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PLD & Kāhui Ako

Your Facilitator: Karen-Tui Boyes

Karen-Tui Boyes is now accredited as a PLD facilitator meaning your School and/or Kāhui Ako/Community of Learning can apply for Centrally Funded PLD to access Karen's expertise and knowledge to assist you in raising achievement and preparing students for the world ahead.

All PLD is personalised to the needs of your students and goals of the school. Below is a snapshot of options that are possible.

To discuss your PLD needs please contact the Spectrum Education office on info@spectrumeducation.com or call us and leave a message on +64 4 528 9969 or 0800 37 33 77 (NZ only)

Karen's Accreditation number is ACC1009

Find out more about Karen here

Here are some of the ways Schools might engage Karen to work with Teachers, Students & Parents...

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Topics and Expertise

Please click on the picture above for more details on each topic

Mindset: Based on a simple idea, from Stanford University’s Carol Dweck, Growth Mindset is making a difference for students and teachers in classrooms around the world.

Thinking Culture: Experience and learn practical ideas to establish the Cultures of Thinking through the 8 Cultural Forces and ways to Make Thinking Visible in your classroom.

Life Long Learners: Explore the road to successful Life Long Learning: Land the 6R's of learning success. These 6R's are fundamental for students and teachers to understand and will transform the learning process.

Project Based Learning: Genius Hour & PBL provides students with authentic thinking and learning and is a great platform for developing creativity, dispositional thinking and life-long learners.

Thinking Dispositions: Are you future proofing your students? A 21st Century education is far more than the content. It is about preparing students for an ever-changing world and the dispositions required to thrive.

Student Voice: Learn ways to enhance thoughtful classroom dialogue in the classroom, ways to make conversation meaningful, sustain students’ thinking and improve listening skills.

Student Agency:  Give your students the ability to act and take control of their learning and to ensuring they can be independent and self-directed, and take an increasing responsibility for their learning.

Resilience & Wellbeing: Do you have students when faced with a challenging task, give up easily? Students who always take the easy option? Actively building resilience & wellbeing is becoming a priority in schools.

Goal Setting: Student goal setting is an essential skill when developing student agency and independent, thinkers and learners within the classroom. Learn the step by step process through the year levels.

Team Teaching: A look at how to structure a team teaching environment, the roles, responsibilities, planning and ways to minimise confusion and maximise each others strengths.

Testimonials

How Karen has worked in other schools...

Teacher Inquiry Practice

Karen led 150 teachers through their teacher inquiry from choosing a focus through to implementation of the inquiry and finally presenting the inquiry as a TED style talk. This included leading teachers through an inquiry project template, giving a 2 minute pitch to peers about their proposed inquiry topic, taking on peer feedback to ensure their inquiry was robust, forming PLG’s which met every 3 weeks to report on progress and give support & feedback through to creating a ‘product’ from their inquiry to share with colleagues, practicing and delivering a TED style talk, recording these talks and creating an online platform for Teachers to access as a further learning hub.

Each Teacher inquiry was focused around 1. Improving educational outcomes for students, 2. Must have an element of research (new learning for the teacher) and 3. Must culminate in a product to share with colleagues.

Pedagogical Knowledge & Understanding

School A: Over 3 years Karen presented workshops to the staff, conducted walk throughs and worked alongside teachers to introduce and embed Thinking Dispositions. Content included:

  • What are thinking Dispositions and why they are important
  • Clear links to the NZC and the Key Competencies
  • Strategies to introduce and embed thinking dispositions – these included persistence, metacognition, managing impulsivity, thinking flexibly, taking responsible risks, striving for accuracy, thinking & communicating with clarity and precision, and thinking interdependently.
  • Developing strategies and links within a writing context
  • Evaluation strategies to ensure progress is being made.

Each workshop for teachers was planned after observations of classroom practice and discussions with leadership to ensure goals were being met and next step thinking could be implemented.

School B: Karen worked with this school over 5 years embedding Thinking Dispositions, Project Based Learning, Teacher inquiry, Making Thinking Visible (MTV), Goal Setting, Student Agency and Student Centred Literacy. This included running workshops for teachers, coaching mentor teachers, assisting with teachers’ inquiry process, modelling lessons and techniques using a fishbowl technique, debriefing with teachers after the model lessons, conducting regular parent evenings and assisting with the writing of school newsletters to ensure parents understood and could reinforce the learning at home. Recent work with this school has focused on developing an Independence Matrix and the progressions toward self-directed learners.

School C: The focus on Team Teaching in an ILE was the priority of this school. This was a 4 month project and included model lessons, coaching of teachers, and developing a common language of learning. Content also included:

  • 6 ways to team teach
  • Examining transition times
  • Re-structuring the timetable
  • Re-structuring teacher planning and meetings (and frequency)
  • Shared planning model
  • Developing a common language of learning
  • Empowerment of teachers to work with others
  • Noise level awareness for teachers & students

Accelerating Achievement For All

Presented to Years 11-13 students sharing, practicing and embedding effective Study Skills. This included

  • How to memorise facts, formulas, notes and essays.
  • Effective note taking strategies
  • Understanding how the brain learns, stores and recalls information
  • Practice recalling information at speed
  • How to structure study time for maximum results
  • Setting up an Effective Study Environment
  • Study Tips for Success

Presented to Teachers showing them pedagogical strategies which reinforce the Study Tips given to students

Presented to Parents in an evening workshop to give parents strategies to help and support at home.