Friday, June 15, 2018

Gifted students / N Z Educational Reform / Life after National Standards / Counsellors in primary schools / planning the school day...


Education Readings

By Allan Alach

Every week Bruce Hammonds and I collect articles to share with teachers to encourage a creative approach to teaching and learning. I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

“Differentness twice over” – what do we know about multi-exceptional learners in our schools?
Multi-exceptional learners are the students in our schools and centres who are both highly able in a particular area or areas but may still have learning, behavioural or physical difficulties or impairments. So, for example, a young person who is extremely intelligent academically may yet have a specific learning disability (SLD) such as dyslexia, or a student may be exceptionally able in the performing or visual arts but have a sensory processing disorder or be diagnosed with ADHD or Autism Spectrum Disorder (ASD).’

Reform & New Zealand Education: Why we need to look in our own back garden…..
‘So what values would reflect New Zealand if policy were formed around what Kiwis hold near and dear to their hearts?  What does it mean to grow up in New Zealand and participate in an education system that reflects the most important values of all Kiwis?’

The Marshmallow Test And The Crisis In Social Policy
One of the milder (though misguided) consequences of this was in education. Educationalists - some of them excited by the marshmallow test - thought that they could help tackle poverty and inequality of opportunity by teaching "character,” even as neo-liberal economic reforms were tearing apart the communities they taught in.’

Here’s Why Kids Fall Behind In Science
‘Efforts that increase schoolchildren’s science achievement – particularly those from diverse, traditionally marginalized populations – could help provide children with greater future employment opportunities while ensuring that the U.S. remains economically competitive. The question is, when should these efforts begin? That is, how early do leaks in the STEM pipeline begin to occur?’

Contributed by Bruce Hammonds:

Assessment in the early years.... now National Standards have gone!
If you are reading this blog post, I am absolutely that like me, you did a little dance and leap for joy when the demise of National Standards was announced. If you have been reading my blog for a while you will be well aware of my views on assessment or to be more specific 'testing'.  I talk about this a bit in my latest book as well. In my opinion assessment has taken over many schools, it has made the teachers role one of box ticking and created stress for children and adults alike.  It has taken a way a lot of the freedom and innovation and led us to believe that there is no other way.’
  /
Technology and the death of civilisation
‘Late last year this photograph of children looking at their smartphones by Rembrandt’s ‘The Night Watch’ in the Rijksmuseum in Amsterdam started doing the rounds on the web. It quickly became viral. It was often accompanied by outraged, dispirited comments such as “a perfect metaphor for our age”, “the end of civilisation” or “a sad picture of our society”.’

“If we wait until high school, it’s too late” – the urgent need for counsellors in our primary and intermediate schools
But with a “crisis of anxiety” in our schools, including a shocking increase in suicide rates among 12 to 24 year olds and a spike in children with mental health issues generally, educators say there is a desperate need for counsellors at all pre-secondary schools.’

One student’s open letter to educators: please prepare us better for the real world
There is plenty of rhetoric that the education system needs fixing as it doesn’t prepare students for the real world. But the extent of this tragedy isn’t fully apparent until you understand how students are letting a world of opportunity slip by, as they leave high school completely unaware of how our world is rapidly changing.

School Has a Content Problem.
But try as we might to think of reading or mathing as a skill, we cannot divorce any of it from
specific content in the classroom. These aren’t Subjects that can be studied or mastered in any manner divorced from content, which is infinite in possibility and purpose and audience.Content’ and ‘Skill’ are not equal partners, because skill is universal while content is specific. You cannot learn a skill without the content, but the content requires the skill no matter what it is.’

What Doesn’t Work: Literacy Practices We Should Abandon
‘To help us analyze and maximize use of instructional time, here are five common literacy practices in U.S. schools that research suggests are not optimal use of instructional time.

From Bruce’s ‘goldie oldies’ file:

Pavlov's Dogs - an untold story (getting rid of National Standards mentality)
“t will require a real sense of urgency to shock schools to change, and for the wider community to appreciate that schools, in their present shape, are the real problem and that new thinking is required. Courage and leadership will be required to help shape a new vision of an education system suitable for the 21stC. As one writer said, ‘Our schools are OK if it were 1965’.”

Organising the school day for 21st Century Teaching - the Craft of Teaching
Personalising learning
How to organise the school day for personalised learning.There are a lot of exciting ideas about teaching these days but one thing that gets little mention is how the day is organised to make best use of them.’

