The good old days of creative teaching

Last week all the key figures involved in what came to be known as the Taranaki Environmental Approach were in town. It was too good a chance to let go by so a party we had. Also invited were others who became involved, or who were involved in creative learner centred education. May be there were similar groups elsewhere in New Zealand but ours was a special group whose influence is still to be seen, if not recognised, today.

In front Howard Wilson and next to him Bill Guild. At rear Robin Clegg, Bruce Hammonds and John Cunningham. The term environmental was used in the sense teachers created student centred learning environments and many of their studies utilised the natural, historical and man made local environment.

Such groups do not emerge without precursors.

After World War two there was a feeling that traditional schooling ought to become more democratic. Even earlier, the first Labour Government under the leadership of Education Minister Peter Fraser had began this change . An important figure at this time was Dr. Clarence Beeby the Director of Education. All sorts of other influences could be sited, non the least, educational philosopher John Dewey who wrote widely in the early 1900s about the need to transform education to be more learner centred. Just before WW2 there was a New Education Conference held in New Zealand where a number of respected world educational thinkers visited and toured New Zealand. One visitor was English Educator Susan Issacs, one of the first people to focus on how young children learn. Also included there were a number of highly respected art educators. According to an educational commentator Jack Shallcrass people lined up in their hundreds to hear these new ideas.

During the 60s new liberal curriculum's were introduced and Dr Beeby established specialist teachers in art , nature study and Physical Education to assist teachers develop new ideas. The art advisers in particular, led by the redoubtable National Art Adviser Gordon Tovey, were seminal in spreading ideas about creative education and in the process building teacher confidence.

In the photo above two members were involved in this first stage were Howard Wilson and Bill Guild. In the sixties the art advisers arranged course in integrated programmes that they both attended along with myself. I was then a nature study specialist ( later to be transformed into a science adviser). Both Howard and Bill agree that it was during this time that the most dramatic changes occurred in education as they pioneered integrated studies. Up until then the day was tightly timetabled and teacher directed. Children were age grouped into standards and many were held back if they were not able to reach the standard. In the UK, in earlier times, teachers pay was linked to the number of students achieving the standard ( 'payment by results').

Three ideas still seem relevant today.

The need for a national conversation/conference about the purpose of education for the new century -and that the democratic purpose of education needs to be freed from populist political ideology.

The need for a wide range of advisory teachers to be appointed to assist teachers ( as against the current governments move to only appoint literacy and numeracy advisers).

The need to value the expertise of creative teachers and schools and, along with this, the need to find ways to share their ideas ( the power of networks using the Internet seems obvious)

The real innovations of the group above were developed in the early 1970s.

Missing from the above photograph are two English teachers Chris and Marion Keeble. Both In the late 60s Taranaki teachers led by the science advisers ( Don Capon and myself) had introduced student centred science learning ideas from the Junior Nuffield Science Project. English Junior school were highly regarded as models of child centred learning and in 1969 I arranged to spend a year to learn more about the approaches being used.

Marion Griffin (Keeble) 69

recently visited New Zealand and Marion had taught in New Plymouth in 1970.

During this time I met and taught with both Chris and Marion. Both since became respected head teachers. Marion a gifted all round teacher and Chris with real expertise in mathematics. Their work transformed my thinking.

Marion Keeble 2011

It was the ideas of such teachers that I helped introduce when I returned to New Zealand in 1970. Ideas we 'imported' were: making greater use of student's interests and the immediate environment, introducing studies through displays, slowing the pace of work to achieve quality work ( and to allow time to come alongside students to help them as required), rotational group throughout the day, and placing an emphasis on creating stimulating room environments with well displayed students art, language,
mathematical investigations, and study work.

Bill Guild , Robin Clegg, John Cunningham and later Bruce Hinton became integral to the approach and many other teachers joined in to varying degrees. One other important member (also present at the party)was Wayne Morris who, along with myself, developed a range of publications to share the ideas leading to the establishment of our website leading-learning. We also shared books on creative teaching from the UK and the US. As an adviser I was able to act as a liaison person Another important individual was Bill Clarkson.

The other inspirational influence to us all was the book 'In the Early Wold' written by pioneer teacher Elwyn Richardson based on his work in the 1950s. Our group made contact with Elwyn. We believe 'our' approach combined the powerful but individual art and environmental approach of Elwyns with the more craft, focused observational and school wide approach I had seen in England.

