ School' guides & upskills your teaching approach & effectiveness.
It explores the neurodevelopmental foundations of learning and increases your understanding of how these foundations support academic learning success.
We help you:
- Assess & address neuromotor readiness for learning using evidence-based screening assessments & structured activities
- Streamline your information gathering processes, collecting important learning data about your students and HOW they learn
- Address the neurodevelopmental based challenges you identify
- Enhance the learning success and wellbeing of students in your class/school using targeted, simple, daily movement activities.
Basically, "Body to Brain Learning @ School" helps you do your job more efficiently and effectively. That feels less overwhelming, more manageable and like you are making a real difference for your students.
"Body to Brain Learning @ School" is practical neurodevelopmental science with activities that foster better learning and wellbeing for our students.
It's "knowing your students and HOW they learn." (AITSL 1.2)
This approach improves student learning outcomes:
We know teaching life is hectic and can be overwhelming.
This approach relieves some of that pressure.
"I always knew this approach and early movement was important. Now I understand why and I can use that information to understand and help my students more quickly."
Suzanne H. (Pre-school teacher),
THE COURSE OUTLINE:
"Body to Brain Learning @ School" provides 12 hours of direct CPD and an optional 6+ hours of mentoring and coaching in practice on-site (negotiated with each school).
PART 1 (August 26th): Neurodevelopment & Learning. What do we need to know?
Delivered by Dr Christine Payard (PhD), Part 1 presents the theory, concepts and model of neurodevelopmental learning that underpins the "Body to Brain Learning @ School" approach.
- Neurobiology of learning
- Neurodevelopment and the contribution of neuromotor and sensory systems that support and underpin academic learning
- Reading the body language of learners to see how their body supports (or interferes) with their learning
- Key primitive reflexes that should be integrated and mature for a child to reach their learning potential. Hint: If they aren't mature, the child may have neuromotor immaturity (NMI) making learning challenging
- Learning challenges common to NMI and other neurodiverse presentations.
- Making connections with the Australian Curriculum (including the General Capabilities) and meeting the needs of diverse learners.
- International research relating to this method in schools
PART 2 (August 27th):
Assessing & Addressing Neuromotor Readiness for Learning
Part 2 is a 1-day interactive training session all about implementing the approach at school.
It's where the theory becomes practice and you learn how to screen for neuromotor readiness for learning AND how to address it using a developmental movement approach.
It's a fun day involving lots of movement, learning and application of neurodevelopmental principles to enhance learning success.
We focus on:
(a) the assessment of students' neuro-motor readiness for learning using the INPP School Programme Assessment protocol, and,
(b) development and delivery of the movement activities and programme in school. (INPP School Programme)
Part 2 is interactive, involves participants using assessment strategies, collecting data, interpreting the results and practising the movements in the Schools Programme.
We also talk about providing ongoing mentoring for you and your team in an ongoing process where we help facilitate the implementation of the approach and help embed it in your school setting (Part 3).
PART 3: Mentoring and Coaching
(To be negotiated as required. Additional fees apply)
Part 3 involves ongoing mentoring and coaching (approx 6 hours) using “Body to Brain Learning @ School” and the school-based movement programme developed by INPP. On-site, school-based mentoring helps adapt and embed this approach in your school using the expertise of a skilled neurodevelopmental practitioner.
Mentoring and coaching:
- facilitates the application of the screening and assessment protocols in your school with participants and students,
- provides ongoing support in the delivery of the movement activities throughout the academic year and troubleshoot issues for you,
- provides follow-up/support in data collection and interpretation for reporting on the success of the programme.
Part 3 can include online meetings, school visits, telephone support, zoom conferences and other methods of coaching and mentoring. The extent and nature of Part 3 support is negotiated with each participant or school and will vary according to the context in which the participant works.
This part is seen as crucial to the success of implementing "Body to Brain Learning @ School" and in FNQ can be negotiated with Dr Christine Payard (PhD).
Base coaching and mentoring packages usually begin with 6 hours of coaching and mentoring support.
Additional hours and support can be arranged. Contact [email protected] if you would like to discuss this aspect further.
Click here for more frequently asked questions!
Who is 'Body to Brain Learning @ School' for?
- Classroom teachers
- Educational leaders
- Learning Support and Diversity teachers,
- Wellbeing personnel and,
- Those working with and supporting student learning in school.
