Conference/Workshop Presentations

Below are the outlines for conference and workshop sessions offered by Mark Treadwell

To contact Mark: email mark@work.co.nz

 

 

The Future of Learning
the four infrastructure and four pedagogical pillars 

 

Leadership in an era of dramatic change is critical, as change brings many fears and concerns to the surface and what most educators need in these times is an assurance that:

  1. The transformations will have a positive impact on learner’s readiness to become active agents in their world
  2. There is a Professional Learning plan in place – preferably one that stretches out over three years, and the plan consistently builds educator capacity that, in turn, improves learner capacity 
  3. Teaching gives way to learning as the baseline of what we do and who we are as educators 
  4. We will need to create a learning environment in schools that is manageable by re-looking at units of work and cutting away ‘busy pretty work’ and focussing on building core understanding.

 
 

Learning as a Culture
knowing how to learn 

In this one-day workshop, one-hour conference or staff presentation Mark will workshop how we can create a learning culture within our schools, based on recent neuroscience discoveries regarding how the brain learns. 

Understanding the Learning Process provides learners of any age with the capability to improve the efficiency and effectiveness of their learning so they can take increasing agency over their learning. The Learning Process is a non-linear process, and in this workshop/presentation, Mark will provide an overview of the process defining the terminology that we use when applying that process. 

As part of the presentation, Mark will provide a series of three developmental levels for the Learning Process for both primary and secondary learners, enabling them to take increasing agency over their learning.

The Learning Process relies on the learner developing increasing levels of competence to be able to apply the necessary agency over their learning. As part of this process, the learner also becomes an educator of their peers via actively educating and assessing each other. The result of this is that the learner becomes a learner-educator and the teacher takes on the role educator-learner.

 

 

Global Competence 
The critical skill sets for learners

Underpinning the capacity to be an independent lifelong learner is a set of competencies that now need to be explicitly learned by all learners, including ourselves as educator-learners. 

It is now not possible to be an educator without also being a learner. Forty years ago, you could complete a degree in education and then do very little additional professional development throughout your career, but now everything is changing so rapidly that educators must build the capacity to be lifelong learners. 

This requires us to be competent and understand and can apply those competencies with considerable skill to become educator-leaners. Our learner-educators must also have the same capacity, and the result is that we will all be on a similar learning journey!  Briefly, the competencies are:

1. Identity

2. Thinking & Questioning

3. Collaboration

4. Managing Self.     

5. Cultural Competency

There are two other capability sets associated with the competencies. These are Building a Language of Learning and Connecting & Reflecting new learning to existing understanding.

Mark will unpack the competencies in this session and provide a framework of resource to allow educators to apply these in the classroom.

 
 

 Learning from Neuroscience 

In this one-day workshop, one-hour conference or staff presentation Mark will present the recent advances in the neuroscience of how the brain learns. In this session the brain’s four+(1) learning systems will be unpacked along with how the memories of each are thought to be stored and accessed.

By applying the implications of how our brain learns, all learners can learn far more equitably if we are willing to make some changes to the way in which learners learn! Increased equity in learning for all learners relies on: 
1. changing our focus on learning from the present thematic approach and moving to a far more conceptual model. 
2. Keeping the amount of rote-learned material to a minimum and learn this ‘Just in Time’ rather than ‘Just in case’.
3. Allow learners to use a variety of media to learn from providing alternatives to text. 

 

 
 

The Conceptual Curriculum
moving from context to concepts

The nature of curriculum has traditionally been focussed on thematically based topics. However, a curriculum for this century is about building and applying conceptual understanding.

Ensuring our learners can apply the Learning Process effectively and that they have the competencies to take increasing agency over their learning defines the curriculum for this century.  

This discussion presents a range of resources that assist educators to take their local curriculum and deploy it in a manner that best meets the needs of learners in this century. 

The discussion will cover the development of: 

  1. A refocus on learning and effective pedagogical approaches rather than the traditional focus on teaching knowledge 
  2. Learner agency via building of increasing competency as the learner progresses through school
  3. A deep understanding of the Learning Process and reframing our understanding of intelligence, 
  4. The role of technology and Innovate Learning Environments as tools to shape and improve the efficiency and effectiveness of learning 
  5. Formative assessment processes educators working on making learning visible via Action Learning research
  6. Establishing a conceptual base for the learning areas and the competencies and improving the efficiency of learning