A focus on Dispositions and Working Theories

Two workshops presented over one evening

$80.00 per teacher


We had such a wonderful turn out for both of these events, it was fabulous to see such dedication and we were sorry to not be able to stay longer, however we will be back with more learning opportunites soon. If you are interested in running an in-centre workshop for your team, specifically designed for your learning needs please email admin@elp.co.nz

'I thought this was an incredible workshop. It was beautifully presented. You have an incredible passion and understanding of how to convey this in a way that is meaningful to others. Thank you :)'


Click here to print a flyer for printing and sharing with your team

Being a learner in the 21st Century: A closer look at building learning power and dispositions
Presented by Wendy Lee

Learning Stories are New Zealand’s unique assessment practice. This idea emerged out of the first research carried out specifically to consider what might assessment look like now we have Te Whāriki. Te Whāriki (2017) states “Narrative forms of assessment, such as Learning Stories, may make use of a formative assessment sequence of noticing, recognising and responding recording and revisiting valued learning”.  Learning dispositions are critical for encouraging valued learning in the 21st century and this view has been strengthened in Te Whāriki (2017). 

In this workshop we will be focusing on how we as kaiako can support children’s view of themselves as confident and capable learners through the documentation of Learning Stories. We will take a closer look at dispositions and consider what learning is going on in children’s learning episodes, with a view to deepening the learning analysis of the Learning Story.  We will also look at what Guy Claxton calls a split screen in relation to analysing our Learning Stories. There will also be opportunities for people to raise questions and discuss issues.

 

Children’s working theories: Do you let me fly? 
Presented by Lorraine Sands

Can my ideas be the focus of my play? Can I choose the time and space for this to happen? Can I be with the people that are important to me?

Children’s learning identities flourish when they can pursue their working theories because Children who are ‘up for challenge’ realise that anything worth doing takes time, effort, patient exploration and a willingness to explore possibilities.

This doesn’t mean that learning happens easily. In the process, children build an understanding of themselves as learners who don’t give up; as learners who like to trial new approaches and as learners who enjoy the stimulation of tricky challenging goals with and alongside their friends. 

Children’s curiosity to explore and understand their world is strengthened when they can do this in a richly resourced environment with teachers who are finely tuned in to their interests, energies and passions.