Used with permission from Wānaka Primary School

Online conferences: an in-depth example of getting value for you and your team

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Derek Wenmoth, Principal Consultant, CORE Education
With Dr Wendy Bamford, Principal at Wānaka Primary School

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Used with permission from Wānaka Primary School

CORE Education’s Deep Learning Lab (DLL), held during the recent school break, provided many New Zealand educators with their first opportunity to experience a fully online conference.

Normally a two-day event in a physical location somewhere in New Zealand, this year the decision was made to take the event online, given the concerns about travel in a COVID-19 environment.

One of the schools in the New Zealand New Pedagogies for Deep Learning (NPDL) project is Wānaka Primary School (WPS). While staff had been a part of DLLs before, travel and accommodation costs from Wānaka to the venue often meant that only a small team could afford to attend.
This year Dr Wendy Bamford, principal of the school, saw an opportunity to involve more staff. In this interview she describes how this worked for her and her staff.

Derek: Kia ora Wendy, thanks for taking the time to chat about your experiences of the virtual Deep Learning Lab this year. Describe for me a little of what you thought when you heard this year’s event was going to be held online?

Wendy: Well, it would be fair to say that the Wānaka Primary School staff, especially the very ancient principal [smiles], approached the whole thing with a degree of skepticism. We’d enjoyed being a part of the previous Labs, and got a lot from them. With this one being online we were wondering how could an online conference work so that we were able to network, share ideas, interact with presenters and have our pedagogical beliefs challenged, so that we got the most out of it that we could?

Derek: And what was the verdict?

Wendy: The very ancient principal has eaten her hat! It was amazing and thoroughly worthwhile was the WPS verdict. And given it was two days of inversion layer and a max temperature of two degrees, I for one was glad I could benefit from quality PLD without leaving my fireside chair.

Derek: How about the programme – how did that compare with the face to face conferences you’d attended previously?

Wendy: We were delighted with the quality of presenters, both national and global, who presented at the DLL. We were also delighted that the DLL catered for all levels of understanding and experience around NPDL. There was something for everyone and as the insights and live presentations were recorded, teachers could go back and look at all of the keynotes and workshops if they needed to.

Derek: How did you choose which teachers could attend this year?

Wendy: We didn’t have to choose – everyone who wanted to attend could! Usually we can only afford to send three to four teachers to the DLL and uLearn because of the high costs involved in travel…usually flights for us…and accommodation. We were able to encourage staff to attend as they had access to the DLL with only the registration fee as the cost and in the holidays so no reliever costs involved. We had a large number register.

Derek: What about those with family or other commitments who may have wanted to attend but couldn’t?

Wendy: One of my teachers was unable to attend the Thursday/Friday of the actual conference but hopped in and out as she could prior to and after the actual online date.

Derek: So the flexibility of online really opened it up for everyone?

Wendy: It certainly did! A number of my staff have young families and that is another benefit of accessing the conference online from their homes.

Derek: As principal, what were the big benefits you saw in having the event available to your staff like this?

Wendy: After attending the DLL, staff have high expectations of fabulous PLD at their fingertips without the hours in airports and staying away from the family. Bringing high quality global presenters in remotely allows greater numbers and greater varieties of insights and keynotes. It’s also more affordable, as the costs of hosting the speakers – their flights to NZ, accommodation etc. must be a lot less as well, meaning registration costs and the costs to CORE are reduced.

Derek: Tell me more about how your staff actually participated – did you all just sit at home in front of the fire and go online?

Wendy: There were a number of ways staff attended the DLL. We had a group of staff who were able to gather together at school, either in the staffroom or as a pod group, but we also have staff who live up to 45 minutes from school and they loved the option of not having to travel and to watch it from home. There was lots of communication between staff whether it was conversations held at school or digital means.

Derek: That sounds awesome – something in there for everyone! And I love the way you have used the conference to create a sense of ‘connectedness’ among your staff – regardless of how they participated.

