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.
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.