Making Diversity Visible for Gender & Sexuality Inclusive Schools

This blogpost was originally published on the CORE Education Blog here. 

At any conference or professional learning event, the idea of “inclusive education” tends to buzz. It’s a theme that many workshops or presentations have at their heart. But when we talk about inclusive education, are we also including sexuality minorities or gender identity?

Data capturing the voices of same-sex or both-sex attracted, and transgender youth suggest we are not. These groups of students are regularly overrepresented in statistics for bullying and well-being in the Youth2000 surveys (Clark et al., 2013; Clark et al., 2014). Sexuality and gender diverse students may not be visible in a lot of Aotearoa’s schools, which can make inclusion complex. However, it is now 2018, and our diverse young people are beginning to make more noise. They are proudly coming out and demanding change.

Last year I was privileged to be selected as one of the 2017 CORE Education eFellows. Seven teachers from various contexts undertook action research projects over the course of the year with guidance from CORE mentors and the support of one another.

I set out to work with a small group of teachers to develop their inclusive practice to support making sexuality and gender-minority students feel welcome, included, and accepted at school. I was interested in delving into the teachers’ historical understanding of sexuality and gender and support the development of that understanding. The inquiry investigated what makes a difference for teachers in this area and to encourage ongoing practice that promotes empathy and acceptance. I hoped that understanding the teachers’ journeys, both past and present, would help to develop gender and sexuality inclusive practice in others.

diagramMy findings led me to develop this diagram (with some source inspiration from this blogpost). Our inclusive practice is in tension between the pressure to be more inclusive and the pressure to be comfortable. Pressure comes from well-being initiatives or professional development opportunities, the statistics (above) that tell us that more needs to be done, and student voice that demands change for inclusion. The pressure in the opposite direction comes from internal pressure that naturally wants to maintain the status quo, the drive to stay in your comfort zone, and competing priorities.

In order to create a shift, I propose drawing inspiration from Newton’s First Law: an object at rest stays at rest unless acted upon by an unbalanced force. What is required to shift teachers to more gender and sexuality-inclusive practice is greater pressure for change. To avoid diversity inertia, we need to make the compelling reasons to change more visible.

Friday 18th May is Pink Shirt Day. This is an opportunity for visibility, for schools to shift the inertia.

The purpose of Pink Shirt Day is “to create schools, workplaces and communities where all people feel safe, valued and respected.” While the day sets out to address bullying in a general sense, the origins of the day come from the LGBT+ community. It is important that homophobia and biphobic and transphobic bullying is specifically addressed by Pink Shirt Day events because sexuality and gender minority young people experience higher rates of bullying (Bullying Prevention Advisory Group, 2015).

It is easy to be involved; many schools already participate. The harder part is ensuring that the day results in a deeper understanding of the prevalence and impact of bullying on young people’s mental health and wellbeing. The Pink Shirt Day toolkits are a great place to start. This is also a good opportunity to reflect on our practice too: how do sexuality and gender minority students know they are safe in our schools? In our classrooms? How does our practice support the disruption of heteronormativity or binary views of gender?

Participating in the day is one action that can make a difference. Taking part could mean one individual wears pink, or a whole school. But this is only a start. We need a tidal wave of action to push us out of diversity inertia and start turning around Aotearoa’s embarrassing statistics for our sexuality and gender minority youth.

Links to further information:

Newlands College staff on Pink Shirt Day, 2017


Bullying Prevention Advisory Group. (2015). Bully prevention and response: A guide for schools. Bullying Prevention Advisory Group. Retrieved from

Clark, T. C., Fleming, T., Bullen, P., Denny, S., Crengle, S., Dyson, B., Fortune, S., Lucassen, M., Peiris-John, R., Robinson, E., Rossen, F., Sheridan, J., Teevale, T., Utter, J. (2013). Youth’12 Overview: The health and wellbeing of New Zealand secondary school students in 2012. Auckland, New Zealand: The University of Auckland.

