PROGRAMME

Working Together:
–Mobilising Knowledge through Networks & Collaboration

Aligning the intersections between education policy, practice and evidence to develop great teaching that makes a difference for student achievement.

Models for knowledge mobilisation which demonstrate the ways in which knowledge, expertise and capacity move around within and between education organisations. The impact of networks and collaboration and effective approaches to leadership and professional development in developing great teaching that makes a difference for student achievement.

In conversation with
Dr Annelies Kamp
Head of School of Educational Studies & Leadership, UC

Mark addresses the multiplicity of changes that educators face and the adaptive pathways needed to create the learning environments required by learners to prepare them for the world in which they will live, work and play. He outlines a learning framework that provides educators with a developmental schema for how learning takes place and lays a foundation of competencies for learners to have greater agency over their learning and become independent lifelong learners.

Shaun Brown
Regional Manager, Youth Justice, Oranga Tamariki

With 42% of disabled young people not in employment, education, or training, it is clear the New Zealand education system is not as inclusive of disabled students as it needs to be. For Paula making the education system more inclusive is key to improving employment and overall life outcomes for disabled people.

However, to really shift outcomes Paula is resolute that attitudes towards disabled people must also change. In schools for example, disabled children are bullied at higher rates – this is an indication that we have a long way to go to ensure disabled children feel they are valued members of their classrooms, schools, and wider communities.

Three speakers respond:

Students in South Auckland, Christchurch and elsewhere are benefitting from the mathematical inquiry communities developed by Associate Professor Roberta Hunter and her Massey University team. The teaching approach is culturally responsive and supports students to work together to solve maths problems, accelerating achievement for the students involved.

Developed initially as part of Prof. Hunter’s PhD, the approach was presented in BES Exemplar 1: Developing Communities of Mathematical Inquiry as a signature pedagogy to further support accelerated improvement for students. 

For many students, belonging is not realised as education continues to underserve specific groups of clearly identifiable students. This presentation will explore what a nationwide sample of senior Māori students said is required if schools are to achieve this vision of belonging. This has important implications for all educators in New Zealand and other marginalised groups. 

Case Studies: Innovative Educational Practice

Solution focused exemplars of the successful implementation of educational research which makes a difference to life course outcomes and some failure stories from which to learn. 

Mark has developed a series of resources, in consultation with numerous schools in New Zealand, Australia  and Dubai, that are  underpinned by the neuroscience, sociology and psychology of how the brain learns The resulting three resources collectively contribute to the Global Curriculum Project. In this workshop /demonstration Mark reviews the first two of these and previews the third.

1. The Future of Learning: This multimedia resource is a ‘living resource’ and as such the online edition will be updated every four months. The resource is divided into three sections  A. The emerging model for how our brain learns B. The Learning Process C. The six pillars that underpin an effective 21stC curriculum

2. The Global Competencies: The competencies are shifting from obscurity to the centre of the curriculum as they are now the essential capability builders across all aspects of our lives in this century. Schools are now seeing these are central to curriculum and this resource unpacks the six competencies in a manner that allows educators to apply them in the way they deem to be most appropriate.

NB The  OECD has recently announced that the ‘Global Competencies’ will become part of the PISA assessment process in 2018 – see here

3. The Seven Learning Domains: The traditional ‘subject areas’ are no longer context based (thematic topics) but rather they are conceptually based to build the necessary conceptual frameworks that underpin our capacity to be innovative and ingenious – the call of the 21st century.

Collectively these three resources contribute to the development of each school’s unique curriculum offering. The Global Curriculum Project should not be seen as ‘the curriculum’ but rather as a series of resources that allow educators to refashion their curriculum in a way that is unique to them and meets their needs more precisely.

More:  http://www.marktreadwell.com/consultancy