Wendy: Yes, that was very intentional. On the first week back after the DLL all of the WPS staff gathered together and talked about the ideas and pedagogical practices that resonated with them. This stimulated further discussions and many are now keen to go back and look at presentations again as teams etc. as well.

Derek: So being online really suited you and your staff?

Wendy: Indeed – the major benefits I see are that more staff can be involved, a greater number and variety of presenters can also be involved and you can interact in a space and at a time that suits you.

Derek: So this experience has really changed your thinking about online conferences! Do you think your staff will be interested in participating like this again?

Wendy: Absolutely! Before the Deep Learning Lab I had only one teacher interested in attending uLearn and to be honest our PLD budget could only afford to send three or four. Now that staff have had a taste of the online DLL and the fact that it ran so smoothly, people could opt into sessions at times that suited them. There are a number who would like to be involved with the online uLearn conference.

Derek: What was it about the experience that made it so engaging for your staff? It sounds like it was much more than simply a series of ‘talking heads’ providing online keynotes and workshops?

Wendy: That’s it exactly. The opportunity to engage in the online forums, in breakout rooms, interact with the keynote presenters, insights and live presenters and the ability to revisit these at any time or enter into another insight and consequent forum ensured there is lots of thinking, discussion, rigorous questioning. We found at the DLL that staff newer to DLL revelled in the practical classroom ideas, resources and speakers, while the more informed and experienced practitioners looked for something to challenge their thinking and disrupt their beliefs.

Derek: So they’re keen to get to uLearn now?

Wendy: I can’t wait for uLearn … and I can bet on the fact there will be a large number of WPS staff as well. If uLearn is set up like the DLL it will be the ideal portal for everyone from beginning teachers to experienced school leaders!

Derek: Thanks for your time, Wendy. I’ll look forward to catching up at uLearn online.

Join us online at uLearn20

Find out more >

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experience-deep-learning

Experience Deep Learning

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New Pedagogies of Deep Learning (NPDL) is a global collaboration of more than 1,400 schools in seven countries who are seeking ways to transform teaching and learning approaches that will facilitate deep learning. A key tenet of NPDL is that effective education is about building good humans and actively engaged members of society, as well as academic success.

CORE Education leads the NPDL mahi in Aotearoa in early learning settings, schools, clusters and Kāhui Ako. This work allows us to see the value of emphasising competencies, relationships and meaningful social action as the central focus of curriculum design.

This blog looks at:

  • the importance of learning partnerships at home
  • teachers as activators, culture builders and collaborators
  • the principles of effective learning design.

Learning partnerships at home

Learning partnerships are a cornerstone of NPDL. Across the globe NPDL teachers collaborate and share pedagogical strategies which support quality deep learning. Learning outcomes are deepened if relationships are strong in the classroom, staffroom and across the whole learning community.

In recent months, the NPDL global team has shared deep learning moments called Deep Learning Partnerships @Home. This series highlights how ākonga can engage with the six Global Competencies (character, collaboration, creativity, citizenship, communication and critical thinking) while learning at home.

Emma Ritzema-Bain, NPDL school leader at Hillpark School, Auckland, brought this to life in her setting where she actively promoted a family focus on collaboration, communication and citizenship in her distance learning programme during lockdown. Making dinner together, checking on neighbours, donating to food banks, connecting to friends and family online support growing at learning at home. This learning opportunity gave ākonga agency, and encouraged both choice and voice. A number of the activities Emma shared also encourage use of the six Cs.

emma-hillpark

Teachers as activators, culture builders and collaborators

A recent global webinar from NPDL Director Joanne Quinn, challenged educators to think about:

  • How to thrive, not just survive
  • Learning design that engages
  • Educators as activators, culture builders and collaborators
  • Deep learning moments

Joanne shared a model positioning teachers as activators, culture builders and collaborators which can apply to engaging with ākonga face to face or via distance learning.

teacher-as-activator-tips-for-remote-learning-web

Key tips from the model

Activator

  • Let your ākonga know everyone, including teachers and whānau are learners.
  • Encourage co-construction of success criteria.