Clark, T. et al. (2014) The Health and Well-Being of Transgender High School Students: Results From the New Zealand Adolescent Health Survey. Journal of Adolescent Health 55, 93-99.

uLearn17 – Eric Mazur

Keynote #1 – Innovating education to educate innovators

Eric Mazur keynote (collaborative notes) was a story that captured his journey from being under the illusion that he was the best Physics lecturer to someone that reformed his approach to teaching.


As a Physics lecturer at Harvard, Eric was repeating the teaching style that he had experienced as a student. Transmitting knowledge by lecturing to the class. He told humourous stories of approaching teaching with a textbook such as finding a textbook that was out of print so the students couldn’t just teach themselves from their own copy. If you have the same textbook as the students, what do you teach them? If you are just going to hand out the lecture notes at the end of the class, what was the point of the class?


Learning, he proposed, is a two step process:

  1. Transfer of information
  2. Assimilation of that information

For example, the keynote transferred information, and the dialogue I had with colleagues after the presentation and the writing of this blogpost is an opportunity to assimilate that information. The assimilation is the hard part, but it’s the part that gets the least attention. How can we shift our pedagogy to focus more on assimilation. The curse of knowledge is that once you understand something it’s hard to remember the difficulty of learning it. His framework is displayed on the right. It is explained fully in this blog.  The learning takes place in the discussion phase.

At times I found myself wandering into a cynical state of mind listening to these ideas. I was listening for innovation, but all I heard was the learning process being broken down into a simple understandable formula. These moments were quickly challenged by reflection on my own classroom as I realise how little assimilation space I’m providing. Eric’s ideas seems simple because they should be. However, the default is transmission, and too often do I revert back to this. I feel very enlivened by Eric’s ideas and also confident that this is going to make a big impact on my practice.

Takeaways and Observations

  • If you are explaining something on the board – you aren’t engaging with your students. Face them.
  • Relationships again affirmed. Emotional engagement in the learning another key theme.
  • Mentimeter is a tool to help facilitate the framework; perusall is the platform Eric suggested.
  • How much are students dependent on a correct answer for emotional investment in a question? How do open ended questions fit in the framework? And most importantly: what skills do students need to be able to actively engage in this way?

uLearn17 Preparation

In the past I’ve found it really useful to synthesise lots of information about the upcoming conference through preparing this kind of blogpost (see uLearn15 and uLearn16). It develops my prior knowledge giving me the opportunity to get more out of the conference. This is just a post to process some of the prior information about the keynotes and key threads to get me in the zone. I’m doing this in a self-beneficial way but something might be interesting here – the preparation for ulearn16 post that Anne Kenneally put together is a much better general audience resource.

Conference Themes

  • Connect: Sharing knowledge and ideas
  • Collaborate: Working together and developing relationships
  • Innovate: Innovation and sustainability

Conference Strands

  • Learning digitally / Te ako ā-matihiko
  • Learning in communities / Te ako ā-hapori
  • Learning for success / Te ako kia angitu


The four keynotes this year have a range of exciting topics and perspectives to share:

Eric Mazur – Innovating education to educate innovators

I will show how shifting the focus from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent thinking.

Eric Mazur has a long successful history of promoting ‘interactive teaching’ or ‘peer instruction’. His website contains some previous keynotes which all link back to these themes. He is part of a team that developed Learning Catalytics, “an interactive student response tool that encourages team-based learning by using students’ smartphones, tablets, or laptops to engage them in interactive tasks and thinking.” It would be great to see this approach modelled in a uLearn keynote!

Dr Ann Milne – Colouring in the white spaces: Cultural identity and community in whitestream schools

She will challenge us to find and reflect on the white spaces in our own thinking and practice, and to actively work towards changing them.

I had the pleasure of reading Dr Ann Milne‘s book “Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools” recently and was absolutely blown again by the ideas in it. She talks extensively about colonisation, white privilege, systemic racism and has a very practical approach to changing things. The video below (plus a companion blogpost) and the her Q&A with Core Education give context to where Milne’s thinking is at. I’m expecting her keynote will lay down a real challenge to the NZ teaching profession.

Brad Waid – Engaging the globally connected student of today: A look at emerging technology, gaming and digital citizenship

Brad pushes us to look at the engaging factors students are faced with on a daily basis and how to leverage them in a learning context.

