Learning

Understanding Developmental Language Disorder and how it can affect learning

Speech pathologist Vanessa Leaver talks about DLD, how it can affect children and young people at school, and how to support students with DLD in the classroom

Learning to solve problems and think creatively in makerspaces

Exploring ideas and practices that enhance student ownership and autonomy in afterschool makerspaces

Using trauma-informed practices to support neurodivergent students

Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges

An introduction to the science of learning

Dr Nina Hood and Dr Stephanie MacMahon introduce the science of learning, exploring what it means, the research base it draws on, and its implications for curriculum and pedagogy in school

Supporting the transition to school

This webinar with Jennifer Neill offers valuable insights and practical strategies to ensure a child’s transition from early childhood education to school is as smooth and positive as possible

An introduction to Cognitive Load Theory

Dr Greg Ashman explores what cognitive load theory is and its practical implications for teachers.

Understanding emotional regulation and dysregulation

Dr Tracy Stewart explores what is meant by emotional regulation and discuss practical strategies that teachers can use to support emotion regulation skills in the classroom. She will also discuss her new, not yet published, research, in which she is working together with teachers to co-develop emotion regulation skills that are embedded directly into classroom practice.

Free webinar: Neurodiversity and New Zealand’s education system

We held a free webinar to launch our research report into the experiences of neurodivergent children and those supporting them in Aotearoa New Zealand’s education system. Watch the recording of our webinar where we discuss the reports key findings and to explore what needs to happen to improve the support and opportunities neurodivergent young people receive in New Zealand.

Understanding Foetal Alcohol Spectrum Disorder (FASD)

Kim Milne (principal advisor at FASD-CAN) discusses what FASD is, how it affects children and adolescents and what teachers and schools can do to support students with FASD

Supporting student mental health and wellbeing

Dr Jess Stubbing shares her expertise as both a researcher and Clinical Psychologist to help teachers and schools know how they can best support student mental health and wellbeing

Understanding and supporting children’s movement and development

International expert Gill Connell discusses the range of movement patterns children need to be engaging with to support their holistic development

Supporting neurodivergent students in the classroom

Dr Emily McDougal (Anna Freud Centre) shares insights from her work into supporting neurodivergent students in schools and classrooms.

Understanding ADHD

Dr Dione Healey (University of Otago) shares insights from her extensive research into ADHD, much of which is concerned with supporting children with ADHD through cognitive training

Unschooling and self-directed education

This webinar focuses on the concept of unschooling, an approach to self-directed education, which puts children in control of their learning.

Teachers supporting children, whānau, and communities post-disaster

Professor Carol Mutch (University of Auckland) shares her research from over 12 years of supporting schools through different disasters and crises both in Aotearoa and the wider Asia-Pacific region.

Understanding your students’ socio-emotional learning

Dr Heidi Leeson (Monocle Education) discusses social-emotional learning (SEL) and share her latest research on the most impactful areas of SEL in regard to academic performance and the developmental stages of students

Making learning stick with retrieval practice

Kate Jones tells us about how to make learning stick, focusing on the benefits of retrieval practice and practical ideas for teachers to ensure classroom practice is based on relevant research evidence

Neurodiversity in education

Exploring the challenges that neurodiverse students face in schools and as they move on to tertiary education, as well as how teachers and schools can help to ameliorate these challenges

Trauma-aware and trauma-informed practice in schools

Trauma-informed practice at primary and secondary school level, including the key principles, strategies, and common barriers and solutions

Gifted education

Justine Munro and Madelaine Armstrong-Willcocks explore what is important and what works in gifted education and share insights from their work with the New Zealand Centre for Gifted Education

What switches students on and off?

Professor Andrew Martin presents a guide to the good, the bad, and the ugly of student motivation

Movement for learning: Q&A with Gill Connell

This webinar is a sequel to our 2021 webinar, exploring the role of movement in children’s learning and development, and how teachers can support children.

Enabling student wellbeing and social-emotional learning

The wellbeing of our rangatahi is a notable priority of the New Zealand Government. Yet, New Zealand ranks 35th of 41 for child and adolescent wellbeing in developed countries

Transitions from early childhood education to school – Part 2

This webinar examines the Pathways section of Te Whāriki and its potential to support learning as children transition from early childhood education to school.

Supporting children’s physical development from ages 0-7

Exploring the role movement plays in child development and how teachers can support children to be develop gross and fine motor skills.

Supporting neurodiverse learners to demonstrate their intellect and capability

Trish and Fay Purdie-Nicholls discuss the underpinning principles for teaching and leadership, and the core practices they have developed to enable neurodiverse learners to demonstrate their intellect and capability.

Increasing Year 9 and 10 students’ engagement and motivation in STEM

Discover how two teachers used real-world problems drawn from their local community to engage students in collaborative problem-solving

Classroom Management for positive and productive learning environments

Heather Peshak George explores what research says about the strategies, practices and approaches to classroom and behaviour management that promote positive and productive learning environments.

Understanding and enhancing young children’s transitions – Part 1

Sally Peters and Hazel Woodhouse from the University of Waikato explore transitions in the early years.

What is learning by scientific design?

Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight

The learning trajectory – from shallow to deep to transfer

Dr Jared Cooney Horvath explores how humans take in, embody, and utilise new information and ideas.

Unleash the Science of Learning in your classroom

Patrice Bain shares the valuable experience she has gained from working with cognitive scientists over the past fifteen years

Learning from lockdown – the voices of parents of Māori and Pasifika students

Authors of the report School-led learning at home: The voices of parents of Māori and Pasifika students, discuss the value of parent voice and some of the key findings of their recent research.

Student motivation and engagement when learning from home

Harry Fletcher-Wood discusses the research on motivation and engagement as well as practical techniques teachers and school leaders can use to increase student engagement.

Social-emotional learning – what schools need to know

Claire Chuter, from John Hopkins University in the USA explores the different mindsets, skills and competencies SEL incorporates, why it is important, and how it can be integrated into teaching and learning.