NZEI Webinar with Prof Welby Ings
This prompted much thought and I look forward to further conversations with others - webinar will be available via NZEI - well worth a look.
My random notes from webinar:
Relationships and Commonsense
We're at home doing crisis (we're not at home doing work). Many of us are spread out from our families.
Welby spoke about his mother during polio epidemic - no school for 4 months. His mum learned to ride horse, trapeze, can fruit... School is not the god of learning. Most kids do most learning outside of school. On average day outside of Covid - 6 hours at school, 8 hours learning out of school.
What's happening now - consider it a contribution.
Teachers - may be feeling overworked, anxious, vulnerable. Anxiety we might be being measured. This is tough.
Answer may be in collective ideas. Talk and listen to the ideas of others, people we like and respect. Multiple lenses - one lens is never as good.
Look away from screen to what's around us, our home, our community. What's working? Families have limited resources.
Uneven world - priorities different. Technology doesn't save us from this.
Gentle, Holistic and ..
Creativity - feeds us, sustains us, uplifting. Consider this when working with kids. Communication from the self to the self.
This is temporary. Kids in the middle of history. Let them document this. This situation is source of potential.
Flexible post-disciplinary models of learning - we don't learn in disciplines in real world.
Take a book you've got at home and re-read, write next in series, illustrate, retell...
creative project, child has lot of determination inside it. Autotelic.
Set projects that can be realised in flexible ways.
Transforming beyond ritual and discipline.
How do people really learn? Manaaki - an act of care.
Whānau don't stress - kids aren't going to forget their reading, writing... We grew up in learning that had to be assessed and accounted. Learning is like being healthy. Talk with families about what learning really is. Children are still learning.
How will we work together - how communities make environments that feed the health (learning) of others.
ECE - seemed to have preserved the child at the centre of learning. How can we do this in other 'institutions'.
Ask the end user - ask kids about what their experience of things are. Don't make assumptions. What's good about learning this way? what would you change? what's worth keeping? This is a window of time to find out some things - what's the best way for you to learn? why?
Professional duty to find best way forward. Sees reform as coming through grassroots agency - rather than policy. The more we talk to each other and expand options, take courage to try new things, don't limit number of people to make new decisions. Minds of 20 greater than mind of 1 (design thinking). Asking why don't we try this?....
Learning programmes based on values/project based - this is what a thesis is. When a person is involved in the question they're asking, you get more transformative learning. Can values be taught? Home values become explicit - environment. Open project learning = fluidity, flexiblity, high buy in.
Values - how to recover from failure and carry on, how to work in a difficult situation where you don't have the resources you think you need but have to carry on...
'vulnerable' students - we're in a crisis, we can't expect ourselves to solve situations that we were not able to solve outside of this. listen carefully to experience of this. Learning in a different context. For some students who have trouble in formal environments, may have found great value in this informal environment.
Our own children at school - concerns as parents wanting our children to discover their own curriculum within a 'traditional' school environment. 'Enhance the worlds that oppose it'. Preserve belief in a child. As parents, people in communities - consider the greater realm of time that exists out of school. I'm going to do the best I can with this other world, the majority world, which my child inhibits.
I loved hearing this - after my struggles with supporting my Year 10 son with his school 'learning'.
Being positive and professional care. Role model professional care for people who think and behave differently.
What we can do right now about this? Make contact with other people and talk about stuff. This can be an arm around your shoulder - not a well from which all ideas will flow. If this is catalyst for discussion - we can hold a light to go forward in a darkened time. Connect. Come up with ideas.
Suggested to use #nzeiconversations and keep conversation going on social media.
We learn in one's place and one's time (??closing whakatauki)
next step - keep thinking and talking.
Consider what my sons are doing outside of school - how can I do the best I can in this realm?
Reread Welby Ings' book.
My random notes from webinar:
Relationships and Commonsense
We're at home doing crisis (we're not at home doing work). Many of us are spread out from our families.
Welby spoke about his mother during polio epidemic - no school for 4 months. His mum learned to ride horse, trapeze, can fruit... School is not the god of learning. Most kids do most learning outside of school. On average day outside of Covid - 6 hours at school, 8 hours learning out of school.