Brad Waid is a futurist with lots of experience with technology and education. His website shares some impressive achievements, recognising his leading thinking and ideas around technology and education integration. It is exciting for me to read about his interest in Virtual Reality and Augmented Reality as this year is the first time I’ve been exploring using immersive technologies in my Media Studies classroom. I’m interested in how his ideas might align or challenge Richard Watson’s book Digital Vs Human.

Abdul Chohan- Changing belief: Apple technology in the classroom

Abdul will discuss how the transformational redesign of learning with Apple technology has been essential for the success of every student and wider community.

The 4 minute video below captures Abdul Chohan’s educational perspective, which is clear through his journey of turning around ESSA Academy.  The story of what they achieved through mobile based learning is captured in this article and this conference presentation. To me the story speaks of the democratising power of technology and the importance of access in order to achieve equity. I’m interested in what angle Chohan brings to uLearn and how the story might be different for schools in 2017.


eFellows17 – Hui #3

The CORE Education Dr Vince Ham eFellowship programme continued a couple of weeks ago with the third hui of 2017. I’m privileged to be one of seven teachers on this year long journey that will see us challenged and inspired as we all take on individual inquiries that will be presented at uLearn17. 2018 eFellowship applications are now open! Continuing the trend from my second hui and first hui summary, I’ll capture the journey with three ideas and three questions.


1. Kaurilands and Koru School

The opportunity to undertake school visits continues to be one of the most heart warming parts of this journey. We visited Kaurilands School and Koru School with Jo Robson, who has been supporting their development. Both are at various stages of implementing Innovate Learning Environments. Both came from strong passionate leadership and in both cases it was a real privilege to see the environments in action. I’ve seen Cashmere Ave School‘s ILE in action and was inspired by the attitudes to learning that this approach to agency encourages. In fact there is still learning from that trip I am still trying to implement into my practice. The main focus here was the shift and change process. This is where the themes of a shared vision, collaboration and communal values were so strong between the schools. The main takeaway for me was the importance of leading with the needs of your learners.

2. Agency Ladder

School ladder

Arnstein’s ladder of participation (adapted on the right by Adam Fletcher) was raised a couple of times over the hui. If “the pinnacle experience for children in organizational decision-making [is] to initiate action and share decision-making with adults” then is becomes vital to create inclusive environments. Can genuine agency be achieved without equity? This appears to be a superb model to have on hand. Very adaptable.

3. Vulnerability

‘The Power of Vulnerability’ is a TED talk I remember seeing many years ago. Brené Brown raises some powerful ideas in here, not only an insight into humanity but also into the research process.



1. Thriving Schools

The highlight of the hui was the chance to connect with John Fenaughty, who has blazed a trail for sexuality and gender inclusive pedagogy. It was a honour to talk through my research with him, discuss the connections with his work and evaluate the state of NZ schools and their approach to gender and sexuality diversity. In a broad ranging chat I left pondering what does it take for a school to shift from coping with sexuality and gender diversity to thriving with sexuality and gender diversity?

2. Race and Gender

In the first eFellow hui, Alex Hotere-Barnes introduced me to the concept of “Pākehā paralysis” and in doing so really unlocked something in my thinking around this issue. My research has since stumbled across a different type of paralysis, a fear of action around issues of gender and sexuality. This has led me down a rabbit hole of thinking and discussion in trying to understand this more and this journey has stumbled across the concept of diversity inertia. I wonder how issues of gender and sexuality are connected to issues of race? Each area has very different and complex histories, but both contain themes of invisibility and marginalisation. How might there be a connection between the fear that teachers are experiencing and pākehā paralysis?

3. Student Voice

My research will soon seek to gather student voice from some consenting members of the classes taught by the teachers I am working with. At the beginning of the process I insisted that student voice much exist in this process and I still stand by this. However, I’m now re-evaluating this stance and trying to answer the question “what for?” I was reminded by this powerful post from Richard Wells where he examines putting the word “genuine” in front of “student-centred learning”. Is there a difference between student voice and genuine student voice? Am I seeking student voice in order to affirm what I already know? How can I gather their voice objectively if I have conclusions already in mind?