Dr Christine Payard (PhD) explains a bit more about "Body to Brain Learning @ School." Why we need to know about neurodevelopment to enhance & support learning and wellbeing. Why this is especially helpful for those students with learning challenges.
We want educators to be confident in using movement-based neurodevelopmental knowledge to improve the learning potential and wellbeing of students in their classrooms.
Educators, we want to:
- enhance your teaching experience and professional wellbeing by helping you read the body language of behaviour & learning,
- help you use an approach that supports learning success and,
- help you meet administrative & reporting requirements for the learning adjustments you make in your classroom.
Register now for the FNQ course: August 26th & 27th, 2022; Cairns.
Six things 'Body to Brain Learning @ School' Delivers:
1. Professional Learning that helps teachers meet each student where they are at.
More detail: This approach is holistic. It recognises learning is more than a thinking activity.
It helps teachers identify and meet the needs of individual students at a foundational learning level, where the body helps the student learn.
It helps teachers describe how a child learns instead of labelling them.
If the body isn't developmentally ready and mature enough to support students in learning activities, we will often see that immaturity expressed through behavioural issues, a lack of engagement and an inability to succeed and achieve at curriculum standard.
A student's body language tells us there are learning challenges.
This course helps educators identify and address those challenges using a neurodevelopmental, neurophysiological approach.
We help participants gather individual student-based data to support their teaching decisions, enhance learning opportunities, and help their students learn more effectively.
"Body to Brain Learning @ School" helps meet the learning needs of a diverse cohort of students.
"Body to Brain Learning @ School" supports student learning, contributes to the wellbeing of students and teachers, and it works!
2. An Internationally recognised & evidence-based approach contextualised for the Australian school context.
More detail: "Body to Brain Learning @ School" is based on the INPP Schools Programme, shown internationally to improve neuromotor performance in school children. Dr Christine Payard (PhD) helps participants make connections with the Australian Curriculum, showing them that using this approach is delivering the Australian Curriculum, not adding to it.
We incorporate Universal Design for Learning (UDL) principles ensuring all students are included in an approach designed to support better learning, function and well- being in school.
We help teachers become more confident in meeting their reporting and administrative requirements by identifying and articulating the inclusive education approaches implicit in this approach.
We refer to publications and a growing body of research that links neurodevelopmental movement to learning and functional success.
3. Support for students with body-based learning challenges. It builds teachers' conceptual understanding and applies it in practice. It's more than strategies, quick fixes and "tricks of the trade".
It's a system, a way of working that improves student learning and contributes to student and teacher well-being in school.
More detail: "Body to Brain Learning @ School" provides conceptual understanding and an approach that informs teachers' decision-making and practice.
It incorporates a neurodevelopmental and functionally based paradigm for learning and teaching that acknowledges "we use our body to learn with our brain."
It's more than saying: "Some children have learning difficulties, here's, a strategy", and "This is a discipline or 'behavioural management' issue."
It's more than identifying, using and applying labels to student behaviour and performance.
It's helping teachers identify, assess and support how a student uses their body to learn.
We give you a recommended structure and approach, then work with you to help make it real in your school.
We know if you understand the concepts of neurodevelopmental maturity, you can problem solve and apply them in practice.
We teach, mentor and coach you to deliver a neurodevelopmental approach to support classroom learning and wellbeing.
4. Tuition, coaching & mentoring in group & one-to-one settings with experienced practitioners and educators
More details: The course includes notes and explanations, group discussions, group work and ongoing mentoring opportunities to support learning and implementation in your school environment.
It includes learning with Dr Christine Payard (PhD) who can also mentor and coach you/your team in a way that suits your school.
5. The opportunity to learn from people who have done the complex & hard study for you.
More details: "Body to Brain Learning @ School" is led and facilitated by Neurodevelopmental Educator, Consultant and Trainer Dr Christine Payard (PhD) and a network of licensed neurodevelopmentally trained practitioners across Australia.
Dr Christine Payard (PhD) is an Australian Neurodevelopmental Therapy Trainer and Leader with extensive experience in education and allied health. She has worked and studied in this specialised field for over ten years.
Australian regional "Body to Brain Learning @ School" mentors/coaches and facilitators have completed postgraduate level training and come with rich background experience and practice working with children and adults, helping them to improve their learning and function.
"Body to Brain Learning @ School" facilitators, mentors and coaches are INPP-trained practitioners who use neurodevelopmental intervention and therapeutic processes that have been used internationally for over 40 years. They are passionate about helping children learn and function well and have committed to ongoing professional development in this field.
