The CONFERENCE HANDBOOK is also available (NB: document should be viewed on screen as two-page spread). Please do not print this document. All registrants will be given a copy at the time of their arrival at the registration desk.
Thursday 29 November
8am - Registration
9.15am - Mihi & Welcome
10.15am - Keynote Address by Professor Juliet Gerrard
11am - 5pm - Parallel presentations with lunch and teas
5pm - 6pm - Engineering Lab Excursions (optional session, numbers are limited so pre-registration is required)
7pm - 10pm - Conference dinner with song, kapahaka and presentation
Friday 30 November
9am - Keynote Address by Te Taka Keegan, 2017 Prime Minister's Supreme Award Winner in Tertiary Teaching Excellence
11.50am - Keynote Address by Emeritus Professor Russell Bishop
All other times- Parallel presentations
1pm - Farewell lunch
ENGINEERING LAB EXCURSIONS
Otago University may expel students for burning sofas but when our students burn sofa here at Canterbury, we give them graduate degrees. Come along on the CNRE laboratory excursion and see our new 5 MW furniture calorimeter, biggest in Australasia. We will tour our brand-new fire engineering laboratory and structural engineering lab. This is your chance to see some of the most impressive engineering research facilities in the world. The excursion is optional. It will start promptly at 5:00PM on Thursday and take approximately 1 hour. Please register to attend by leaving your name at the registration desk. Registration must be in by 2pm on Thursday 29 Nov.
Presentation date: Thursday 29 November 2018
Presentation title: Beyond the tyranny of content – reframing our teaching using inclusive practices and critical thinking as essential foundations for learners in the 21st Century
Presentation description: In this talk I will reflect on my own teaching practice and how it has influenced my approach to my new role. I will also highlight two themes which I hope might provoke discussion amongst the audience. Firstly, how to make the learning environments and the curriculum more inclusive for all New Zealanders, and secondly how teaching and learning need to be reframed in the age of ready access to information and miss-information.
Dr Te Taka Keegan, University of Waikato
Presentation date: Friday 30 November 2018
Presentation title: Using humour in teaching
Presentation description: I believe an important part of teaching is being able to connect with your students. One way to make that connection is through humour. I use humour frequently in the teaching of computer science, a field that may seem to many to not be humorous at all. This is certainly the case amongst many of my colleagues! In this talk I will discuss the avenues it which humour can be used in teaching, some of the many pitfalls and the many rewards. I will share some of the efforts my colleagues had in using humour, and some of my go to jokes. At the very least it should put a smile on your face.
Presentation date: Friday 30 November 2018
Presentation title: Teaching to the North East
In our attempts to improve Maori and other Indigenous and Marginalised students’ educational outcomes, there are a number of problems that we need to address if we are to make progress that is sustainable. These problems include;
- There are no theories of practice that resonate with marginalised peoples,
- There are no common code of practice or scaling,
- There is a plague of ‘good ideas’ that masquerade as evidence-based practice,
- Most PLD is ineffective, open to political positioning and focuses on peripheral rather than central concerns,
- Teachers’ voice and understandings are heard more often than students,
- Culture is most often seen as customs and objects, rather than as a medium or sense-making processes,
- Leadership is often spoken about in terms of transforming practices rather than in relation to student outcomes.
My plan for the presentation is to illustrate each point with evidence from my own research and from an effective, large-scale, evidence-based education reform project I originated and directed in New Zealand; Te Kotahitanga. I will be demonstrating: how the theory of relationship-based pedagogy, that resonates with Maori as an Indigenous people and promotes student ‘voice,’ was developed out of my own doctoral research; how the Te Kotahitanga Effective Teaching Profile (ETP) was developed as culturally responsive pedagogy where culture is seen as sense and meaning-making that promotes a common code of practice; how the GPILSEO model that aimed to support pedagogic/instructional leaders to create the context within which the ETP can be implemented effectively was developed.
I will identify the main features of the profile and illustrate how the three main parts interact. I will conclude with evidence that illustrates how when ALL educators implement ALL parts of the profile, no matter their level within education, we see relationship-based learning become integral to the ongoing business of schooling with consequent implications for student achievement and the sustainability of achievement gains.