Dr Bern Nicholls of Learning Labyrinth explains the foundation for the Looking for Learning process. She describes different types of learning to help teachers identify what they are looking for.
Annelies Hoogland from Learning Labyrinth discusses the Looking for Learning programme that supports leaders as they work with teachers during appraisals. The process becomes a partnership where teachers and leaders 'look for learning' and make plans to move that learning forward.
Most early childhood centres in Christchurch were in full-swing when the February earthquake hit. This story captures some of the experiences of teachers in these centres at this moment, and in the hours, weeks and months that followed.
Viv McWaters explains using the principles of improv to help teachers explore the edges of their work. In this talk from the International Conference on Thinking, Viv outlines two of the principles and how they can help teachers to go beyond the everyday in their classroom.
Allanah King is a Blended eLearning Facilitator for CORE Education. In this talk she outlines the main reasons why she likes to facilitate learning with iPads.
Bosse Larsson, Swedish teacher, trainer and concept developer, spoke to us at the International Conference on Thinking. Bosse outlined the importance of Carol Dweck's work on growth mindsets for helping our students learn how to learn.
Professor David Perkins, the final keynote speaker at ICOT 2013 in Wellington, guides us through the history of teaching thinking and explains the lessons learned along the way.
ICOT 2013 keynote speaker Ewan McIntosh explains the process many creative professionals use and explains how this can be used to create dynamic and deeper thinking that will better equip students for their future.
Lane Clark unveiled her new thinking at the International Conference on Thinking in Wellington New Zealand, the perfect place!
Jo And Tara feel that the current NZC assessment system is eurocentric, classist, and out of date. In this talk they explain how they have come to this conclusion.