6. Professional Learning aligned to and addressing AITSL standards.
Twelve (12) hours of contact time addresses AITSL Standards: 1.1, 1.2, 1.5, 1.6; 2.3; 2.5; 3.2; 4.1, 4.3; 5.4; 6.2, 6.3, 6.4; 7.3 7.4
A certificate of completion can be issued to those who complete the "Body to Brain Learning @ School" Professional Development opportunity.
Obviously, there are more than 6 benefits
to this approach & professional learning opportunity.
HERE ARE SOME RESULTS TEACHERS HAVE IDENTIFIED:
(Prep Teacher, Bundaberg. 2020)
"It has freed our teachers to teach."
"I didn't realise how much balance had to do with the whole cognitive and social wellbeing of students."
"One student said: 'It helps me to be good, to make good choices.' "
(Primary Teacher, Tyers. 2020)
"I feel like I've got the key to Aladdin's cave. It has changed my teaching forever. It has changed my world as a teacher. I feel that I am more well balanced as a teacher."
"It has changed our school. People are asking what we've changed. It's this."
"We are seeing the data. It sets up students for success."
(Learning Support Teacher, Sydney. 2021)
On what triggered her professional learning journey:
"I just wanted to know why the kids sitting next to me, despite the evidence-based Literacy Intervention I was doing, why some kids shifted and why some kids didn't. I knew a little bit about neuro-plasticity and I just wanted to understand the brain a bit more and understand what was really going on under the surface and that's how I got into it."
"Academic achievement gains, reading gains and functional gains in the use of the body at school. Some, you know, I can just sort of tell that there's something going on to do with the primitive reflexes or vestibular dysfunction. It's pretty much become my role."
A PRINCIPAL'S PERSPECTIVE:
Supporting the whole child.
"For us, it's about making sure we have a complete package that supports every kid's individual needs and that it's not just the curriculum that is differentiated for their needs, but it's differentiated for their whole needs, not just curriculum. Everything: it's social wellbeing, their home life, everything they bring."
(P.H. Principal Tyers Primary School, Victoria. 2019)
Student Learning Outcomes.
"Our school data sets across the board, that includes NAPLAN teacher judgements, all of our PAT Maths, PAT REading, PAT GRammar, PAT Spelling, our SMG's, our benchmarking, our running records, are all showing growth for every single student and for a lot of our students, more than 12 months growth. So we are very pleased with how this is impacting in our school."
(P.H. Principal Tyers Primary School Victoria. 2019)
"This [approach] saves the school money and time not spent on other tasks:
- behaviour management,
- on time off-task,
- on the time & paperwork for exclusion -- we DON'T have them.
- in settling kids and getting them ready for learning,
We're creating a supportive learning culture focused on the whole child. We are more able to meet students' learning needs and engage them for better learning."
(P.H. Principal. Tyers Primary School, Victoria. 2019)
About your presenter:
Dr Christine Payard (PhD):
[B. Ed (Hons); M Ed Studies (Language & Literacy), PhD, GAICD, INPP (NDT) and others.]
Neurodevelopmental Educator, teacher, mentor, advisor, speaker and author.
Christine’s professional experience is broad. It includes over 30 years in Education, over 20 years in the world of optics and optometry practice management, and over 10 years in the field of Neurodevelopmental Education, training and consultancy. She loves to teach, mentor and support those who help others learn. Her goal: improving learning opportunities by enhancing learning potential.
Christine’s lifelong interest and passion, learning about learning and how we learn, has led her to pursue professional studies and research in a variety of areas including investigating students thinking processes in response to teacher questions, literacy and numeracy learning & teaching, teacher’s professional learning, and, the neurophysiological aspects of learning that impact educational success and performance.
What others have said about Dr Christine Payard (PhD) & her courses:
"Chris is an excellent presenter, armed with extensive knowledge, practical experience, empathy, wisdom and an ability to explain complex concepts in an easy-to-understand way. Her courses are highly recommended."
"I highly recommend Chris's teaching approach. The lovely atmosphere she has provided with her colourful presentations. We, as participants, cherish each others friendship, professional support hopefully for the rest of our life."
“I’m so excited! I have really enjoyed the course with you. Thank you for your knowledge, your kind attitude and flexibility. So happy to be joining your network!” (O.B.)
Body to Brain Learning @ School in FNQ