The ideas still live on today but they have had to accommodate, in recent years, imposed curriculum,assessment regimes and formulaic 'best practices' approaches to teaching which has resulted in less individual creativity for both students and teachers. A real advance has been a more whole school approach although this has also resulted in limiting the creativity of individual teachers. In the UK creative teaching ( which was patchy in many respects) was replaced by a National Curriculum with defined learning areas arranged in levels, learning objectives and national testing. This technocratic approach was imitated with a similar National Curriculum in New Zealand but without the testing regimes -so far.

In 2007 the 'revised' New Zealand Curriculum provided the inspiration for a new creative era with its vision of 'life long learners' and for students to become 'seekers, users and creators of their own knowledge'. Unfortunately this has now been subverted by the demands of the new conservative government who have looked back to the idea of standards in a narrow range of learning areas. Most schools, as mentioned, seem to have been captured by formulaic teaching and a narrowing of their curricula. Many schools seem oblivious to the dangers of this audit and surveillance ideology unaware there are creative alternatives past and present.

It is again time now for some new creative leadership this time by principals. Creative principals need create the conditions to release the creativity of their teachers and to network with other schools to share their more creative teachers' expertise.

I wait in anticipation.

Thankfully there are signs of networks of creative principals and teachers emerging.

We have all had our turn; but the creative cycle continues. As someone said we need to do the 60s again but this time properly!

Back to the future.

Bill Guild working with students 25 years ago.

Twenty five years after retiring Bill Guild has been invited back to his old school to share his ideas about quality teaching and learning. It is a half a century since Bill took up his appointment at the school.

As well, it turns out, Bill taught the aunt of the current principal who wants to learn about, from Bill, the ideas that first gained the school it's creative reputation. Tapping into the wisdom of the past is a powerful idea - and it turns out Bill's wisdom is very current.

Bill was part of a small group of teachers who worked hard to develop creative classrooms in the 1970s. Today the challenge is for whole schools to work together to share their expertise.

When Bill retired he gave me notes of talks he had given and, in this this blog, I share a few of his ideas to indicate the thinking of the day.

'To me the teachers' role is vastly different.No longer the font of all knowledge but rather a counsellor, adviser, partner, guide, questioner, prompter and confidant.'

'I believe that schools must be learning communities where students learn, with our assistance, the things they want to learn; when they want to learn them; how they want to learn them; and why they want to learn them; all through their own curiosity'.

'As a group we were disillusioned with the traditional pre-packaged approach ...largely adult conceived....including ability grouping.Attributes such as co-operation, understanding and sharing were largely given lip service. We believed that learning should stem from the natural but vital curiosity of children and it should centre around real experiences'.

'Skills...such as focus, concentration, craftsmanship, introspection and independent inquiry need to be introduced.' 'Presentation and display skills need extra special attention and the creative areas given new emphasis.' We felt such independent self motivated learners would be more able to cope with the future with assurance and zest.People who are responsible for their own learning, able to make relevant choices, seem to be the kinds of people best suited to cope with future society.'

'To achieve work of high quality, which gives satisfaction and a feeling of personal success, there is a need to slow down the pace of work so the enjoyment is experienced as the work progresses and the finished piece reflects, not only thought, but pride of craftsmanship.Slowing down the working pace of children and allowing them time to reflect and and saviour their discoveries and achievements.'

'The role of the teacher is to encourage and stimulate pupils to seek knowledge for themselves.'

'Carefully arranged teacher displays', are a feature, and were based on, 'environmental, language, or maths topics'.'As the topic progresses the work of children is added to the display until it becomes an amalgam of both the children and the teachers efforts.' 'It is most important to acknowledge, in a meaningful way, the value of a piece of work.' 'These displays provide a window to the world revealing the work being done in literature, individual interests, the environmental and experiences shared by the class or as individuals.'

'There is an emphasis on the immediate environment.It is the teachers role to reveal the unknown in the familiar and to help children to discover the unnoticed world within their environment.' However, the interests of the children cover a wide range from fact to fantasy.' 'The school is a base from which to explore their environment.'

'Gradually, with experience and growing confidence in their own abilities, children are given some choice within a very wide topic and finally many children may reach a stage they can be given a complete choice.'

'Questioning techniques must be suited to the needs of the learner ...and should be framed in a way as to stimulate greater powers of thought.' 'Plenty of time must be given the children to talk, discuss,disagree, argue, and revise opinions, all of this while refining and defining their solutions.'