Some of this relates to the scope of my research and I can make changes accordingly, but the wider question lingers for me: when we make claims of collecting or using “student voice” to what end is it actually authentic?

Thriving in Complexity – Core Breakfast

Schools have often been forces of societal stability, preparing young people to take a defined and productive (and sometimes predetermined) role in society. Today’s schools, on the contrary, are being asked to prepare young people to enter a future world that we cannot even imagine. It’s hard enough for the adults in schools to cope with the uncertainty we face in the relatively near future; growing the school and societal leaders we need for the distant future is daunting indeed. In this session Jennifer Garvey Berger (Cultivating Leadership blog) offers a new way of thinking about uncertainty and some new tools to help us all grow more capable of coping with our complex world.

8a0d40377f3606f893c74d8a6074111bThis highly useful Core Breakfast set the scene by exploring the idea of complexity. Education is fast becoming more complex with digital technology a key driver. The quote from Mencken captures why this is important discussion. While the level of complexity for educators has grown dramatically, the landscape of schools hasn’t.

This is where Snowden’s Cynefin framework comes in – a ‘sense making device’. It is structured with four domains, over two sides: predictable and unpredictable. Schools are everywhere on the domain, so it can be used effective as an evaluation tool.


  • Obvious – known knowns – facts are known, cause and effect is visible, can rely on best practice
  • Complicated – known unknowns – need expertise, facts are contested but with analysis and research we can find an answer


  • Complex – unknown unknowns – cause and effect are in reverse. Cannot rely on what has happened before, need novelty, critical thinking and knowledge creation – leading people, culture change are complex. As Berger said “Good teaching is a complex endeavour that shifts and changes in the moment. It’s not something you can repeat.”
  • Chaos – cause and effect is unclear, the job is to stablize the system. “In this context, managers “act–sense–respond”: act to establish order; sense where stability lies; respond to turn the chaotic into the complex” – Snowden & Boone. Chaos creates innovation (i.e. Christchurch earthquakes)

Mind the gap (close the gap between current results and outcomes that you want), mind the system (nudge the system, watch its responses, be ready to respond). Three habits of mind to help us to thrive in complexity:

  • Ask different questions: increase curiosity. The future is not going to be like the past. Questions come from our general beliefs. Useful questions about what people are chatting about. Facts are way less important than what people believe.
  • Take multiple perspectives: taking other people’s perspectives to expand our own perspective. The truth we see is the truth – that is wrong. How can we listen to learn? Generally we listen to win, or listen to fix something, or listen to make something go away. In the unpredictable space, you don’t know the answer. Which people are you not listening to and learning from well enough? What might you learn if you listened harder?
  • See systems: notice the patterns and forces instead of the individual elements.

I’m left reflecting on the way this framework could be used. It might support teachers to understand change and to feel more comfortable with complexity. It certainly makes a useful tool for personal reflection and would support change management. Ultimately, the message I’m taking away is to be comfortable with complexity and how important it is to learn to live not in the predictable past, but instead in the unpredictable future.

Future Focused Education – Understanding the Trends

This CORE breakfast presented by Derek Wenmoth focused on the 2017 ten trends and a framework for exploring these in greater depth. It followed similar themes from Karen Spencer’s presentation on Future Focused Learning-Design. While that presentation used Sinek’s Golden Circle (‘why, how, what’) to explore future-focus, Derek proposed the ten trends as guiding indications that could be navigated within a ‘so what’ framework. Slides have been posted online here.  Below are thoughts that I jotted down during the presentation along with some of Derek’s key points. The presentation is also captured by this blogpost which collated the twitter feed from the breakfast.

Ten Trends 2017


The culture of your school more is significant than the curriculum.

  • Shift in ownership – learner agency – Is the trend of learner agency a challenge to the economic principle of supply & demand?
  • Artificial Intelligence – more than on the horizon. A lot of what is read is written by algorithms; 10,000 wiki articles written every day by robots.

Technology Michael Fullen leading thinking about technology’s impact on education. Considering how adding technology can have a pervasive control over human interaction.

