Welby began with a reflection on talking with his Mum who was a child in the 1940 polio epidemic.
She shared that she didn't do school work, (my impression was that she wanted to play). He asked his Mum what do you remember about that time, which she said sliding down the hill on her roman sandals. She learned about life on the farm at the time - life skills were key learnings that she carried with her through her life.
Welby's key thoughts:
School is not the God of Learning.
We have a neo-liberalism hangover in education in NZ today.
Learning needs to be relevant and authentic - eg fractions - teddy bears in windows.
Autotelic - activities where the experience is the goal. Creativity/making and creating, sustaining, makes you feel good, feeds us, and lifts our spirits.
it is child-centered, child determined.
Process vs product?
Prevalent in NZ education in the 40s-70s, we need to return to the thinking of this time.
We need to dissolve disciplines and take an interdisciplinary approach.
Increased agency for teachers leads to increased health of teachers.
We need to transform beyond ritual and discipline.
Transformative leadership leads to transformed learning.
Decide how communities can feed into education.
Thoughts on Te Whaariki:
Welby doesn't believe in curriculum as such but rather thought. The value lies in the person, (not the curriculum), and the child is central to learning.
Children have to be able to move fluidly in the world.
Dispositional learning - resilience is key, creativity, critical thinking.
we need to preserve belief in the child.
Children will be watching teachers navigate without a map.
video on neoliberalism in education
Welby Ing 2018 NZEI conference
the productively disobedient teacher
She shared that she didn't do school work, (my impression was that she wanted to play). He asked his Mum what do you remember about that time, which she said sliding down the hill on her roman sandals. She learned about life on the farm at the time - life skills were key learnings that she carried with her through her life.
Welby's key thoughts:
"It's not a great experiment ... it's a time of crisis that we're trying to get through creatively." - Professor Welby Ings, 22 April 2020.
He spoke about how educators are fostering relationships during this crisis by discussing three types of time: gentle, holistic and intimate.
How might we structure these types of time into our own teaching practices?School is not the God of Learning.
We have a neo-liberalism hangover in education in NZ today.
Learning needs to be relevant and authentic - eg fractions - teddy bears in windows.
Autotelic - activities where the experience is the goal. Creativity/making and creating, sustaining, makes you feel good, feeds us, and lifts our spirits.
it is child-centered, child determined.
Process vs product?
Prevalent in NZ education in the 40s-70s, we need to return to the thinking of this time.
We need to dissolve disciplines and take an interdisciplinary approach.
Increased agency for teachers leads to increased health of teachers.
We need to transform beyond ritual and discipline.
Transformative leadership leads to transformed learning.
Decide how communities can feed into education.
Thoughts on Te Whaariki:
Welby doesn't believe in curriculum as such but rather thought. The value lies in the person, (not the curriculum), and the child is central to learning.
Children have to be able to move fluidly in the world.
Dispositional learning - resilience is key, creativity, critical thinking.
we need to preserve belief in the child.
Children will be watching teachers navigate without a map.
video on neoliberalism in education
Welby Ing 2018 NZEI conference
the productively disobedient teacher
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