Deep and Powerful Learning

I have been reading a lot lately about powerful learning. I particularly like this Ted talk as it brings together many truths and resonates with core beliefs about aligning vision and practice.

Children need to have a say in their learning, it needs to be relevant and real. This relates to Fullan's ideas of the needs to connect, create and help humanity.


Well worth taking the time to view.

Brain Development, Learning and Implications

Today I had the great pleasure in hearing Nathan Mikaere-Wallis share his knowledge, insight and wisdom with the Christchurch Junior School Leaders. Nathan was part of the Brainwave Trust, and is part of X Factor Education, Christchurch. He has been a lecturer at Christchurch College of Education, lecturing in human development, brain development, language and communication and risk and resilience. Nathan has a background of working with children in counselling settings relating to domestic violence, sexual abuse and childhood trauma.

There were a number of core messages in his presentation.

• Brian research is relatively new. In the 1990s there was more research than in the previous 300 years.
• Teenage brain research is 8 years old.
• Healing brain research is 3 years old.
• The frontal cortex isn't fully developed until an average of 26 - 27 years.
• First 1000 days of a human's life is pivotal to brain development.
• Historically we believed that brain development and potential was mainly due to genetics. We now know that brain can be moulded by the environment.
• What is happening at this time influences the brain stem development and frontal cortex potential.
• Other factors have an impact; gender, place in family, temperament, parent's education, poverty, extended family.
• There is an impact of the ability to learn cognitively in the future.
• Di-ad relationship in early years effects brain development.
• Relationships are the most important aspect of learning.

What can we do for children whose learning potential has been impacted?

• Ensure they have a strong relationship with a key person - this challenges the idea of a transition class.
• Extend the duration of this relationship - can they have this teacher for a longer period of time?
• Predictability in the classroom.
• Consider starting school closer to 6.
• Personalise transition to school practices.
• Reduce focus on cognitive learning and national standards in early years.
• Focus on learning dispositions (Te Whariki).
• Consider practices of mindfulness.

To hear more from Nathan you can listen or download a podcast from National Radio. You can also follow him on Facebook.

Relationships are the Heart of Great Teaching

If I were to sum up teaching in one word it would be relationships. They are at the centre of all learning for both children and adults. This is a heartwarming TED talk by Rita Pierson who shares her passion for teaching and the important role we have as educators.

When thinking about modern, innovative learning we need to consider relationships and how can what we are doing enhance the relationships were are building.

• Why are we changing groups every three weeks?
• How can flexible groupings be used to strengthen relationships?
• Will some children work better with a particular teacher?
• Does the child need to see things from a different perspective to make the learning clearer?
• Would the child be best with their 'home room' teacher and not move elsewhere?

A Message to New Zealand Teachers

This slideshow was developed by CORE Education and then is being added to by children all over NZ to tell teachers about what they want and how they want to learn.

https://docs.google.com/presentation/d/1ypjel4hVvtS7myOXhIJ2TtdByxVtt9eS_YN5Ut1ksoo/edit?usp=sharing

As this is not my creation I don't want to publish it but would loved to have it embedded so you can watch it grow. Please visit the link at this stage to see what NZ children are thinking.

Manifesto for Children

I just love this and had to share. At then end of the day this is what it is all about.

The Manifesto for Children
E. Paul Torrance

Don’t be afraid to fall in love with something
and pursue it with intensity.

Know, understand, take pride in, practice, develop, exploit
and enjoy your greatest strengths.

Learn to free yourself from the expectations of others
and to walk away from the games they impose on you.

Free yourself to play your own game.

Find a great teacher or mentor who will help you.

Learn the skills of interdependence.

Don’t waste energy trying to be well-rounded

Do what you love and can do well.

Thoughts?
See original link here
http://creatingbrains.com/2011/06/10/first-a-decision-the-manifesto-for-children-of-all-ages/