Leading to Learn

Keynote: Richard Gerver Risk of Pisa reports - countries run to the latest nation with best results to learn what they are doing, but finding that there is often an imbalance. They are each the ‘next silver bullet’   Latest OECD ( http://skills.oecd.org/skillsoutlook.html ) study - has engaged with a wider group - with educators, leaders in business, etc. Has found that countries that increasingly struggle to provide employment: over-reliant on formal qualifications rather than actual skills importance of interpersonal skills over routine cognitive vital that people can learn adapt and change closer links between world of work and education Really important things happen in those ‘off the cuff’ conversations with people.   Moral purpose - to prepare our children for THEIR future.   Schools need to be the hubs for collaboration for future  - no matter where they come from and what community they live in they can have dreams. Feel their value as they grow.

Nathan Mikaere-Wallis - Notes from workshop http://www.raisingchildren.org.nz/2012/06/nathan-mikaere-wallis/ http://www.youtube.com/watch?v=-CB-A4awkRU Social interacting - brain most active, more connections to help learning Sitting & being quiet - least active, fewer connections being activated in brain, less learning Perry's Neurosequential Model (Perry, 2002): 1. Brainstem - for survival (Heart rate - fight, flight, freeze) - this area of the brain needs to be less active before the Cortex can be engaged - learning can only happen in a calm state. High brainstem activity = low cortex activity. 2. Midbrain - Coordination, movement 3. Limbic - Emotional Response 4. Cortical - activity in the cortex (Empathy, Controlling yourself, Literacy, etc) - most of the school curriculum relies on engaging this part of the brain Relationships are key to accessing the frontal cortex for learning... safe, interactive, emotional needs met = able to learn. Unsure, in fea