Scaffolding Learning with Rich Tasks: Curriculum Design

During Covid-19, teachers are designing curriculum that students might complete either at home or onsite at school. Based on our research and strategies at the Berry Street Education Model (BSEM), we would like to offer suggestions to bolster your instructional planning. We recommend that teachers design rich tasks for your young people to do at home, rather than sending through smaller tasks. We do not want to overwhelm students or their parents with the need to manage too many things at once.

Remember many parents are working from home so they may have limited time and energy to support their child’s learning, and many teachers working from home might be juggling caring responsibilities as well, so let’s keep our expectations of each other and ourselves reasonable!
Continue reading “Scaffolding Learning with Rich Tasks: Curriculum Design”

Parents and carers: be kind to yourself

This an unpredictable and uncertain time for everyone. With schools closing many parents and carers are wondering how they are going to cope for long periods at home with the children and young people in their care.

It’s the same as what they tell you on planes. You need to put on your own oxygen mask before you can help others. It’s a huge struggle to care for children if we neglect to look after ourselves. While you may think: ‘easier said than done’ – it really does make a difference.

Here are 4 steps you can follow to help you be kind to yourself.

Continue reading “Parents and carers: be kind to yourself”

Co-regulating (online) classrooms during a crisis

Teachers are quickly shifting to online learning environments in response to the COVID-19 crisis and the demands of social distancing.

During this crisis stress levels are heightened for all of us. Trauma-impacted students, and in fact everyone, are susceptible to resurfacing trauma-related reactivity due to the compounding uncertainty and unpredictability this crisis presents. It is essential that schools prioritise student and teacher wellbeing and respond to the impacts of collective trauma and toxic stress.

Continue reading “Co-regulating (online) classrooms during a crisis”

Creating a soothing new household rhythm in uncertain times

Predictable activities, rhythms and routines make children and young people feel more secure, safer and cared for. With a little bit of planned structure, children are less likely to feel caught unawares. They will know what to expect.

This is especially important for children in out-of-home care who may be more likely to feel that the world is an unsafe place.

In the current COVID-19 situation with no school and big changes to their daily lives, many children, carers and families are struggling to find a new and reassuring rhythm to their days.

Continue reading “Creating a soothing new household rhythm in uncertain times”

Caring for children in out-of-home care during the COVID-19 outbreak

Communities around the world are feeling the impacts of COVID-19. And for anyone who has suffered trauma or lives with anxiety normally, it’s an even more difficult time.

For families with children – especially children who are in out-of-home care – spending weeks at home without any school or other group activities will likely be pretty tough at times.

Over the coming weeks, Berry Street’s Take Two service will be providing resources to help families with children who have experienced developmental trauma to support and manage their wellbeing.

Continue reading “Caring for children in out-of-home care during the COVID-19 outbreak”

Teaching self-regulation in early childhood

Have you ever had a day when your young students just seem to rev each other up and your centre or classroom is at fever-pitch? Or maybe you feel like your students are having constant meltdowns? Perhaps you feel that every time you look around you’re having to intervene to stop children from hurting each other. What can you do to teach them self-regulation strategies? The answer might be a surprise. When dealing with heightened students, we don’t start with them, we start with YOU!

Continue reading “Teaching self-regulation in early childhood”

Supporting Our Communities

It is hard to reconcile the massive fires that have raged throughout these school holidays. It has been a deeply concerning start to our bushfire season and our thoughts are with all of those who have been affected. The overall cost to our community is still yet unknown. What we do know is that the psychological impact of the trauma will be far reaching.

Continue reading “Supporting Our Communities”