Structural – business learning – structure is groaning. Suffering from the isolation. Focus has been on the structure not the kids.

  • Communities of Learning – consider the social & educational drivers behind this shift.
  • Virtual learning – virtual school driven by learner agency, and now very much the norm. More often than not virtual learning is more powerful than traditional learning.

Process – NCEA implementation was legislated to fit the industrial model. But now there is real disruption and challenges to that ‘process’ taking place.

  • Collaboration – we need to understand and embrace. It’s different to cooperation.
  • Data science – how can we use it to benefit our learners.

Economic – According to the five minute university economics comes down to supply and demand. Lots of issues need to be thoughts about through this lens: learners increasing: what about supply? Conservation and sustainability: demand and supply issues? How is this reflected in our classrooms?

  • STEM – makerspace movement – STEM is an approach to learning. These ideas on a spectrum – STEM being used to justify a range of approaches. But some have expanded this to STEAM. But then aren’t you just back to the curriculum?
  • Automation – impact on the normal distribution of jobs – a bell curve to represent the spectrum. The normal curve is inverting: less in the middles, more on the ends.

Some of these issues and trends have been raised on TVNZ’s What Next in the last week.

So What

So What?


The idea is not to take the trends and place them in our schools. It’s about the way we view and explore these trends through the consideration of:


  • What guides our choices – personally?As a society?
  • What is our moral purpose?
  • Talk about ethical dilemmas.
  • Bring ethics into Professional Learning Groups? Where are they in the curriculum?


  • Fairness, impartiality, justice, inclusion.
  • Sharing wealth. Rebellion on the horizon? Have we become complacent?
  • Thinking about facts. Not scaremongering. We have to discuss them and bring them into education. What do students see as facts? Are they thinking about the right things? What are the right things to be thinking about?


  • “Our technological powers increase, but the side effects and potential hazards also escalate” – Alvin Toffer
  • Cyber safety. Technology is an amplifier: applies to both the good and the harmful.How is the issue of ‘amplification’ addressed in your curriculum?
  • Digital Vs Human – it’s all progress but progress towards what? Talk about this question.


eFellow – Hui #2

The CORE Education Dr Vince Ham eFellowship programme continued last week with the second hui of 2017. I’m privileged to be one of seven teachers on this year long journey that will see us challenged and inspired as we all take on individual inquiries that will be presented at uLearn17. Continuing the trend from my blogpost on the first hui, I’ll capture the journey with three ideas and three questions.

New Ideas

1. Te Pā o Rākaihautū

Te Pā o Rākaihautū is the school that fellow eFellow Heemi dubbed “the school that whānau built”. It was a magical visit from which I am still buzzing. EFellow15 Steve Mouldey wrote about the school in his blog as “truly living their vision”Te Pā‘s vision uses the verb imagine – a really provocative way of framing a vision: “imagine a world where learning is exciting, challenging and meaningful; where our marae, our whenua, our moana are the classrooms; where our kaupapa, stories and knowledge are central to the curriculum; and where our tamariki, mātua, toua and poua can learn side by side.” This vision was in action in every classroom we visited. It was a privilege to walk through the classrooms, observing learning in action and observe an authenticity that I am still reflecting on many weeks later.

2. Hagley College20170405_131737

Our visit to Hagley College captured some similar themes. A completely different environment, but it too was incredibly connected to its community. The authenticity here was striking. When entering classrooms, it wasn’t immediately obvious who the teacher was. This wasn’t just because adult students are part of Hagley, it was also because of the design of the classrooms and the way that learning was being approached. In every context, from the animation room, cooking spaces and the fashion hub, the feeling of a traditional school simply wasn’t there. It didn’t feel that students were compromised in order to fit into the environment – students were at the centre. This is made all the more impressive by how the special culture of the school means that the roll picks up a lot of students that don’t succeed in other schools – drop outs, exclusions, or students that fall short of a qualification. This was another magical school to see in action.

3. Universal Design for Learning

Chrissie Butler was our guest on the second day, who was charged with the task of disrupting our thinking through introducing us to UDL. This was my second introduction to the framework – but it may as well have been my first, such was the way that Chrissie disrupted my assumptions. I need to do a lot more gathering of my thoughts around this, but a quick easy takeaway was the need to “plan for predictable variability”. More on UDL via Chrissie on EdTalks.


