Consultancy

                 

Mark Treadwell

 

Mark’s passion is to communicate how we can best prepare all learners for the world they will live, work and play in. Based on the latest research into how the brain learns, Mark has developed a learning framework that provides educators with a developmental schema for how learning takes place. The learning process and the competencies lay the foundation for learners to have far greater agency (ownership) over their learning. Through an understanding of the learning process, all learners can build their capacity to become independent lifelong learning. 

Facilitating effective learning requires creating a curriculum that is both focused on conceptual understanding and is founded on the critical role of the learning process and the underlying competencies. Mark is keen to ensure that this theoretical framework is developed into a set of very practical processes and systems that can be implemented within schools. Mark’s presentations address the reasons for the multiplicity of changes that educators are currently experiencing in their profession, as well as providing effective solutions and adaptive pathways to create the learning environments that are now required by schools.

The emerging new practices and processes empower learners with the capacity to learn more efficiently and effectively, anywhere, anytime and with anyone. Mark has written numerous books and articles describing the series of paradigm shifts in learning, including the most recent transformation educators need to address. In his presentations Mark explains how educators can best address the challenges that educators are currently facing and ensure that learner-educators are provided with the skill sets and capabilities they require for this century.

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Marhas worked with the New Zealand Ministry of Education in a number of roles over the years and has presented at national and international conferences in New Zealand, Australia, Estonia, China, Norway, Kuala Lumpur, USA, Chile, Ireland, Hong Kong, Singapore, Spain, India, UAE ... 

"You may be pleased to know that your audience was the largest the RSSO has achieved, 
and the number of requests for electronic copies of the lecture was the highest to date. 
Thank you again for delivering the sixth RSSO".

"Brilliant; Entertaining, Authoritative & Inspirational" 

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The Global Curriculum Project 

Over the past 12 years, Mark has been developing a series of resources that are the underpinned by the neuroscience, sociology and psychology of how the brain learns. These resources have been created in consultation with numerous schools around the world and with clusters of schools in New Zealand, Australia (Adelaide) and Dubai. The resulting three resources collectively contribute to the Global Curriculum Project. These resources will be released between November 2016 and August of 2017.

The three resources are:

1. The Future of Learning: This multimedia resource is a 'living resource' and as such the online edition will be updated every four months. The resource is also available as a physical resource and by purchasing this, it automatically provides you access to the online version. The resource is divided into three sections  A. The emerging model for how our brain learns B. The Learning Process C. The six pillars that underpin an effective 21stC curriculum   More information here

2. The Global Competencies: The competencies are shifting from obscurity to the centre of the curriculum as they are now the essential capability builders across all aspects of our lives in this century. Schools are now seeing these are central to curriculum and this resource unpacks the six competencies in a manner that allows educators to apply them in the way they deem to be most appropriate.  

3. The Seven Learning Domains: The traditional 'subject areas' are no longer context based (thematic topics) but rather they are conceptually based and developed across five levels of conceptual development to build the necessary conceptual frameworks that underpin our capacity to be innovative and ingenious - the call of the 21stcentury. 

Collectively these three resources contribute to the development of each school's unique curriculum offering. The Global Curriculum Project should not be seen as 'the curriculum' but rather as a series of resources that allow educators to refashion their curriculum in a way that is unique to them and meets their needs more precisely. 

 Conference/Workshop Presentations (more details here)

The theme for Mark’s presentations is the future of learning as we move through the second decade of the 21st century.  Integral to this is how the shift from in our focus from Teaching to Learning and how that is changing the very nature of education. The seven most significant domains where we are transitioning practice are set out below:

  1. We are revising our understanding of how the brain learns, and as a result, we are applying this understanding to develop a more effective pedagogy
  2. the competencies are empowering greater learner agency that enables learners to take increasing responsibility for their learning
  3. we are revising our understanding of intelligence and how learners can apply the Learning Process (inquiry) successfully and independently
  4. learning that is concept based and includes the learning areas and the competencies that prepare our learners for the world they will enter
  5. technology and the role Innovation Learning Environments are changing how we access and apply a range of information and communication tools
  6. formative assessment and the action learning we carry out allows us to make the learning far more 'visible'
  7. These six domains result in a transition from our historical focus on teaching and provides us with the resource to focus on building learning capacity

The implications of these new understandings are resulting in entirely new approaches to the agency learners have over their learning, how we design curriculum and environments that facilitate efficient and effective personalised learning, where learners have the capacity to become independent lifelong learners.