Redi for the classroom a resilience approach to drug education
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REDI for the classroom: a resilience approach to drug education A professional development workshop for teachers OHT 1 Workshop aims Develop an understanding of key features and strategies for effective drug education and enhancing student resilience.

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Redi for the classroom a resilience approach to drug education l.jpg

REDI for the classroom: a resilience approach todrug education

A professional development workshop for teachers

OHT 1


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Workshop aims

  • Develop an understanding of key features and strategies for effective drug education and enhancing student resilience.

  • Develop skills in using interactive and inclusive strategies within the classroom.

  • Reflect on own practice for fostering students’ resilience, learning and wellbeing.

OHT 2


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Resilience is …

  • … the capacity to “bounce back from adversity” (Wolin & Wolin 1999)

  • Being resilient involves “the inherent and nurtured capacity of individuals to deal with life stressors in ways that enable them to lead healthy and fulfilling lives” (Howard & Johnson 1999)

OHT 3


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A resilience promoting classroom

Adapted from Henderson & Milstein 1996

OHT 4



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Interactive strategies

  • Provide opportunities to participate in a range of student centred group activities for developing knowledge, understanding and skills.

  • Include activities such as:

    • paired sharing

    • small group simulations and problem solving

    • role plays

    • class discussion.

OHT 6


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Inclusive strategies

  • Aim to ensure all students are included and acknowledged in the classroom and during learning interactions.

  • Are fundamental to enhancing the resilience and wellbeing of students, whatever the stage, subject, school activity and age of the students.

OHT 7


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Team-building games

Paired sharing

Brainstorming

Small group learning activities

Shared problem solving

Cooperative learning tasks

Self-assesment

Listening to shared/individual concerns

Discussion or debate

Building connectedness in the classroom

  • (cont.)

  • From a presentation by Helen Cahill, Youth Research Centre, University of Melbourne

OHT 8A


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Building connectedness in the classroom (cont.)

  • Presenting to or teaching others

  • Using mixing activities

  • Researching real issues

  • Doing real world work for real audiences

  • Designing and running activities

  • Making time for fun and celebration

  • Community service

  • Sharing a sense of purpose

  • From a presentation by Helen Cahill, Youth Research Centre, University of Melbourne

OHT 8B


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Taking turns

Sharing materials

Managing materials

Asking for clarification

Using quiet voices

Staying on task

Moving quietly to groups

Checking for understanding

Using names

Staying with the group

Ignoring distractions

Interpersonal skills for group work

  • (cont.)

Based on Bennett, Rolheiser and Stevahn 1991

OHT 9A


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Negotiating

Active listening

Resolving conflicts

Reaching agreement

Including everyone

Following directions

Criticising ideas not people

Energising/encouraging the group

Disagreeing in an agreeable way

Celebrating success

Interpersonal skills for group work (cont.)

Based on Bennett, Rolheiser and Stevahn 1991

OHT 9B


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Action learning

Based on Kolb Experiential Learning Cycle 1984

OHT 10


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