'Teaching observation is important. I believe we look at so much and see so little.Hence my belief that if we slow down our pace and allow ourselves the gift of observation.''Without the input of looking ..no future artistic or intellectual output is possible.' 'But drawings must go further than factual information, they are also able to convey feelings, impressions, and emotion.People who look harder, see more and understand more.' 'Drawing is a way of asking questions and drawing answers.'

Drawing involves the, 'outward eye, which is our observing eye, and an inward eye, which looks at feelings, memory, and imagination.' 'Observational drawing is not concerned with mere reproduction'... but result in, ' drawings which are uniquely yours.'

' A sense of design and beauty is an obvious need in our society and very little emphasis, and even scarcer recognition, has been placed on this area of visual education,'

Along with my colleagues I have tried to develop classroom programmes where children are exposed to a variety of ideas and situations.We have tried to take into account the backgrounds and interests of the children as well as they ways in which they learn. All children need success and we feel that this best achieved by children having confidence in themselves to select their own tasks, and through the development of necessary skills and abilities, to complete them to a deep sense of satisfaction in a task well done.'

Bill worked with group of creative classroom teachers working in different schoools. The challenge today is for whole schools and, better still, groups of creative schools working together making use of the teacher expertise in their own schools. And also, as Bill illustrates, the wisdom of past creative teachers.

The 'new' NZ curriculum provides an opportunity for the beginning of new creative era of education.

Personalized learning/ Marae based learning/ Project Based Learning and lots more...

Tapping the wisdom of past teachers  ( Bill Guild)

Education Readings

By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

Creativity being lost in our schools

The Joy Of Opting Out Of Standardized Testing

‘Testing season is a gray period in my classroom. But it’s a joy in my house.

As a classroom teacher with a daughter in the public school system, I’m always struck by the difference. In school I have to proctor the federally mandated standardized tests. But I’ve opted my own daughter out. She doesn’t take them. So at home, I get to see all the imaginative projects she’s created in her class while the other kids had to trudge away at the exam.’

http://huff.to/2nFzqMA

Opt Out 2017: Refusing Education as a Police Power

This article is by Mark J Garrison, whose book A measure of failure: The political origins of standardized testing is well worth reading.

‘All of this harms the quality of education and does nothing to solve the real problems that concern

parents, educators, students and their communities. A summation of existing research suggests that test-based accountability systems do not serve to improve the quality of education; annual testing has not been demonstrated to help educators do a better job. Yet, state and federal authorities continue to pursue a direction that the vast majority of students, parents and educators have clearly opposed.’

http://bit.ly/2ncI3CE

The First Two Years at School (1950)

Here’s a movie from 1950, examining the teaching practice in junior school classrooms. it’s not often that one looks at something 66 years old and sees that things have definitely gone downhill since then.

‘An exposition of modern methods of teaching the very young, showing the purpose behind the methods now being used, and contrasting them with past procedure.’

http://bit.ly/2oENPNF

Here's one secret to successful schools that costs nothing

‘Most factors that help make schools successful cost lots of money -- think teachers, technology and textbooks. But a new study suggests one factor that doesn't need any cash to implement can play an important role in helping students succeed at even the most disadvantaged schools. That factor is what scientists call social capital.’

http://bit.ly/2oDzpxB

How Not To Teach Writing

Nobody teaches writing that way.

Teacher way - right way

‘No, the entire history of human expression, human literature, human song-- it's about finding new and interesting and surprising ways to say what we have to say. It's about finding ways to express a thought that are perfectly suited to that particular person and time and place and circumstances. We are moved, touched, excited, and enlightened by those who can string words together in completely different and yet completely appropriate ways.’

http://bit.ly/2o4WWWs

What is it like living in Libya these days?

If you think your teaching job has its problems:

‘Libyan activist, Maimuna Aghliw, who has been living in Misrata since 2009, reflects on life there during wartime. Aghliw, 26, spent some time working at an NGO, focusing on psychosocial support, visiting different elementary and secondary schools. She also spent time teaching and tutoring children of various ages.

Here, she talks about her experience as a teacher in war-torn Libya.’

http://bit.ly/2nFToXf

Contributed by Bruce Hammonds:

Schools hit a wall with open-plan classrooms

Return of the walls

When will they ever learn?

