Masterclass in Steiner High School Education

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Masterclass in Steiner High School Education


Expand your ideas

Learn how to expand your ideas and grow your practice in this short five-day course. You’ll have the opportunity to explore core Steiner indications for the high school in relation to contemporary perspectives.

This Masterclass is perfect for anyone working in high school education – whether as a teacher or administrator – who wants to broaden their field of knowledge, meet the rapidly changing demands of teenager students and build a firm foundation for optimum physiological, emotional and cognitive development.

In this program you will:

  • Develop professional skills and repertoire as a teacher
  • Focus on empathetic understanding of your students
  • Learn to creatively apply different approaches to suit different situations
  • Commit to personal growth
  • Understand your own impact on student learning
  • Design relevant and authentic assessment tasks
  • Reflect on what you’ve learnt during the course.

Download the Masterclass in Steiner High School Education (PDF 170KB)

What you will receive

USC Certificate of Participation worth 25 hours of professional development.

Course leader

Bronwen Haralambous has experience teaching in mainstream high schools and has been studying and working in Steiner education for over 40 years. Bronwen was one of the pioneer teachers in the Orana Steiner School, where she taught for 10 years after which she completed several postgraduate studies, including a PhD in 2016.

Bronwen is currently teaching the Graduate Certificate in Steiner Education at USC.

Email the course coordinator if you would like more information.

Understanding and supporting adolescents to unfold the “powers of the heart.”

We will start with an overview of the course and then turn to the first day’s leading theme, which focusses on the contrasting vulnerability and idealism of students in the high school. Research in neuroscience indicates that a new window of opportunity for moral growth opens at this time. Linking this development with a spurt in the growth of “heart intelligence”, Chilton Pearce observes that “if no nurturing or modelling is given,” then this potential development “will be dormant for life”. We will explore ways to meet the teenagers’ “great expectation” that “something tremendous is about to happen” so that this favourable circumstance is not lost.

Capsizing curriculum choices: Selecting and designing lesson content to meet students’ learning needs.

Faced with an overcrowded curriculum, we need to make choices, which Steiner advises us should be guided by how content and skills associated with the discipline areas and specialist subjects can best meet the needs of students.

Unlocking hidden greatness: Methods and strategies for building student capacities.

To prepare students to find their place in the world, we need to know how to support them to grow their knowledge, skills and understanding in a way that is appropriate and individualised. We will consider components that make up lessons in different subject and specialist areas and how skills associated with them unfold in a developmental sequence that can potentially align with the growth of students in “body, soul and spirit.” We will also explore strategies for setting up individual and collaborative learning opportunities that meet the needs of each student.

Teaching with Heart: Methods and strategies for building teacher capacities.

Steiner placed strong emphasis on the inner development of educators and in particular the growth of their initiative and sense of responsibility and the firing of their interest in students. We will briefly investigate Zajonc’s Contemplative Inquiry as a method that we can use for inner work, “child (or student) study” and teacher research.

Turning the tide of assessment strategies around: Designing authentic learning tasks.

In these sessions we will tie together the various thematic strands that we have been developing over the past four days. Building on the “learning progressions” and “rubrics” that we have mapped out, we will now consider how to design assessment tasks that help us to gauge how students move through these continua. The focus here is not on supporting students to score “high marks or grades,” but on diagnosing and discerning how best to address students’ needs in relation to their cognitive, socio-emotional and moral development. If we do not want the door of opportunity for the unfolding of the “powers of the heart” to close for the students we teach, then it is vital that we find a creative and meaningful way to meet the policy constraints that relate to assessment.

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