1.Letting them Try

Te Pā o Rākaihautū told us about their trying policy. If someone has an idea and it’s not against the law or the lore – then they can try it. If it works, try and make it better, if it doesn’t try something else. This reminds me of Welby Ings who in his recent book Disobedient Teaching claimed “waiting for permission means very little ever gets changed” (20, 2017). What needs to happen in the spaces I work to empower every teacher feel like they can make significant change?

2. Christchurch20170404_125827

With the hui being in Christchurch, we were right in the heart of a city that was in the process of transforming; I vow never again complain about the volume of Wellington’s roadworks. In travelling around the city we saw the remarkable way that disruptive thinking was challenging the way the think about space and community. The pop up, gap filling culture focused on creating temporary initiatives that invested in connecting people to the space. The TED talk below makes it clear that the movement is about people – how people understand space in the city and how they use it. What can education settings learn from this approach? How can we gap fill our schools to improve our learning spaces?

3. Inclusive Pedagogy

Questions I am taking forward with my project. Asking teachers to consider:

  • How do sexuality/gender minority students know they are safe in your classroom?
  • How does your practice support the disruption of heteronormativity or binary views of gender?

eFellows17 – Hui #1

wp-1485562570118.jpgThe CORE Education Dr Vince Ham eFellowship programme kicked off last week with the first hui of 2017. I’m privileged to be one of seven teachers on this year long journey that will see us challenged and inspired as we all take on individual inquiries that will be presented at uLearn17.

My intent with my eFellow17 hui blogposts is to briefly capture the discussion and learning with three ideas and three questions. I blog in order to reflect; by thinking back through the hui and synthesizing the discussion I hope to think more deeply about my learning. My aim is to share ideas that fit with the purpose of the fellowship: “to inspire transformational practice“.

Three Ideas

  1. Derek Wenmoth introduced the inquiry mindset and the key questions challenging education at the moment.
    • What do we see the role of technology in learning?
    • If education is all about interpreting knowledge – knowledge based system – who owns the knowledge?

The impact of these key questions was captured by the slide below, where he argued that realising the potential of 21st Century learning  can only occur when technology is used to transform learning and knowledge is owned by the collective.


2.  Alex Hotere-Barnes introduced ideas regarding Kaupapa Māori Research, and what he’s learnt being Pākehā and engaging in this area result. He referenced the work of critical Māori scholars Linda Tuhiwai Smith, Graham Smith and Ani Mikaere who all foreground the cultural and political dimensions of kaupapa Māori thinking and action.  A key point was the importance of challenging “deficit theories” in research that position Māori as “objects” of research; as opposed to being the designers and doers of Māori research. I took from this that there are a lot of cultural considerations to think about when approaching research from a Māori perspective; but fundamentally one needs to be open to communication and collaboration – it’s all about relationships.

3.  Keryn Davis introduced Cowie and Carr’s concept of the consequences of assessment – that all assessment makes a difference to competence (how does the assessment impact the abilities and skills of the learner?), continuity (what does this assessment connect to?) and community (how does assessment build community?)

Three Questions

  1. Derek’s question of “What do we see the role of technology in learning?” has been answered in a way by one of the leading players in NZ education, NZQA. The commitment to using digital formats for assessment has shaped a lot of the conversation in the last two years on this matter. However, as Derek pointed out, at this stage they substituting: taking a paper exam and putting it online. If we were to transform external assessment, what might that look like?
  2. In Alex’s presentation, he gifted us an expression: “Pākehā paralysis”, which is based on the work sociologist Martin Tolich. It occurs when pakeha become immobilised by the challenge of interacting in culturally appropriate ways.  This is a barrier that gets in the way of Maori success in the NZ school system. A question going forward is how best to overcome this feeling? What strategies do we need to employ? This EDtalk expands on that brief definition and has several ideas.

3. And finally, a question that is launching my inquiry this year: how might teachers collaborate to create safer spaces for students of minority sexualities and genders?