‘They knocked down walls to revolutionise learning and now they are putting them up again.  Open-plan classrooms have caused nothing but trouble for many schools, which are putting up partitions and walls to counter the deafening noise created in the barn-like spaces.’

http://bit.ly/2oYPuKd

Author : Heemi McDonald

MLEs (Marae Learning Environments) – Lessons from the Marae for Modern Learning Environments

‘Cultural responsiveness is a crucial part of all learning environments and leads to enhanced practices and learning outcomes. The Modern Learning Environment (MLE) is no exception. Modern learning practices move beyond the learning space and seek to challenge the traditional frames of learning. These practices are for the enhancement of learning experiences but need to be infused with robust cultural competencies. For Maori, open plan, communal learning spaces are not new.’

http://bit.ly/2oGUILp

A Continuum on Personalized Learning: First Draft

Author Larry Cuban

‘When I went into classrooms to see what “personalized learning” meant in action, I observed much variation in the lessons and units that bore the label. None of this should be surprising since “technology integration” and other reform-minded policies draw from the hyped-up world of new technologies where vendors, promoters, critics, and skeptics compete openly  for the minds (and wallets) of those who make decisions about what gets into classrooms.’

http://bit.ly/2nZlYEX

From Bruce’s ‘goldie oldies’ file:

Seven myths about teaching - common sense to me!

‘Seven myths about learning  from an American source - common sense to insightful New Zealand teachers?Many people — educators included — still cling to some of these misconceptions about learning because they base what they think on their own experiences in school, ignoring what 21st century science and experience are revealing. Here are seven of the biggest myths about learning that, unfortunately, guide the way that many schools are organized in this era of standardized test-based public school reform.’

http://bit.ly/2oYLBox

Back to the future

Tapping into the wisdom of the past

Bill Guild : Teacher

‘Twenty five years after retiring Bill Guild has been invited back to his old school to share his ideas about quality teaching and learning. It is a half a century since Bill took up his appointment at the school.As well, it turns out, Bill taught the aunt of the current principal who wants to learn about, from Bill, the ideas that first gained the school it's creative reputation. Tapping into the wisdom of the past is a powerful idea - and it turns out Bill's wisdom is very current.’

http://bit.ly/1KzIEUx

Transforming schools through Project Based Learning (PBL)

Thomas Markham

‘American educationalist Thom Markham is an enthusiast for Project Based Learning (PBL) and believes that the most important innovation schools can implement is high quality project based learning. He provides seven important design principles for teachers to ensure project based learning is of the highest quality.’

http://bit.ly/18lBlLJ

'A World of Difference' :the philosophy of a Taranaki pioneer creative teacher - Bill Guild

 Bill's booklet. It is important for creative teachers to share their ideas

Bill exploring a wasp nest

A world of difference.

In 2003 Bill Guild attended the Frankley Road  150th Jubilee a school he had been principal of for 28 years from 1959 to 1986. An accomplished photographer Bill complied a book A World of Difference of the experiences and creativity of the students he taught to share with past students attending.. Later an edited booklet was shared widely with teachers throughout New Zealand who knew of the quality of teaching he was well known for.

Maybe its time to share his ideas again?

A little bit of history.

Historical photo of Frankley School

Bill was a key figure of a group of Taranaki teachers that had gained reputation for the  creative programmes they were implementing. My previous blog celebrated another such teacher John Cunningham and I thought it a good ideas to focus on Bill - who by the way turns 91 this year and is as enthusiastic about creativity as he ever was and a whiz on his Apple computer!.

Bill had been involved with the Related Arts courses run  by the Art Advisers of the time, courses which encouraged teachers to move away from fragmented timetables of the 50s  to  develop integrated programmes ..

The cover shows one of Bill's students carefully observing a wasp nest

 Other influences were the English primary schools which at the time were recognised for their child centred approach and the American Open Education movement. Bill , along with other teachers,  was inspired by the work of New Zealand pioneer creative teacher from the 50s Elwyn Richardson whose book In the Early World became our bible.

Recently republished by the NZCER

In 1976 Bill was invited to share his ideas a World Art Education Conference held in Adelaide. Bill's work was also a feature of the then Education Departments Art in Schools book. His contribution to education was also recognised by the NZEI.


The ideas that Bill developed 1970- 1986  may be useful for today's teachers and they return their focus to developing students creativity and  imagination.

