revised invite register

8:45 – 9:45

Keynote Address – Craig Hassed
Topic – Engagement and how mindfulness can help teacher and student alike to engage.



9:50 – 10:50

 Workshop session One



10:50 – 11:10

Morning Tea



11:10 – 12:10

Workshop session Two



12:15 – 1:15

Workshop session Three



1:15 – 1:55

Lunch



1:55 – 2:55

Workshop session four



3:00 – 4:00

Plenary Address – Richard Chambers
Topic – Mindfulness for effective teaching and learning



4:00

Conference Close



Workshop Title Explanation Presenter
1A Attention, Engagement, and the Brain:Part 1 In part 1 of this workshop, we will explore the topic of “attention & engagement” with a specific focus on the brain and its varied functions. Through discussions and interactive activities, we will explore how attention & engagement manifest in the brain, how this is reflected in educationally relevant classroom behaviours, and how we can meaningfully apply these ideas to evolve teaching and learning practices. Jared Cooney Horvath
1B School and Classroom Culture: Understanding; Identification and Appreciation (Part One) “Culture,” in any organisation and classroom has a profound effect on Teaching and Learning and all who “live,” within that environment. Being positioned to understand, identify and appreciate the culture of your school and your classroom, positions you to better “lead,” the teaching and learning environment in which you want to succeed. Hilton Rubin
1C Part 1: Engage with me This workshop aims to equip teachers with mindfulness tools and techniques to support students in accessing inner calm, strength, clarity and connection. Zoe Kanat
1D Gender and Identity in the School Setting In this session we will explore the implications of a broadening understanding of gender identity in a school environment. As a school that is committed to egalitarianism and inclusion how best can we support all our students’ wellbeing in our policies and day-to-day choices? How do we best engage with our students in establishing a supportive, non-judgmental culture? Marc Light
2A Attention, Engagement, and the Brain: Part 2 In part 2 of this workshop, we will explore the topic of “memory” and how this is predicated upon and heavily constrained by attention & engagement. Again using discussions and interactive activities, we will explore how memory is constrained in the brain, how this is reflected in educationally relevant classroom behaviours, and how we can meaningfully apply these ideas to evolve teaching and learning practices. Jared Cooney Horvath
2B School and Classroom Culture:Understanding; Identification and Appreciation (Part two) “Culture,” in any organisation and classroom has a profound effect on Teaching and Learning and all who “live,” within that environment. Being positioned to understand, identify and appreciate the culture of your school and your classroom, positions you to better “lead,” the teaching and learning environment in which you want to succeed. Hilton Rubin
2C Part 2: Engage with you This workshop aims to equip teachers with mindfulness tools and techniques to support students in accessing and understand the benefits of kindness and compassion towards others as well as themselves. Zoe Kanat
2D C.A.M.P. Engagement Welcome to C.A.M.P. Engagement, where participants will explore the importance of curiosity, attention, motivation and passion in relation to student engagement. This presentation/workshop will primarily focus on the cognitive science aspects that are associated in enhancing student engagement. Russell Kaplan
3A Attention, Engagement, and the Brain: Part 1 In part 1 of this workshop, we will explore the topic of “attention & engagement” with a specific focus on the brain and its varied functions. Through discussions and interactive activities, we will explore how attention & engagement manifest in the brain, how this is reflected in educationally relevant classroom behaviours, and how we can meaningfully apply these ideas to evolve teaching and learning practices. Jared Cooney Horvath
3B C.A.M.P. Engagement Welcome to C.A.M.P. Engagement, where participants will explore the importance of curiosity, attention, motivation and passion in relation to student engagement. This presentation/workshop will primarily focus on the cognitive science aspects that are associated in enhancing student engagement. Russell Kaplan
3C Part 1: Engage with me This workshop aims to equip teachers with mindfulness tools and techniques to support students in accessing inner calm, strength, clarity and connection. Zoe Kanat
3D Engagement Through Educational Drama Participants will learn to engage using a wide variety of Dramatic Tools such as; Minor Dramatic Games, Concentration and Trust Exercises, Mime, Improvisation and Characterisation. Phil Lerner
4A Attention, Engagement, and the Brain: Part 2 In part 2 of this workshop, we will explore the topic of “memory” and how this is predicated upon and heavily constrained by attention & engagement. Again using discussions and interactive activities, we will explore how memory is constrained in the brain, how this is reflected in educationally relevant classroom behaviours, and how we can meaningfully apply these ideas to evolve teaching and learning practices. Jared Cooney Horvath
4B Gender and Identity in the School Setting In this session we will explore the implications of a broadening understanding of gender identity in a school environment. As a school that is committed to egalitarianism and inclusion how best can we support all our students’ wellbeing in our policies and day-to-day choices? How do we best engage with our students in establishing a supportive, non-judgmental culture? Marc Light
4C Part 2: Engage with you This workshop aims to equip teachers with mindfulness tools and techniques to support students in accessing and understand the benefits of kindness and compassion towards others as well as themselves. Zoe Kanat
4D Engagement Through Educational Drama Participants will learn to engage using a wide variety of Dramatic Tools such as; Minor Dramatic Games, Concentration and Trust Exercises, Mime, Improvisation and Characterisation. Phil Lerner
  • Craig Hassed

