Latest Blog Posts


Deep Learning – Stories of impact

Over the past few years an increasing number of New Zealand schools have become involved in New Pedagogies for Deep Learning (NPDL). NPDL is a global collaboration of more than 1,400 schools in seven countries, seeking ways to transform teaching and learning approaches, and provide the conditions that will facilitate deep learning. The challenge of
Two boys sit at a table looking at a computer screen

Time to get real with reporting

How relevant is a six-monthly report by the time it gets home? Adapting assessment practices to gather evidence of 21st Century outcomes/skills is becoming urgent! Providing timely personalised feedback to students which lets them monitor their own progress and develop self-regulatory skills is becoming a high priority! Connecting with parents/whānau to develop genuine collaboration to

Transformation Theory: A theory of adult learning

Image source: Suzanne D. Williams, CC0 I am often skeptical of some of the language we use in education, and that is common in other sectors too. This includes words such as: disruption, innovation, transformation. I wonder about the human impact using these words has. How does it feel to be ‘disrupted’, to be asked

Wellbeing: What’s it about?

Image by CORE Education, all rights reserved. Wellbeing everywhere Wellbeing has permeated every facet of our social psyche. It’s in vogue, a fashionable word, possibly even overused. A bit like resilience, but that’s a word for another day. It’s even made CORE’s Ten Trends this year. Wellbeing is defined by the Oxford English Dictionary as

Rocket science

Game-based learning is a big subject, and you could go broad, or you could go deep. It means very different things to very different people. I’m thinking about just one facet of it, gaining an introduction to computer science and computational thinking through the design of games. Before we go any further, we need to

Kirirarautanga | Citizenship

Citizenship is a term that will have very different personal meanings to all of us. From the whenua we come from, to the land we live in, one thing remains the same – we’re all part of a bigger networked, global ‘village’. With easily accessible, borderless spaces online, there has never been a more important

Whakatōhenehene | Disruption

Reflective practice and lifelong learning, are fundamental dispositions for educators in Aotearoa. We are guided by a professional code which asks us to demonstrate a commitment to providing high-quality and effective teaching, to analyse and review our teaching practice, and to innovate through inquiry. While we proudly claim a world-class education system, in terms of

Auahatanga | Innovation

When Māori first made their way to Aotearoa they used a variety of innovative ways to navigate to places they’d not previously visited. Once on land, their challenge came in finding ways to meet their everyday needs using what was available in this new landscape. Over the ensuing years Māori became adept at using the

Why do Māori get their own hui again?

One of the more common questions I get asked by teachers and leaders in English-medium schools is, “How should we respond when questioned about why we are having a Māori whānau hui or a Māori celebration?” The question I assume, arises out of concern for the ‘Māori-only’ part and not for the hui or celebration

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