In Bill's own words:

When Bill retired he gave me notes of talks he had given and his philosophy  aligns well with the spirit of the , all but currently sidelined, 2007 New Zealand Curriculum.

The raku kiln -art and science

The teacher's role

'To me the teachers' role is vastly different. No longer the font of all knowledge but rather a counsellor, adviser, partner, guide, questioner, prompter and confidant.'

School as a learning community.

'I believe that schools must be learning communities where students learn, with our assistance, the things they want to learn; when they want to learn them; how they want to learn them; and why they want to learn them; all through their own curiosity'.

A community of artists and scientists

'As a group we were disillusioned with the traditional pre-packaged approach ...largely adult conceived....including ability grouping. Attributes such as co-operation, understanding and sharing were largely given lip service. We believed that learning should stem from the natural but vital curiosity of children and it should centre around real experiences'.

Skill required to achieve quality work.

'Skills...such as focus, concentration, craftsmanship, introspection and independent inquiry need to be introduced.' 'Presentation and display skills need extra special attention and the creative areas given new emphasis.' We felt such independent self motivated learners would be more able to cope with the future with assurance and zest. People who are responsible for their own learning, able to make relevant choices, seem to be the kinds of people best suited to cope with future society.'

Interpreting a mountain spring

'To achieve work of high quality, which gives satisfaction and a feeling of personal success, there is a need to slow down the pace of work so the enjoyment is experienced as the work progresses and the finished piece reflects, not only thought, but pride of craftsmanship. Slowing down the working pace of children and allowing them time to reflect and saviour their discoveries and achievements.'

'The role of the teacher is to encourage and stimulate pupils to seek knowledge for themselves.'

An emphasis on displays to inspire students.

Display based on a colonial study

'Carefully arranged teacher displays', are a feature, and were based on, 'environmental, language, or maths topics'.'As the topic progresses the work of children is added to the display until it becomes an amalgam of both the children and the teachers efforts.' 'It is most important to acknowledge, in a meaningful way, the value of a piece of work.' 'These displays provide a window to the world revealing the work being done in literature, individual interests, the environmental and experiences shared by the class or as individuals.'

Making use of the immediate environment.

'There is an emphasis on the immediate environment. It is the teachers role to reveal the unknown in the familiar and to help children to discover the unnoticed world within their environment.' However, the interests of the children cover a wide range from fact to fantasy.' 'The school is a base from which to explore their environment.'

Crossing a 3 wire bridge on Mount Taranaki

An exciting experience but not possible today!

Great for language and art.

Providing student choice.

Gradually, with experience and growing confidence in their own abilities, children are given some choice within a very wide topic and finally many children may reach a stage they can be given a complete choice.'

Creating pottery involves a range of choices

'Questioning techniques must be suited to the needs of the learner ...and should be framed in a way as to stimulate greater powers of thought.' 'Plenty of time must be given the children to talk, discuss, disagree, argue, and revise opinions, all of this while refining and defining their solutions.'

The importance of observation

Students carefully observing a mounted pheasant

'Teaching observation is important. I believe we look at so much and see so little. Hence my belief that if we slow down our pace and allow ourselves the gift of observation.

'Without the input of looking ..no future artistic or intellectual output is possible.' 'But drawings must go further than factual information, they are also able to convey feelings, impressions, and emotion. People who look harder, see more and understand more.' 'Drawing is a way of asking questions and drawing answers.'

Such careful observation is a real skill

The process provides opportunity for reflection and for questions to emerge

Observation is all about slowing the pace of work

Drawing involves the, 'outward eye, which is our observing eye, and an inward eye, which looks at feelings, memory, and imagination.' 'Observational drawing is not concerned with mere reproduction'... but result in, ' drawings which are uniquely yours.'

An environment that celebrates students' creativity

Totems the result of American Indian study

Importance of aesthetics

' A sense of design and beauty is an obvious need in our society and very little emphasis, and even scarcer recognition, has been placed on this area of visual education,'

Quality art from a bush study

Note the variety of interpretations

Importance of a task well done- 'personal best'

Research and observations from a mountain trip

Chart illustrates skill in visual design and observation,

'If a thing is worth doing it's worth going well' C K Chesterton

Along with my colleagues I have tried to develop classroom programmes where children are exposed to a variety of ideas and situations. We have tried to take into account the backgrounds and interests of the children as well as they ways in which they learn. All children need success and we feel that this best achieved by children having confidence in themselves to select their own tasks, and through the development of necessary skills and abilities, to complete them to a deep sense of satisfaction in a task well done.'