Friday, June 08, 2018

Bullying behavior / exhausted teachers / role of parents / testing - educational malpractice / talent development..


Educational malpractice
Education Readings

By Allan Alach

Every week Bruce Hammonds and I collect articles to share with teachers to encourage a creative approach to teaching and learning. I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Want to get rid of bullying? Get rid of schools
‘The Victorians created schools to produce people to run their empire. Educator Sugata Mitra said these people must be so identical that you could pick one up from New Zealand and ship them to Canada and they would be instantly functional. The system was so robust it is still with us today, continuously producing identical people for a machine that no longer exists.’

Why Children Aren't Behaving, And What You Can Do About It
If we respond to our kids' misbehavior instead of reacting, we'll get the results we want. I want to take a little of the pressure off of parenting; each instance is not life or death. We can let our kids struggle a little bit. We can let them fail. In fact, that is the process of childhood when children misbehave. It's not a sign of our failure as parents. It's normal.’

Following the Child: What Does that Look Like?
Lessons need to be planned and kids need literacy instruction. What does following the child look like in literacy instruction? Following the child in reading instruction means assessing where the child is in the literacy learning process and then providing the instruction, guidance, prompting, questioning or resources needed by the learner.’

Contributed by Bruce Hammonds:

Factory Model Education “Reforms” Were Designed for Product Testing, Not Children
“The factory model was developed to ensure quality control and produce identical “consumer” products cheaply. It is NOT an approach that should be used with children. Modern researchers and professional educators have come to understand that the human brain is wired for learning, and that the most effective methods of education are aligned with how children naturally learn.”

Educational Malpractice – The Child Manufacturing Process
‘It’s a model of education that seems straight out of George Orwell’s 1984 or Aldous Huxley’s Brave New World, designed to produce obedient workers for the modern industrial economy of the last century. In effect, its more like a method for manufacturing future robot workers then for nurturing true creativity, independence, skillfulness and learning.’

Invest in Children, Not Testing. It’s That Simple.
‘Children don’t magically do better when we test them more or raise the bar higher, they do better when adults back up higher expectations by creating supportive and enriched learning environments, that nurture and nourish children as whole human beings, with social, emotional and creative needs, not just as data points and test scores.’  

‘Should I look and feel THIS exhausted?’
Teacher’s heartfelt plea for parents to STOP their ‘bizarrely lenient attitude toward disciplining children,’
‘Lately, it seems that many parents have adopted a bizarrely l
enient attitude toward disciplining children as well as bending over backwards to accommodate their children’s every demand. It’s unclear what’s causing these parents to believe that children should be subject to no limits, no discipline, and no stringent requirements at school. Whatever the cause, these parents are, in fact, doing a terrible disservice to today’s young people and to society as a whole. And, they are leaving their children’s teachers feeling frustrated, ill-supported, and utterly exhausted.’

Study finds popular 'growth mindset' educational interventions aren't very effective
A new study found that 'growth mindset interventions,' or programs that teach students they can improve their intelligence with effort -- and therefore improve grades and test scores -- don't work for students in most circumstances.’

Teach Kids When They’re Ready
A new book for parents on developing their kids’ sense of autonomy has some useful insights for teachers as well.
‘Not only are parents feeling undue pressure, but their kids are, too. The measuring stick is out, comparing one kid to another, before they even start formal schooling. Academic benchmarks are being pushed earlier and earlier, based on the mistaken assumption that starting earlier means that kids will do better later.’

One student’s open letter to educators: please prepare us better for the real world
There is plenty of rhetoric that the education system needs fixing as it doesn't prepare students for the real world. But the evidence for this isn't clear until you understand how students are letting the world of opportunity slip by as they leave high school completely unaware of how our world is rapidly changing.
.


From Bruce’s ‘goldie oldies’ file:

 Developing talent in young people? Benjamin Bloom
I’n the future schools will need to focus on developing the talents of all students rather than
academic success for those students who are best suited to the current education. This is the position of creative expert Sir Ken Robinson. Howard Gardner is obviously a key figure in defining the range of multiple intelligences or talents student have but Bloom’s research is very interesting.’