Culture builder

  • Schedule optional friendly check-in times. Seek feedback – what’s working/what’s not?
  • Seek student voice by inviting them to co-design and contribute ideas, projects and approaches

Collaborator

  • Create an accessible hub (examples include Google site, Facebook page) where ākonga and whānau can find all learning materials
  • Tap into student collaboration and creativity in their learning. Support play not just ‘tasks’.

The principles of learning design

In NPDL quality learning design encourages us to think about:

  • effective pedagogical practices – e.g., ensuring regular specific feedback is given
  • strong learning partnerships – e.g., between educators, ākonga and whānau
  • quality learning environments – e.g., creating an environment which supports a positive culture for learning
  • leveraging digital to scaffold and deepen the learning – e.g., using Seesaw to share examples of learning products, scaffold the task, or challenges.

npdl-a3-poster-to-share-web

Educators apply these key elements when planning deep learning opportunities. Equally, this applies for teachers as learners!

Professional development also needs quality learning design to be effective and support deep learning. A Deep Learning Lab (DLL) is a way to explore the ideas in the NPDL model. The lab gives educators in Aotearoa an opportunity to engage with global partners and share thinking. Traditionally the lab is face-to-face, but this year we are delighted to let you know that we have designed our first virtual event, and that registrations are now open!

Come to a virtual Deep Learning Lab!

Redesigning a DLL from what has been a face-to-face, to a virtual event provides opportunities and flexibility for educators to engage differently.

Over two days our international keynote speakers, Dr Jean Clinton and Mag Gardner, will weave together the key themes of wellbeing and deep learning. This supports the understanding of how relationships are the glue that binds them together to ensure deep learning and human outcomes for learning programmes.

The virtual Deep Learning Lab, which runs over July 16-17, is also an excellent chance to learn from and collaborate with global experts, and investigate ways we can improve outcomes for learners.

We welcome both New Pedagogies for Deep Learning (NPDL) members and anyone who is interested in finding out more about deep learning.

The virtual Deep Learning Lab experience offers:

  • An interactive online programme enabling participants to create a personalised ‘map’ of their learning journey during the lab.
  • Live and on-demand sessions so participants can engage with a professional online community with access to all lab resources.
  • Opportunities to have participation recognised through a gamified approach and digital badges.
  • Keynotes from Dr Jean Clinton (Clinical Professor of Neurosciences, child psychiatrist) and Mag Gardner (NPDL Global Leader) – with opportunities to connect with them online rather than simply ‘sit and listen’.
  • Interactive sessions where educators from Aotearoa and around the world will be able to connect, collaborate, and explore deep learning together.

Dr Jean Clinton, encourages teachers to “Reach out and Connect”, so come join our virtual Deep Learning Lab to connect with our NPDL network!

Registrations are now open for the virtual DLL, find out more and register here.

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Deep Learning – Stories of impact

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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 making learning relevant, engaging, and sustainable in the modern world is one that is confronting to all schools. The NZ schools in the NPDL project represent a variety of contexts, with their own priorities and challenges, and each is using the NPDL tools, frameworks, and support to develop a coherent, school-wide approach to achieving their aspiration for deep learning.

Deep Learning Competencies

At the heart of it all are the Deep Learning Competencies, better known as the Six Cs. These are the skill sets each and every learner needs to achieve and excel in, in order to flourish in today’s complex world. These competencies form the foundation for the New Measures. NPDL teachers use the Deep Learning Progressions to assess learner’s current levels in each of the six Deep Learning Competencies. They combine this with information about learner achievement, interests, and aspirations to get a clear understanding of what each learner needs.