Core Breakfast – The power of research thinking to transform teaching and learning

In this seminar Keryn Davis will open up the research space traditionally allocated to academics by sharing how research can be the activity of teachers and students. She will share some of their recent research experiences and the exciting and transformative changes that are possible when creative methodologies are used to listen and challenge what has always been.

  • What is research?
  • Who can be a researcher?
  • How can students and teachers can be active in the research – not just as subjects and / or participants?
  • Using creative methods to listen and challenge.
  • Stories of research for transformative change.

Defining research:

  • Collaborative classroom research
  • Difference between the research as the outsider and the researcher as the professional on the inside (self study?)
  • Research as taking in different viewpoints to discover why some can see what they can see
  • Research thinking
  • Inquiry or research?
    • Research space has a clear design and rigor so the research can stand up to scrutiny
    • Inquiry doesn’t necessarily have the detailing (i.e. ethics and approval) and is more everyday process
  • Action research: “No action without research; no research without action”


  • Belongs in the hands of researchers or the hands of teachers?
  • Hattie: no evidence that action research is making a difference

What are there dispositions, orientations and approaches that researching teachers are using?

The session was highly focused on Early Childhood which wasn’t ideal but there was plenty to consider in terms of relevance to teenagers. Something to reflect further on is the involvement and well-being scales which I think could be implemented in some way to gather data within some future action research. Therefore my underlying takeaway is to reframe my thinking about what data actually is and look for the stories and how to capture the stories of learning.

Top tips for putting

  • Learn the art of listening
  • Learn to ask meaningful questions in the right way
  • Be prepared to find the unexpected – become comfortable with uncertainty
  • Look at things from multiple angles and perspectives
  • Use the language or literacy of the people that you want to learn from
  • Try, try and try again

uLearn16 – Assessing Deep Learning

uLearn16 – Assessing Deep Learning

By Margot McKeegan and Derek Wenmoth

Deep Learning is the key focus of an international collaboration led by Michael Fullan, involving clusters and networks of schools working together to build knowledge and practices that develop deep learning and foster whole system change. In this workshop participants will be introduced to the measures being used to evaluate the deep learning in this programme, and experience how these are applied in a practical way to form judgements about the learning that is occurring.

Notes below are a bit sporadic representing the sort of spitfire nature of the session where Derek threw out a lot of provocations. The notes written here are largely responses captured from my own thinking or something contributed from the group attending the workshop. Lots of things to continue unpacking.

Key questions:

  • What is deep learning?
  • How might we measure it?
  • What evidence would we use?

What is deep learning? Collaborative padlet. No one was talking about tests or national standards etc. Connecting this to the learning stories that we’ve experienced. What indicators do we use?

What does deep learning look like? What does it sound like, look like, feel like? When learning is deep it will feel hard and frustrating. The challenge of overcoming something because it is hard is what makes the learning worthwhile. It will involve emotion where the students and the teachers are excited – mutual respect. Zone of proximal development – it stretches people. Challenge for educators thinking about scaffolding the processes so that the learning is accessible. It sounds like students being about to articulate their learning, using their voice.

How is this measured? Consider the models of Bloom’s Taxonomy, SAMR, AsTTle, and SOLO Taxonomy. How do you know if someone is successful? Co-construct the success criteria with the students. Allows deeper learning of ourselves – how has the learning changed you as a learner? The idea of self-empowerment and leadership allowing the learner to become more self-aware and global citizens.

Connection to the movement in the media whereby news stories are about the soundbite or the headline. Do we still value the 6 o’clock news? Is news coverage now surface level, or deep.pedagogies-for-deep-learning

New pedagogies foster deep learning. It has to occur in four dimensions: pedagogical practices, leaning partnerships, learning environments, leveraging digital. Building precision. The focus of most of the workshops discussion was pedagogical practices.

This image on the right is taken from this blogpost which unpacks the new pedagogies for deep learning. The model below gives criteria and indicators that can be used (and were used) to assess a lesson plan:


While it is easy to be critical of something in this context, the challenge is to apply the same critique to our own lesson plans.

If you think you’re already doing it. Ask for a second opinion