Why art is important in education?
Art is as important as reading and maths but I am not sure many parents or children would think this – and not many teachers. One amazing educator Sir Ken Robinson has said that creativity is as important as
literacy and numeracy and that if we focus on reading and maths too much we wont have the time discover the gifts and talents children have in other areas.'
http://bit.ly/2Hkx93dg


Friday, June 01, 2018

Modern Learning Environments / quality observation / engaging students in learning /emotional intelligence.

Check out Austin's butterfly drawing lesson - the secret of excellence

Education Readings

By Allan Alach

Every week Bruce Hammonds and I collect articles to share with teachers to encourage a creative approach to teaching and learning. I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Bad PD is Sometimes Your Own Fault

‘Professional Development/Learning is to teachers what school is for many students. Ask a random group of students what they think of school and you’re sure to get answers related to boring or worse. it’s almost cliche. It’s also kinda cool to say school sucks.'


Contributed by Bruce Hammonds:

The Architecture of Ideal Learning Environments

Think this would be worth sharing. Although I am critical of aspects of it, it shows what's coming, ready or not.

Wiring the entire school—including the outdoors—is necessary, architects agree, and projectors,
screens, and sound systems are migrating out of classrooms and into hallways, common spaces, cafeterias, and even stairwells. Students can access the network anywhere on campus, and view and share work on digital displays throughout the building. The effects can be subversive in all the right ways, reducing students’ dependence on the teacher, promoting peer-to-peer collaboration, and widening the sphere of learning from the confines of the classroom to the whole school grounds.’


How We Can Make Research Matter to Kids

Angie Miller
Reckon this is spot on.
‘Instead, we want assignments where students do something with their facts. I don’t mean put them in a brochure or on a website—no matter how beautiful you make it, regurgitating information is still regurgitating information. What I mean is research should always build to something greater in either an organized classroom conversation, writing, or presenting.’


Why misbehaviour isn’t just a free choice

'Cast-iron' behaviour policies are alluring in their simplicity, but do they result in long-lasting behavioural change?

'
In fact, he suggests, rewards-and-sanctions-based behaviour policies may actually be failing our most vulnerable students. The numbers for both permanent and fixed-term exclusions are rising year on year. If current behaviour policies were working, whywould the statistics tell a different story?'


Empowering Kids to Make Decisions

‘Where do people acquire the kinds of information that will be useful to them for decision-making purposes? How can we help children learn to make good decisions? How do decision-makers prioritize things? Here are some answers to these questions, along with suggestions to share with kids.’


Emotional intelligence: What it is and why you need it

Emotional intelligence is the “something” in each of us that is a bit intangible. It affects how we manage behavior, navigate social complexities, and make personal decisions that achieve positive results. Emotional intelligence is made up of four core skills that pair up under two primary competencies: personal competence and social competence.’


Researcher challenges the way schools
Alison Gopnik
teac
h

‘Gopnik believes the long period children spend dependent on caregivers is evolution’s way of freeing them to exercise brains with an immense capacity for learning and creativity. Adults tend to instead make priorities of planning, executing and exerting executive control.’


What's Going On In Your Child's Brain When You Read Them A Story?

‘A newly published study gives some insight into what may be happening inside young children's
brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent "Goldilocks effect" — some kinds of storytelling may be "too cold" for children, while others are "too hot." And, of course, some are "just right.”'


Austin's Butterfly:Building excellence in student work.

Very much the process we used to use in Taranaki. Shows the importance of observation, peer support and feedback. All about slowing the pace and encouraging thinking. Please watch

‘In this six-minute video, Models of Excellence curator Ron Berger shares a student project with elementary school students to illuminate the power of critique and multiple drafts. Ron shows students six drafts of this drawing, and elicits their kind, specific and helpful critique to consider how each draft could improve. The progress of the drawing from a primitive first draft to an impressive final draft is a powerful message for educators: we often settle for low-quality work because we underestimate the capacity of students to create great work. With time, clarity, critique and support, students are capable of much more than we imagine


Preserving the Early Excitement of STEAM

An educator argues for keeping the creative spark of primary school STEAM education as
students move into middle school.

'When someone walks into a classroom in the 21st century, it should be unclear exactly what subject the students are engaged in—the lines between subjects should be blurry, or removed, and the only thing that should be clear is that students are engaged and learning.’


From Bruce’s ‘goldie oldies’ file:

Self managing learners

‘If students are to become 'active seekers, users and creators of their own knowledge' then self-managing skills need to be 'taught' deliberately as an important goal of any classroom. The best way to see if students are self-managing is when the teacher leaves the room what intelligent behaviours would you hope to see on return?’


