BIOS and TOPICS
Keynote: Working Together: Mobilising Knowledge through Networks and Collaboration
Aligning the intersections between education policy, practice and evidence to develop great teaching that makes a difference for student achievement.
UK based Prof. Greany outlines models for knowledge mobilisation which demonstrate the ways in which knowledge, expertise and capacity move around within and between education organisations. He examines the development and impact of networks and collaboration and effective approaches to leadership and professional development in the context of what it takes to develop great teaching that makes a difference for student achievement.
Optional Workshop: A Systematic Approach to Leading Learning
How effective education leaders operate within individual learning systems, both as a result of deliberate and unintended policy-driven incentives and as a result of personal agency
Presentation: Moving beyond the Rhetoric: Promoting a Pedagogy for Belonging
For many students, belonging is not realised as education continues to underserve specific groups of clearly identifiable students (Organization for Economic Co-operation and Development, 2013). The Ministry of Education website tells us that Ka Hikitia – Accelerating Success is “our strategy to rapidly change how the education system performs so that all Māori students gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori” (Ministry of Education, 2015). However, we are far from having achieved this for Māori, let alone other marginalised groups. This presentation will explore what a nationwide sample of senior Māori students said is required if schools are to achieve this vision of belonging. Moving beyond the rhetoric has important implications for all educators in New Zealand.
Presentation: Growing NZ’s future inventors by creating the Tech Future now
In the near future, everyone will either be a consumer of tech or a creator of it. Children’s charity OMGTech! is about giving kids the opportunity to be creators. OMGTech! develops and delivers engaging workshops for both teachers and students on digital technologies and how to explore and invent with them.
Workshop: Turning the Tables
Some young student participants in OMGTech! School-based workshops help Vaughan Rowsell facilitate an eye opening workshop for ELF18 registrants.
Presentation: Understanding complex human behavioural research in relation to study and work choices
-Innovation, entrepreneurship and post-tertiary integration of students into the work force
Informing study and work choices for secondary and tertiary students by understanding complex human behavioural research in relation to the development of entrepreneurs, new technologies, innovative organisations, growth industries and productive regional economies.
Micro-credentials, which recognise smaller yet discrete sets of skills and knowledge are enjoying a resurgence worldwide, in response to increasingly expensive traditional qualifications and to employer demand for training that meets specific skill needs, especially those arising from rapid technological and societal changes.
Micro-credentials enable people to show what they know and can do through digital certifications, not only facilitating further learning but also validating skills and knowledge already acquired. Through micro-credentials employers are able to quickly confirm that existing and potential employees have the right skills and experience and can also quickly address emerging skill needs.
As the supply of micro-credentials grows a significant challenge will be the extent to which the market is regulated and the credentials are quality assured, as is the case with traditional qualifications.
This presentation will consider the potential for micro-credentials in a contemporary qualifications framework, drawing on Otago Polytechnic’s new micro-credential service – EduBits – to highlight the advantages of micro-credentials for employers and learners alike.
Presentation: The Future of Adaptive Learning – Building Learning Capacity Now
Mark addresses the reasons for the multiplicity of changes that educators are currently experiencing in their profession as well as providing effective solutions and adaptive pathways, to create the learning environments that are now required by learners. Mark’s passion is to communicate how we can best prepare all learners for the world in which they will live, work and play. Based on the latest research into how the brain learns, Mark has developed a learning framework that provides educators with a developmental schema for how learning takes place. The learning process and the competencies lay the foundation for learners to have far greater agency over their learning. Through an understanding of the learning process, all learners can build their capacity to become independent lifelong learners.
Optional Workshop: Refashioning your school’s curriculum with resources from the Global Curriculum Project
Over the past 12 years, Mark has been developing a series of resources that are underpinned by the neuroscience, sociology and psychology of how the brain learns. These resources have been created in consultation with numerous schools around the world and with clusters of schools in New Zealand, Australia (Adelaide) and Dubai. 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 also available as a physical resource and by purchasing this, it automatically provides you access to the online version. 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. 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 and developed across five levels of conceptual development 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 at http://www.marktreadwell.com/consultancy
Presentation: Focusing on Abilities – Opening minds, developing skills and shifting up a gear
As Disability Rights Commissioner one of Paula Tesoriero’s top priorities in the role is improving educational outcomes for disabled students.
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.
Topic: “Bobbie Maths”: Raising mathematics achievement – The power of collaboration and culturally responsive teaching.
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.
Topic: Professional Change Leadership – Learning Logs: What works and why?
In this session Xanthe will outline the emerging practice of learning logs in an e-learning context and how this simple pedagogical approach shifted practice and outcomes for students and helped remove the assessment logjam for teachers.
She will take you through the practice of change leadership through her exemplar of e-practice, based on her work with the Ministry of Education’s Best Evidence Synthesis on e-based Learning Logs and raising student achievement. This work has become part of assessment practice in New Zealand secondary schools with the ongoing growth of classroom e-practice.
Topic: In dialogue with Prof. Toby Greany: Working Together: Mobilising Knowledge through Networks and Collaboration
-Aligning the intersections between education policy, practice and evidence to develop great teaching that makes a difference for student achievement.
Topic: Career Portfolios/Transitions/Pivots – The New Norm
-Career development is a life-long pursuit. How can we support our young people to make successful decisions about their careers in the fast-paced and ever-changing world we now live in? Condensing current global thinking into a local perspective, Heather will discuss some of the realities and practical ideas to guide young people into an unpredictable future.
Otago Polytechnic is lead provider of Secondary Tertiary provision in the Otago region, under the auspices of the Otago Secondary Tertiary College (OSTC). OSTC’s mission is to provide a discernible secondary tertiary learning environment in the region, which places the needs of learners at the centre of delivery, and provides an alternative to traditional secondary delivery.
Otago Polytechnic has also engaged with the Future Skills Academy to develop the Learner Capability Framework. This initiative is developing tools and teaching platforms that enable learners to gather evidence of individual capability, have that evidence assessed and verified, and then presented in an individual capability profile. Linking this work with our vocational pathway delivery in the secondary tertiary context has provided us with a unique opportunity to innovate curriculum design, according to 3 key principles:
- What are learner experiences that engage, and provide an insight into pathway?
- How can these experiences provide naturally occurring evidence of capability, that learners can readily incorporate into a learner capability profile?
- How do we incorporate this learner experience and the evidentiary outputs into required modes of learning assessment within programme requirements – ie Unit Standards/Graduate Profile Outcomes?
Our programme delivery is underway, and in this session we will provide a summary of our findings from the pilot to date.