Our speakers and inquiry lines are very carefully picked in collaboration with our community. They always align with our vision of embedding what really matters in education. Inquiry, play and the Learning Power Approach (LPA) are golden threads through our learning process, as well as focusing on the head, heart and mind of learning.
By being part of our learning and answering our unique questions, their ideas will also be shaped, challenged and extended.
We want our Q and A’s to be rich, meaningful and create new perspectives and angles for our community, as well as provide practical ideas. We often invite two or three lead thinkers during one Q and A to bring this perspective and stimulate new thinking. This way, our content supports practitioners completely new to developing their practice as well those who are more experienced.
What could be more important than every single child feeling a sense of belonging in school? Sadly, all too often, this isn’t the case. If you reflect on classes you have taught, students who have passed through your school, we are sure you can think of those who had a strong sense of belonging and those who did not. What if we could pay conscious attention to how we create belonging in our schools and classrooms? What if we could be brave enough to unearth unconscious bias and learn how to shift our practice to be more inclusive for ALL children - Children from all backgrounds, from all sorts of families, with all sorts of approaches to learning. Wouldn’t that be amazing?! If every single child really did feel like they were seen, heard and valued in school and it was a place they were welcomed and belonging. THAT is what this “live” and inquiry line is about.
In many classrooms, and particularly in reggio emilia and inquiry settings, teachers visibly document children’s learning. The process of doing this slows down thinking, makes learning visible, enables teachers to see childrens’ interests, fascinations and misconceptions and provides an opportunity to reflect on and build upon learning. So, pretty powerful! Research also backs this up: Making learning visible enables learners to see the process of their thinking and learning and therefore to examine it. It makes sense then, to amplify teacher learning and collective efficacy in schools, that we also document teacher learning visibly - In the staffroom, in classrooms, down the corridors and online. What would it look like if we did this? What impact would this have on teacher learning conversations, conscious competence in our practice, a feeling of agency and trust amongst staff? What if parents, too, could get involved - not only to see how teachers were learning but also to add their own powerful insights - to learn from and with teachers.
We’re really excited to invite documentation leader, Anne van Dam and author of “Leading through a Lens of Inquiry”, Jessica Vance to co-construct how we can being to visibly document teacher learning in schools.
January is a reflection and rest time in our community since those in the Southern Hemisphere are on summer break. This gives the rest of us time to take stock, reflect, breath, make links with prior learning and plan forwards.
January is a reflection and rest time in our community since those in the Southern Hemisphere are on summer break. This gives the rest of us time to take stock, reflect, breath, make links with prior learning and plan forwards.
We need to know where we’re going. We need to vision into the future. But not too far, otherwise we’ll lose sight of what’s practical. Visioning towards 2030 seems doable. But, as prior speaker for Learning Pioneers, Mark Finnis says, “A vision without a plan is just a hallucination.” Which is a) not very practical and b) downright scary! So, it makes sense to vision forwards AND begin to build a roadmap and practical steps towards that vision. Who better to inspire our thinking than visionary educational thinkers Yong Zhao and Valerie Hannon?!
Join us in this powerful learning journey by signing up to our “Diving Deeper” community package
Our community has been inquiring into embedding the LPA for 4 years now - That said, we know that the more ways we find to implement the LPA, the deeper we go with embedding its principles, the more we can do and the further we can go - And the bigger impact we can have!
We're delighted, then, to have this opportunity to gain insight from LPA- designer, Guy Claxton and LPA leader, Rachel MacFarlane. How can we:
By joining our community you will get to embed these ideas into your schools and classrooms and walk this leading-edge journey with us.
Join us in this powerful learning journey by signing up to our “Diving Deeper” community packageEach year we curate a learning journey, choosing inquiries that will stimulate growth, add depth and ultimately make the biggest impact to children in our care reaching their unlimited potential.
By joining our asynchronous and “diving deeper” packages, you will gain access to all of this content.
Here is a summary of our learning journey so far:
We have invited Guy in for Q and A’s on a range of topics, including his take on developing creativity, exploring deeper thinking and deeper learning and diving deeper into "Learnish". In these interviews, Guy shares his latest thinking in the LPA, provokes our, often unconscious, thinking and provides new and practical ideas to develop the LPA in our classrooms.
The first step to joining a Mastermind, is booking a free 30-minute call with Becky to explore whether you are a good fit for the Mastermind. During that call, she will answer any questions and find out more about your key challenges and dreams for your school.
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