This is illustrated in the video below where Tracey Scott, Visual Arts teacher from Bream Bay College, shares her story of using the 6Cs in her senior NCEA classroom.

Also from Bream Bay College, Gwyneth Cooper has been using the NPDL frameworks to establish strong connections between Cultural Competencies and Deep Learning. How can we weave the 6C learning competencies into learning experiences which are socially and culturally located?

Deep Learning Lab

Participating schools gather each year at a Deep Learning Lab (DLL), where they come to be inspired and informed about the ways they can deepen learning in their schools. The 2018 DLL was held in Auckland, which included inspiration from CORE’s Rosalie Reiri on the significance of local context and the development of cultural narratives and global NPDL team member, Mag Gardner, sharing her expertise on building collaborative cultures.

After attending the DLL in Auckland the teachers from Hawea Flat School in Otago gave feedback on what they’d learned from attending the Lab:

“We had a team of people come to the Deep Learning Lab in Auckland that ranged from teachers presenting workshops, lead teachers in other areas of the school as well as teachers new to our school who had little understanding of NPDL. The keynote speakers are critical and there was something there for everyone. As a team we connected strongly with Rosalie and her place-based keynote address and also with Mag Gardner. It’s great to hear from international speakers as well as those from NZ. The workshops catered well for the different places we’re all at on our NPDL journey. We came away feeling energised, inspired and everyone motivated to go ‘deeper’. Everyone on board our waka is paddling in the same direction. It affirmed a lot of what was happening back at our school and showed us how we could go further. We felt confident to ‘let go’ and follow the children’s lead while at the same time engaging more with our parent community and what they felt was important for their children to learn. We hadn’t in the past found that out from parents during the ‘planning’ phase and after the Deep Learning Lab we followed multiple times with our parent community. One of the biggest impacts has been us realising how important it is to show our parents what ‘deep’ learning is as many of them have come through a system where test outcomes have been the main priority for learning.”

Cultural narratives

Building on what they had learned at the DLL, teachers from Hillpark School and Clevedon School in Auckland decided to put into practice the ideas they’d gained from Rosalie regarding creating a cultural narrative relating to their local context. They identified that a number of their teachers didn’t actually live in the same area as their respective schools, so set about creating an “Historical hikoi” to help build an appreciation of the cultural histories of their local areas that they could then integrate more effectively into their classroom programmes. Their story is shared in the video below.

Wellbeing and literacy

The NZ schools involved in NPDL are demonstrating a variety of ways to implement the frameworks available through being a part of the NPDL project. A recent article in the Education Gazette records the story of Cobden School near Greymouth that has used a wellbeing focus to improve boys’ literacy.

Learning partnerships

Providing opportunities for immersive, trans-disciplinary approaches to learning that involve close links with the local community are a key focus of what schools in the NPDL programme seek to achieve. In the video below, Janis Sandri from Holy Family Catholic school in Wanaka shares her school’s story of how they formed learning partnerships with key members and organisations in their local community to support learner driven passion projects.

As each of the stories of impact in this post reveal, the NPDL programme is not a ‘recipe’ to follow. Rather, it provides a robust set of frameworks and tools, together with the support of experienced facilitators and a broad community of educators, that can be used to augment and further develop the work you are doing in your school already. The challenge of how we meet the needs of each individual learner while creating a localised curriculum and ensuring that the learning is deep is not an easy task, but with the support of a local and global community, and with the tools to help us plan for and measure deep learning, it does become more achievable.

NZ NPDL Deep Learning Lab 2019.

A two-day New Pedagogies for Deep Learning event. Be a part of the action! Christchurch 18-19 July – registrations open now.

 

If you’re interested in knowing more about how your school or cluster could become a part of the NPDL programme in NZ please contact:
Margot McKeegan margot.mckeegan@core-ed.ac.nz or
Derek Wenmoth derek.wenmoth@core-ed.ac.nz

This blog post was written collaboratively by Margot and Derek.

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