Fundamentals in education

In recent years education has become more and more cognitive or rational; learning that can be seen and measured so as to prove evidence of growth. In the
process real fundamentals have been overlooked. The creation of the mind is more than simply cognitive. The mind is a unified, active, constructive, self-creating, and symbol making organ; it feels as well as thinks- feelings and emotions are a kind of thought. Attitudes are created from feelings and emotions.’

Friday, May 25, 2018

Readings for creative teachers - Elwyn Richardson/ Sir Ken Robinson / John Dewey / the importance of play...


From Elwyn Richardson - Rooster and hens . 
Education Readings
 By Allan Alach

Every week Bruce Hammonds and I collect articles to share with teachers to encourage a creative approach to teaching and learning. I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Time again to focus on teacher creativity - the legacy of Elwyn S Richardson

Bruce’s latest article – a must read.

‘There was a time when New Zealand  primary education was internationally recognised for placing the learner at the centre of learning. When education was driven by a belief in the creative power of the learners themselves; when learning was based on the internal and external lives of the children.’


How is philosophy of education useful to education?

‘Philosophy of education is sometimes assumed to be a rather abstract discipline that is somehow
removed from the ‘real’ practice of education – but this has not been my experience. I began my educational career as a practicing teacher, and in that capacity I used ideas from the philosophy of education for practical purposes long before I became a more formal student of philosophy of education.’


Why Mean Girls Are Younger, and Meaner, Than Ever Before

‘These days, we hear of girls at younger ages exhibiting similar “mean girl” behaviors
excluding, isolating, spreading rumors verbally or posting lies online. It is disturbing to realize that very young children are acting deliberately to hurt classmates and friends. Admittedly 7-and 8-year-olds may not have the social skills or maturity to understand how their actions hurt others or how to act differently. That’s where parents come in.’


Ignore the hype over big tech. Its products are mostly useless

This isn’t about education; however it’s something to to reflect on when the
The latest 'silver bullet'
edtech salesperson arrives with the ‘next big thing’
in education that will solve problems you didn’t know you had (interactive whiteboards for example?)

‘If we do not want to live in a world in which “assistants” trick us into flimsy conversations, and human contact is a chore left to the bottom of the labour market, we do not have to. There is a basic fact about the future the figureheads of big tech too often forget: that what it will look like is actually up to us, not them.’


We should be teaching kids public speaking in school

‘For the sake of social equality, all schools should teach children the public speaking skills they need for educational progress, for work and for full participation in democracy. Our research is beginning to show that children who are taught these skills, perform better in maths, science and reasoning tests.’


Contributed by Bruce Hammonds:

Who Needs Computers in the Classroom? Not Students

The money is better spent on sincere and hardworking teachers.

‘If you begin to research computers in the classroom, the search tends to bring up "the benefits of…" and article after article extols these benefits, all written on behalf of people selling computers. When you look at real research such as the OECD report on Students, Computers and Learning, the usefulness is quite sketchy and may even have a negative influence.’


Smaller Class Sizes and REAL Personalized Learning are Needed for Safer Schools

There’s another solution for schools. One that few education reformers entertain. Smaller class sizes and providing students with real personalized learning. Not sitting kids in front of screens for all of their schooling but ensuring that they are better connected to teachers and their classmates. Providing small enough classes so teachers and students can help each other adjust to life when they experience problems.’


Connecting with Gen Z

‘“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” American
philosopher and educational reformer John Dewey is said to have made this statement about a century ago. If John Dewey were alive today, would he say, “Teachers have done injustice to the present generation of learners by robbing them of their tomorrow”?



Two studies point to the power of teacher-student relationships to boost learning

Kids do better when teachers know them well.

‘It seems that the ostensible benefits of specialization were outweighed by the fact teachers had fewer interactions with each student. No one was minding the whole student throughout the whole day or providing continuous emotional support, keeping an eye on a kid who had an argument in the morning or whose mouth was achy from a loose tooth.’


The problem with our schools? There’s not enough playtime.

More wisdom from Sir Ken:

‘By real play, I mean unstructured, physical play, mostly outdoors, where children follow their curiosity, and invent and enjoy spontaneous games. This has been shown to have profound physical, emotional and social benefits. Real play also develops the neural pathways upon which other forms of learning depend. Play facilitates critical life skills such as problem-solving, teamwork and creativity. Active play is the natural and primary way that children learn.’