Art work arising from a colonial study - Hurworth Cottage

The 'new' NZ curriculum  (2007)m with the change to a more teacher friendly government, provides an opportunity for the beginning of new creative era of education

The finished result of an afternoon's observing at St Mary's church

Inspirational New Zealand teachers and schools

And a few thoughts from Zong Zhao.

The blog I wrote about Opunake School has had a tremendous response.

It might indicate that there is a hunger out in 'teacher-land' for examples of schools sticking to their

Some classes have the 'wow' factor

beliefs and doing the right things rather than complying to politically imposed requirements, such as National Standards..

To fulfill this need for creative alternatives I have 'mined' my blogs to find examples that might fit the bill.

 As a bit of an introduction this morning I listened to an interview on National Radio with  American education professor Zong Zhao  who is in New Zealand to give presentations of his ideas. I have made reference to Zong Zhao several times  over the years as his views are aligned to the message of this blog.

Creative teachers and schools count!!

He was talking, in the interview, about his latest book 'Counting What Counts - Re-framing Educational Outcomes.'  The point he was making is that measuring achievement does not automatically equate to positive students' attitudes to wards learning. He was asking for schools ( or rather Governments) to assess what matters.

 On his website he quotes Einstein to make his point;

'If you judge a fish by its ability to

Zong Zhao

climb a tree it will live its whole life believing it is stupid'.

Rather than focusing on National Standard we need emphasize the provision of challenges to  all students. Students are born needing to learn - it is integral to their desire to survive, according to Zong Zhao.

 Focusing on such things as National Standards  distorts the curriculum, stifles student growth. and seems to require behavior programmes to 'control' students who do not have the opportunity to be suitably engaged. As a result we suffer from an 'opportunity gap' rather than an achievement gap' .

National Standards discriminate and punish uniqueness ,  ignoring students with strengths in areas not tested, rather than valuing it.

 Education is more than test scores placing students on a ' shonky' bell curve.

Zong Zhao referred to  High Tech High as an example of a school that engages students in authentic problem solving, integrating modern information technology, but he could have been referring to Opunake Primary.


So back to finding inspirational New Zealand examples unfortunately limited to those I know of. 

Someone needs to find and share such examples.

These are schools that place the  intent of  the New Zealand Curriculum ahead of the politically imposed and

NZ Curriculum

doubtful National Standards. Schools that put into practice the phrase from the curriculum that   students need to be able to 'seek, use and create their own knowledge'.

Many teachers are aware of the creative approach of New Zealand's pioneer teacher Elwyn Richardson. His book 'In the Early World' has recently been republished by the NZCER

The early beginnings of creative teaching in New Zealand : Gordon Tovey and the art advisers.

Perry Rush

Perry Rush of Island Bay School is an inspirational educator. I have visited his school and heard him present his ideas. Perry had the courage to stand out against National Standards.

Gay Gilbert's integrated arts programme Hillcrest Normal School Hamilton. I have known Gay for decades and have had the opportunity to work with her school.

Inquiry based learning at Mt Eden Normal School

I haven't had the opportunity the last few years to visit Spotswood School but it was once one of my favorites. I still hear good things

Woodliegh School New Plymouth Quality teaching and learning.

A visit to an inquiry based junior classroom in New Plymouth : Deborah French.

Inquiry learning motivated by visiting an archaeological dig at a redoubt site

Developing a co constructivist inquiry unit

A critical principal speaks out Dan Murphy

Another critical principal speaks out Danny Nicholls

Reflecting back 30 years - what still holds true? Bruce Hammonds

 

Fraser and his students making honey

An eccentric and creative teacher  in the far north; Fraser Smith

Bill Guild

Bill Clarkson - a quiet revolutionary.

Native plant study  Bill Clarkson

Thoughts from Bill Guild about teaching and learning

The forgotten genesis of creative junior school teachers.

New Zealand's all but lost Learning in Science Project - inquiry learning model  and valuing the prior ideas of students.

Discovery Time is a New Zealand programme to develop science inquiries in junior classrooms

Rotational group organisation for inquiry learning

Valuing student voice -shadows Jumiors

Ideas to begin the school year - or anytime for that matter.

Developing a stimulating and celebratory room environment

Covering the main strands of the NZC
Books to inspire creative teachers.

Two practical books to implement the NZC