    Associate Professor Craig Hassed is a Senior Lecturer at the Department of General Practice where he has been teaching at both undergraduate and post-graduate levels since 1989. He is also coordinator of mindfulness programs at Monash University. He has been instrumental in introducing a variety of innovations into medical education and practice in Australia and overseas with an emphasis on the application of holistic, integrative and mind-body medicine in medical practice. His teaching, research and clinical interests include mindfulness-based stress management, mind-body medicine, meditation, health promotion, integrative medicine and medical ethics. Craig is regularly invited to speak and run courses in Australia and overseas in health, professional and educational contexts. He was the founding president of the Australian Teachers of Meditation Association and is a regular media commentator on a variety of health-related subjects. He writes regularly for medical journals and has published 10 books.

  • Richard Chambers

    Dr Richard Chambers is a clinical psychologist and mindfulness consultant. he specialises in using mindfulness and other effective evidence-based interventions to treat a range of issues, including: Stress, anxiety & depression, Eating issues, Addictive behaviours, Sleep problems, Academic/work performance and Relationship difficulties
    At Monash University, Richard is leading a university-wide mindfulness approach with Campus Community Division where all students and staff learn mindfulness to enhance their wellbeing and performance. He co-created the free Mindfulness For Wellbeing And Peak Performance online course, which is in the top ten online courses for 2015.
    Richard is one of the developers of Smiling Mind, a free smartphone and web app with over a million downloads. His vision is to see mindfulness in the Australian school curriculum, and he is currently working with Smiling Mind and a number of schools and other organisations to achieve this.
    Richard co-authored tow books; Mindful Learning and Mindful Relationships. Over the past 11 years, he have supported a growing number of businesses, educational institutions, sporting and community organisations to use mindfulness to enhance their wellbeing and productivity.

  • Jared Cooney Horvath

    Jared Cooney Horvath is currently in his third year of a research PhD in Cognitive Psychology / Neuroscience at University of Melbourne. Before moving down-under, Jared worked as a brain researcher and academic coordinator at the Berenson-Allen Center for Non-Invasive Brain Stimulation at Harvard Medical School. Prior to earning his MEd in Mind, Brain, & Education from Harvard University, Jared spent 6 years working as a teacher and curriculum developer for several institutions around Los Angeles, Seattle, and Boston. In addition to research, Jared is also the co-founder of The Education Neuroscience Initiative – a company dedicated to bringing the latest in educationally relevant neuroscientific findings to students and educators at all levels.

  • Hilton Rubin

    Hilton Rubin holds a Bachelor of Arts and a ; Masters of Education [Admin]. In South Africa Hilton held the positions of Vice Principal Herzlia Highlands, Cape Town and Principal Carmel College in Pretoria. In New Zealand Hilton was Principal of Kadimah College in Auckland. His Masters Thesis was on the topic of “The Culture of a School: An Ethnographic Study of Kadimah College Auckland. In Australia he has held a number of leadership roles including Head of Primary Schools Mount Scopus Memorial College, Principal Mount Scopus Memorial College and he is currently Principal of Yesodei HaTorah College. He also offers mentoring though EMS [Educational Mentoring Services] Melbourne.

  • Zoe Kanat

    Zoe is a qualified meditation and mindfulness coach and teacher, with a background in Psychotherapy and Counselling. Zoe currently facilitates meditation classes at Happy Melon Studios, with Grassroots Wellbeing, Spirit Grow and privately. Zoe is very passionate about working with people to support them in finding a sense of ease, clarity and connection in their lives.

  • Phil Lerner

    Phil was born and educated in Perth, Western Australia. He received his Teaching Diploma from the Edith Cowen University. From 1978 to 1982 he travelled, worked and studied overseas. Whilst living in London, he studied Educational Drama at the University of London and successfully completed an ADB. (Associate of the Drama Board). In 1980 and 1981, He worked as a Unit Leader at the B’nei Brith camp in New York State, USA. Phil’s teaching career spans over 34 years within Western Australia and Victoria.

  • Marc Light

    Marc Light is Principal of The King David School. Marc is a passionate educator who fosters positive relationships with, and amongst, students, parents and colleagues. He has worked in Jewish education at a number of Melbourne’s schools and community organisations.

  • Russell Kaplan

    Russell is a Vice Principal (Teaching and Learning) at The King David School in Melbourne, Australia. He has more than 20 years teaching experience across both Independent and Government schools. He has presented at a number of Professional Development sessions in the areas of “Creating a Thinking Classroom,” “The Power of Thinking Routines” and “Brain Learning.” Most recently Russell has been teaching and learning in the area of Instrumental Enrichment, which is a Cognitive Program created by renowned Cognitive Psychologist Professor Reuven Feuerstein.