From Bruce’s ‘goldie oldies’ file:
Children as scientists

‘That children are scientists is a truth worth repeating with emphasis. That they are also artists,
musicians, and social beings we know. But young children particularly are more scientists than they are anything else. The child starts to become a scientist with those basic reactions that first make him and her aware of cause and effect.’


Self managing learners

‘If students are to become 'active seekers, users and creators of their own knowledge' then self-managing skills need to be 'taught' deliberately as an important goal of any classroom. The best way to see if students are self-managing is when the teacher leaves the room what intelligent behaviours would you hope to see on return?’

Tuesday, May 22, 2018

Time again to focus on teacher creativity - the legacy of Elwyn S Richardson


Returning to the early world of creative education
Elwyn Richardson 1925-2012
He toi whakairo he mana tangata – where there is artistic excellence there is human dignity.

Back to the future

There was a time when New Zealand  primary education was internationally recognised for placing the learner at the centre of learning. When education was driven by a belief in the creative power of the learners themselves; when learning was based on the internal and external lives of the
children.

But sinceTomorrows Schools things have changed.  Today schools have been distracted by assessment, achievement data and measurement by standards.  The evidence is becoming clear in our rush to towards achieving measurable results children’s curiosity has been eroded.

As part of this change educational decision making has shifted from innovative teachers to political imperatives and their non-teaching policy makers. Today ‘flexible learning environments’ and access to modern information technology are seen as the answer, associated with all the appropriate words: student agency, collaborative learning and teacher teamwork.

For all this what has been forgotten that it is the quality of the teacher that ensure such modern environments are conducive to learning; it’s the pedagogy, or teaching beliefs, that teachers hold is all important.

Dr Beeby
New Zealand’s earlier recognition was based on the writings of outlier Sylvia Ashton Warner, the developmental programmes led by junior school teachers , the leadership of the then Director of Education Dr  Clarence Beeby who created the environment for educational transformation and Dame Marie Clay.

And, of course, the ideas were not entirely new having their genesis in the writings of American Educator John Dewey..

Dr Beeby appointed Gordon Tovey to develop an art advisory service who were integralto the identifying and supporting creative teachers throughout the country and in the spreading of creative teaching ideas; an education where feeling and intellect, living and learning were inseparately intertwined.

Time to place student creativity central once again

Today we have come full circle and it time to put the lives of our children and our trust in their creative power back into classroom practice.

The creativity of pioneer teacher Elwyn S Richardson

One teacher stands out as the best known exemplar of such teaching- Elwyn S Richardson. I wonder how many teachers today are even aware of the pioneer creative work achieved by Elwyn.
Thankfully he wrote, what many people still think was the best book ever on teaching and learning, ‘Inthe Early World’ first published in1964 and perceptively recently reprintedby the NZCER in 2012.

The book is timely indeed as essential elements of child centred practices have been diluted, even distorted, by those who have little understanding of how students learn and the reality of being a classroom teacher  and with their desire to assess and measure learning –  in the process narrowing the curriculum and the  side-lining  of the creative arts.

A community of scientists and Artists

Elwyn saw his classroom as a busy community of scientists and artists whose role with him as their guide to explore their natural world and the world of their feelings; students active in the process of seeing themselves as worthwhile individuals.

 Tomorrows Schools side-lined creative teachers

Before Tomorrows Schools it was creative teachers who were seen as the key to educational transformation. Today the power lies with the curriculum developers, accountability experts, and
leadership of principals. Today it is time to return the focus to identifying and sharing the ideas of creative teachers and for principals to see their role as creating the conditions for such teachers to have the confidence to return to centre stage.

The 2007 New Zealand Curriculum, having been side-lined by the previous government, now needs to be fully implemented.

Developing a meaningful curriculum based on curiosity.

Elwyn forged connections with the children’s lives and created a meaningful curriculum. He placed student curiosity at the heart of all that was done focussing on intriguing questions that motivated them to pursue avenues of inquiry naturally integrating the curriculum. He encouraged the freedom to explore, the opportunity to observe closely, and the discipline to record findings in various ways, He upheld the value of the arts and realised that one subject informs another; that scientific understanding is enhanced by the aesthetic, and vice versa.