What's happening now - consider it a contribution.
Teachers - may be feeling overworked, anxious, vulnerable. Anxiety we might be being measured. This is tough.
Answer may be in collective ideas. Talk and listen to the ideas of others, people we like and respect. Multiple lenses - one lens is never as good.
Look away from screen to what's around us, our home, our community. What's working? Families have limited resources.
Uneven world - priorities different. Technology doesn't save us from this.
Gentle, Holistic and ..
Creativity - feeds us, sustains us, uplifting. Consider this when working with kids. Communication from the self to the self.
This is temporary. Kids in the middle of history. Let them document this. This situation is source of potential.
Flexible post-disciplinary models of learning - we don't learn in disciplines in real world.
Take a book you've got at home and re-read, write next in series, illustrate, retell...
creative project, child has lot of determination inside it. Autotelic.
Set projects that can be realised in flexible ways.
Transforming beyond ritual and discipline.
How do people really learn? Manaaki - an act of care.
Whānau don't stress - kids aren't going to forget their reading, writing... We grew up in learning that had to be assessed and accounted. Learning is like being healthy. Talk with families about what learning really is. Children are still learning.
How will we work together - how communities make environments that feed the health (learning) of others.
ECE - seemed to have preserved the child at the centre of learning. How can we do this in other 'institutions'.
Ask the end user - ask kids about what their experience of things are. Don't make assumptions. What's good about learning this way? what would you change? what's worth keeping? This is a window of time to find out some things - what's the best way for you to learn? why?
Professional duty to find best way forward. Sees reform as coming through grassroots agency - rather than policy. The more we talk to each other and expand options, take courage to try new things, don't limit number of people to make new decisions. Minds of 20 greater than mind of 1 (design thinking). Asking why don't we try this?....
Learning programmes based on values/project based - this is what a thesis is. When a person is involved in the question they're asking, you get more transformative learning. Can values be taught? Home values become explicit - environment. Open project learning = fluidity, flexiblity, high buy in.
Values - how to recover from failure and carry on, how to work in a difficult situation where you don't have the resources you think you need but have to carry on...
'vulnerable' students - we're in a crisis, we can't expect ourselves to solve situations that we were not able to solve outside of this. listen carefully to experience of this. Learning in a different context. For some students who have trouble in formal environments, may have found great value in this informal environment.
Our own children at school - concerns as parents wanting our children to discover their own curriculum within a 'traditional' school environment. 'Enhance the worlds that oppose it'. Preserve belief in a child. As parents, people in communities - consider the greater realm of time that exists out of school. I'm going to do the best I can with this other world, the majority world, which my child inhibits.
I loved hearing this - after my struggles with supporting my Year 10 son with his school 'learning'.
Being positive and professional care. Role model professional care for people who think and behave differently.
What we can do right now about this? Make contact with other people and talk about stuff. This can be an arm around your shoulder - not a well from which all ideas will flow. If this is catalyst for discussion - we can hold a light to go forward in a darkened time. Connect. Come up with ideas.
Suggested to use #nzeiconversations and keep conversation going on social media.
We learn in one's place and one's time (??closing whakatauki)
next step - keep thinking and talking.
Consider what my sons are doing outside of school - how can I do the best I can in this realm?
Reread Welby Ings' book.
This sounds like a really interesting webinar from an engaging speaker.
ReplyDeleteI really like the phrase that school is not the 'god of learning' and students can be constantly learning, and it's not divided up into disciplines!
Wouldn't it be amazing if the kids found something they really loved doing over this time and really got into it. Like building a tree house, or learning to animate on the computer, play an instrument etc. To not just watch you tube but make you tube.
Thanks for sharing. I hope to watch the webinar when it becomes available.
I've listened to the webinar now. Your notes are a great reminder about what Wilby talked about.
ReplyDeleteSome of the main points I took are:
- Value conversations with family, friends, parents, colleagues, students
- Some questions to ask:
- (to students) How do you learn best? Why?
- Learning is like being healthy (we may need to tackle the issue of 'what is learning' with whanau, because often we only think of what is assessable)