Talking Teaching 2018 - DAY 2 morning

The day begins with a fishbowl session. Dr. Margaret Henley from the University of Auckland modelled and facilitated the process to ensure the fishbowl process works. The discussion was on whether the traditional links between Australia and NZ still exists. There was a ‘reflective’ whole group discussion on to identify the range of learning that had occurred for the participants in the fishbowl and outside of it, during the session. A good session on how a well-structured, mediated and supported learning activity works.

Parallel sessions in 5 streams then begin.

I attend Dr. Deb Hill’s (from Whanganui Learning Centre) workshop on ‘how to deepen thinking with a capital D’. Began with an activity to establish whether we considered where we considered ourselves as being shallow or deep thinkers. Introduced the concept of OG – open grade – as a way to encourage students to work through the first stage of a unfamiliar subject. Used the session to obtain feedback on a practical guide to plagiarism. Facilitated discussion on critical thinking and what it consists of – intellectually curiosity, well-read, checking and re-checking, analyse deeply and independently etc. Binaries – deep / surface – not necessarily a good way to approach the nuances of the concepts behind the binary. Introduced the concepts which enhance deep thinking bearing in mind knowledge is a ‘human construct’.

Then, a presentation with Associate Professor Trudi Cooper from Edith Cowan University on ‘engaging teaching, inspiring learning- Universities after Industry 4.0’. A sociological take on the effects of technology on education. Began with an overview of Industry 1.0 – 3.0 – mechanisation, mass production, computing and the knowledge economy. From machines assisting humans, to humans as extensions of machines and where humans manage machines. Industry 4.0 is the era of the internet of things, intelligent machines / robots etc. machines replace humans or machines manage humans. Presented on implications not only to education but to all other aspects of human life. Will it be utopia or dystopia? Postulated some challenges for education 4.0 – critical literacy to strengthen democracy; protect against influence of machines/robots; realise creativity and develop human potential’ strengthen ethical awareness; education for conviviality; meaning and identity (post work, post liberalism / post capitalism). Consequences include purpose change to curriculum; student motivation – greater influence, role of the teaching and implications on policy. Advocates higher education has to make sure humans matter, Barnett and Coate’s domain of being / becoming emphasised; re- emergence of older purposes for education – for the betterment of humans.

Last parallel session for the day, I join the Otago Polytechnic Batchelor of Culinary Arts teaching team’s fishbowl on – I make; therefore, I know – assessing cognitive and creative problem-solving using embodied performances of practice. Presented on the similarities between dance and cooking in a kitchen by using a video to introduce the concepts. The launched into a fishbowl to hammer out the concepts. Robust discussion on differences of embodied practice and the points at which ‘becoming’ can be assessed.

The symposium closes with a keynote from Emeritus Professor ofMaori Education, Russell Bishop from the University of Waikato on ’Teaching to the North-East’. Presented on several problems to be addressed. Equity and excellence in NZ secondary education project – Te Kotahitanga. There is no theory of practice that resonates with marginalised peoples; no real common code of practice or scaling; there is a plague of ‘good ideas’ that masquerade as evidenced-based (Sleeter, 2914); Most PD is effective, open to political positioning and focuses on peripheral rather than central concerns; teachers’ voice is heard more than students; culture is more often seen as customs and objects; rather than a medium of sense-making; leadership is often spoken in terms of actions rather than transformative leadership; and teacher deficit theorising. His work has been based on ensuring teachers establish relationships with learners to improve learner outcomes. Pedagogy is framed by strong relationships between teachers and learners – the discursive relationship model. Sustainability of the project across time is important. Funding tends to be across too short a time frame. Need to explore WHY, once initial funding is stopped, interventions peter out. There was limited capacity building which did not continue beyond the project once funding stopped. Led to limited integration of model across school programme. Model was seen to be too prescriptive. On the whole, there was a lack of collective efficacy to assist the on-going continuation. North East refers to the quadrant for high teaching skills and high relationships – but majority were in South West – high relationships and low teaching skills. Challenge is to ensure the North East quadrant prevail. New model needs to be relationship based leaders of learning profile. Need to create an extended family context in classrooms and schools; interact in ways that promote learning; monitor learners’ progress so that you can improve learning. Need to shift from language of deficit to one of excellence and potentiality.

A wrap up is undertaken by Dr. Angus Hikairo Mcfarlane from the University of Canterbury. Reiterated that we do not only talk teaching, by do teaching. Summarised, in his erudite style, his learnings, the highlights, thanked all the participants and organisers and reminded us of how the conference reflected the principles of the treaty - partnership, protection and participation. Challenged us to continue to live the principles as we leave the conference. 

A late lunch closes a busy but productive conference.