Development of high standards of excellence

Like JohnDewey he did not allow just any activity to count as learning. He challenged children to explore, ask questions, try things out, consider alternatives, and craft and recraft to produce high quality work; art work worthy of exhibitions, science projects like those of real scientists, vivid poetry and other writing published in regular school magazines. This is teaching at its finest. Children like adults, enjoy the feelings of being stretched and achieving something they are proud of. At his school, Oruaiti in the far north, his pupils were afforded the dignity of being taken seriously as critics, writers, artists, scientists and thinkers.

Breaking away from teacher dominated approaches.

Printing on cloth
Elwyn’s book outlines his own story in breaking away from the then teacher dominated approach in the process learning to trust the creative power of the children.  In this respect he is both a teacher and a learner constantly, through child and error searching for the balance between being a teacher and being a learner. The book shows that he struggles with this dual role; ‘Am in over directing or am I under directing’ and he often abandons his own planning in favour of the teachable moment. In the end the children are triumphant and the learning is based on their own lives. Real satisfaction comes from losing oneself in a subject which evokes a depth of focus and appreciation giving children licence to bring who they are and what they cherish to their learning.

This is teaching as an art form; the artistry of the creative teacher.

Observing nature
The student’s work, which is a feature of Elwyn’s book underlies how values and excellence are formed in the process of creative achievement. Elwyn’s process is based in recognising small excellences in student’s work and through discussions developing community standards of excellence. Such minor excellences were seen as stepping stones for further thinking and in-depth expression.

Developing such standards of excellence is the professional artistry of a caring teacher who esteemed the voice and thinking of the children. This is in strong contrast to today where students are judged against adult standards and criteria that impinge on student’s individuality. Such current teacher dominated approaches are the antithesis of chid centred learning, all about conformity rather than creativity.

Student creativity taken seriously

The work included in Elwyn’s book shows that his student’s took their work seriously; the
Observation to printing
sensitive poetry, the careful observation of their immediate environment, the graphic print and ceramic work and dramatic experiences.  The book makes clear the process that the teachers introduced to develop quality personal achievements.

The process was a delicate one, with the teacher leading and directing but at the same time humbly ready to learn from the children. The idea that that the end product doesn’t matter –it’s only the process, is simple minded. Children will only grow in a classroom where high standards prevail and where their work will be tested by the critical insight of others. Each new achievement is a springboards for later leaps in imagination and understanding. In such a learning community students are perpetually challenged to achieve their creative powers and the work they create becomes a record of their achievements.

Developing security for student creativity

The patterns of work in Elwyn’s classroom was akin to being a science and art workshop with enough structure to provide students with the security necessary to be creative. Sometimes

Drawing of roosters
patterns were free at other times more formal.

Elwyn’s book provides a way through the current compliance environment (for both teachers and students) that the past decades have imposed. Many teachers will not be aware of alternatives and, for them, the first step would be to acquire his book In the Early World and be inspired by the creativity of Elwyn’s teaching and his student’s creativity.

A slow transformation into a creative community

Every classroom can be transformed into a learning community and slowly more and more choices given back to the student’s as teachers gain confidence and student’s independent working skills. Going too fast might be counterproductive and every teachers needs to design their
Rooster painting 
own progress. A good time to experiment might be at the end of the term when you will have the time in the holidays to reflect on how it went and what you might do next time. And it is good advice to work slowly towards developing a truly creative classroom by the end of the school year. In this way you will be imitating the trial and error process that underpinned Elwyn’s development as a teacher. With time teachers will move towards the satisfaction of this kind of teaching.

Planning the school day link
.
Acknowledgment of sources.

To write the above I have unashamedly made use of phrases from the introduction Elwyn’s book Inthe Early World – particularly the forewords to the original and the recent edition and the preface to Elwyn Richardson and the early world of creative education in New Zealand by Margaret McDonald (NZCER 2016). For those interested in the historical development of creative education in NZ I recommend the later.

Taranaki developments 1970 until Tomorrows Schools 1985

http://leading-learning.blogspot.co.nz/2011/03/good-old-days.htmlA group of teachers in Taranaki in the 70s developed ideas inspired by Elwyn’s writings and friendship. One teacher, Bill Guild, wrote a photo book of his student’s achievements A World of Difference a summary of is well worth a look.

Further writings about Elwyn Richardson: