workshop breakout d

D01 - Karen Anderson / Hamish Ruawai
Educational leadership - pushing the boundaries

Inspiring education leadership - what does it look like, what does it achieve, how do we know - ask the staff, students and community?

We will explore and share some mini case studies of inspiring educational leadership as it is experienced in different contexts.

D02 - Margaret Leamy (see Workshop A)
Reaching their potential - Inquiring Minds

An interactive workshop that explores approaches in how inquiry learning can work effectively in and outside the classroom. This integrated process examines ideas, themes and issues by asking key questions, exploring values and perspectives, social action and to reflect and evaluate key understandings. This workshop will showcase examples of what works well when it comes to inquiry learning. Margaret is a curriculum adviser at the Centre of Educational Development, Massey University with a specialty in Social Sciences.

D03 - Bruce Hammonds
Realizing the Power of Passion and Imagination

Bruce believes we now know enough about teaching and learning that no student need fail - but only if we change our minds first. Bruce introduces the 'ghosts of past age' that currently inhibit future orientated learning. His presentation covers practical ideas to develop every student’s unique gifts and talents. Learning is about all students becoming 'confident life long learners' - 'seekers, users and creators of their own knowledge' New Zealand Curriculum 2007

D04 - Karen Mckay (see Workshop A)
A Culture Shift through high quality induction and mentoring.

A culture shift encompasses change permeating day-to-day practice and interactions. With induction and mentoring this includes reflecting on how this can happen for all teachers, whanau, children and visiting students within your community. What would a quality induction/transition look like for all members of your community and how would this flow through to effective mentoring for teachers? These questions will be explored alongside discussions about possible systems and strategies to support a culture shift.
Karen Mackay and Danielle Maclean

D05 - Paul Turner
Dipping into chocolate

This is a hands-on workshop demonstrating the use and application of a recently developed Food Technology resource kit for schools produced by the Institute of Food, Nutrition and Human Health, Massey University.

You will start by hearing about how the resource kit can be incorporated into secondary school food Technology Programmes and then the practical component will focus on chocolate coatings. In the food industry it is important to be able to control the amount of coating placed on foods and to ensure a smooth, even coating of the required thickness. One way of achieving this is by the use of a food additive which allows the thickness of the liquid chocolate to be controlled. In this workshop, you will investigate the effects of using an emulsifier to coat a food.

Intended audience: Food Technology teachers (Years 9 – 13)
Presentation setting: Food Technology laboratory or similar -2 hours
Equipment 24 people/session.

D06 - Wayne Morris
Why would anyone want to be taught by you?

Teaching and learning are two different things and often one does not lead to the other. So how does learning happen and what makes it stick?

As a participant in this workshop you will:

1. Open up your brain (metaphorically) and see what is in there and how it influences your teaching?
2. Open up your student’s brains (metaphorically) and see what is in there and how it influences there learning
3. Implement ‘brain friendly’ strategies for teaching and learning

D07 - Heather Bell
Collaborative Conversations in the Cloud #2

How can you and your students have collaborative conversations without leaving the comfort of your own school? This workshop will investigate a range of cloud-based tools and unpack ways of using these to access a wider and richer learning community for students and teachers. Decisions for the future are accessible today if you know where to look. This workshop will explore a different range of tools to those looked at in the first workshop.

D08 - Alan Wagstaff
The CASE Workshop (Children and Spirituality Education)

Schools across the globe are often required by legislation to support the spiritual development and welfare of students...secular schools. What is this secular spirituality made of? Does it have strands, like mathematics? Can it be developed without religious content or affiliation? Do educationalists think a spirituality syllabus is possible and desirable? The CASE Workshop - as a precursor to a full, two day course – brings innovative answers to those questions and suggests that spiritual intelligence (or intrapersonal inquiry) is a vital, and missing component of contemporary education. You will have a chance to sample some learning experiences and delve into a spirituality syllabus.

D09 - Musac (see Workshop B)
Informing teaching and learning using sharp data

Product ambassadors from MUSAC will host an interactive workshop which will introduce MUSAC’s new cloud based achievement engine. You will have the opportunity to hear MUSAC’s new direction and vision and contribute to defining and prioritizing the next wave of cutting edge developments and technology designed to enable better decisions for student achievement.

D10 - Tracey Riley
Meeting the needs of gifted and talented students in New Zealand schools: Revisited

In 2000, the Ministry of Education’s handbook, Meeting the Needs of Gifted and Talented Students in New Zealand Schools, was released to all schools, serving as the core policy directions for shaping how giftedness is defined, identified, and provide for in our schools. In the decade since its release, there have been major changes in curriculum and assessment, growth in our cultural understandings shifts in educational priorities, and research and initiatives in gifted and talented education. The Ministry of Education has recently revised the handbook on gifted and talented education to better reflect upon and align with today’s schools, teacher, students, and communities. This workshop will provide teachers and school leaders with insights into the current thinking in gifted and talented education through an analysis of the changes in Ministry of Education policy between 2000 and 2012. Implications for school-based processes of defining, identifying, and providing for gifted and talented students, alongside ongoing self-review, will be shared.

D11 - Jeremy Ogle
Science in classrooms

Can you make your students B.E.E.M when taking primary science lessons? That is, are they Busy, Engaged, Excited and motivated in your class lessons? Science is one of the best curriculums for engaging students in your class. This workshop will look at ideas, lessons, experiments and approaches whilst making your students B.E.E.M in your science lessons.

D12 - Jenny Poskitt
Refining your school moderation processes

Plan or refine your school approach to moderation. In this workshop you will apply to your school situation Poskitt’s definition of, and principles for, effective moderation. You will prepare (or refine) a plan for your team or schoolwide moderation, identifying content and processes of professional learning sessions to inspire the team and address fundamental issues. Dr Jenny Poskitt, Massey University, Palmerston North.’

D13 - Peggy Nesbitt (see Workshop B)
This session offers insights into an exciting new way of accelerating comprehension achievement in diverse “21st century” classroom.

Peggy Nesbitt, an experienced teacher and educational resource developer, will discuss how new research evidencebased teaching and learning approaches, combined with 21st century technology, show promise for accelerated literacy progress for all students in years 4 to 9 - offering more equitable outcomes for ESOL students and strugglers and excellence for able readers.

AsTTLE data will be discussed from two New Zealand classroom case studies where comprehension scores have increased dramatically as a result of new, evidence-led digital and book-based approach to teaching and learning.

Peggy will show video from these classrooms, demonstrate a revolutionary new digital interface for shared reading and discuss data that indicates student achievement is being accelerated as a result of students’ learning comprehension strategies, new vocabulary and fluency in rich pedagogic framework

D14 - Emma Burman/Bialik College
‘Think for now, think for later’

‘Think for now, think for later! - The journey of a Bialik College teacher.’ Bialik College has been involved in the Cultures of Thinking Project since 2006. This collaboration with Harvard has meant great changes in how I teach. I am always considering what students will use later in life. I don’t want them to just think for now to pass an assessment; I want them to think for later in order to live as thinking individuals. This session will address how the Cultural Forces have changed my mathematics curriculum and impacted both my students and myself as lifelong learners.

B15 - Stephanie Geddes
Inquiry for what, of what and how?

Teacher inquiry - current research tells us we should do it, our curriculum says we must do it, most of us say we do it, but do we really do it, or know how to and are we any good at it? This workshop will enable you to:

1. Explain what is meant by teacher inquiry
2. Understand why it is so important
3. Practice the skills of effective inquiry

Come join me as we work in partnership to make teacher inquiry more effective and fun!

Bio
My name is Stephanie Geddes. I started my teaching career in the States and have since been a part of the New Zealand education scene for the past nineteen years as a teacher, principal and adviser. I currently work for Massey University as a coordinator, Waikato University as a leading and assessment adviser and Auckland University as a first time principal mentor. My passion is to help make a positive difference to the achievement and well-being of students through building professional relationships with leaders and teachers in order to support them to lead the improvement of teaching and learning.

D16 - Jan Watts/National Library
Transforming your school library: a strong vision of the future

This session aims to challenge and expand expectations about school libraries. “The evidence continues to accumulate that libraries – and their staff – lie absolutely at the heart of 21st century learning organisations – a place for scholarship, a place to escape into adventures, a place to share and discover, a place for surprise, and above all else a place absolutely without limits”. Stephen Heppell 2010. Participants will consider the role of the library in a constantly changing information landscape, and explore way to refocus libraries so that they support learning and students achievement.

D17 - Christine Braid
‘Let’s wonder: using picture books to create discussion and thinking’

In every school, there are treasure troves of books with amazing potential for teaching. Picturebooks are an incredible resource for the classroom.

This workshop looks at:

• The layers of meaning created by the words and pictures in picturebooks;
• Discussion techniques for exploring picturebooks with students;
• How the books and the discussion contribute to thinking and learning;
• Children’s voices in these discussions.

A range of picturebooks that have been successful in promoting thinking and discussion with year 1-8 students will be used in this workshop.

Christine Braid is a literacy adviser with Massey University. She has a Diploma in Children’s Literature and is currently completing a Master’s thesis with a focus on children’s responses to picturebooks. She taught in NZ primary schools for 12 years, lectured in literacy at an undergraduate level, and has been advising in NZ primary schools since 2000.