Student Video Reflection 3 of ICT

Student Video Reflection 2 of ICT

Student Video Reflection 1 of ICT

Student Video Reflection 1 of ICT

Room 6

Please Provide Examples of ICTPD at Foxton Primary

Learning how to save to the server.

Having learning Circle PD on using the Interactive whiteboard.

Learning How to update software on the Macs.

Being taught how to use software on the Macs Like Photo Booth.

Learning how to blog and being able to teach the children.

Being able to access and use the school website that has just been created.

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

I feel way more confident since having different PD through the year, as now i have learnt stuff and have shared it with my children.

I feel a lot more confident since having Learning Circle around an ICT focus. Especially in standing up and using the interactive in front of people and having a go.

I still feel i have a long way to go and a lot to learn but i have come a really long way it is great.

I feel so proud of my class being able to access the computer themselves, by logging on and getting on to the internet is so amazing as they are only 5 years old.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

Students being able to work independent and with one another.

The computers have been fantastic in the way of a tool for information as well as being used every day for learning as a rotation. 

It is a fun and interactive way of learning.

Children love it because it is engaging and they are able to see their work visually.

They are a really effective rewarding tool.

 The children being able to be independent and turn on and off the computer by themselves as well as log in and get onto what they need to as well as get on to the internet.

With regards to ICT, please list the most important shift in pedagogy for you.

Allowing students to be more independent by having  ICT implemented in the class has been a shift for me as the focus has not so much been on me and teacher directed, but on the students being the key leaders for themselves. 

Room 4

Please Provide Examples of ICTPD at Foxton Primary

• A PD component in most Staff Learning Circles-included how to use Interactive Whiteboard in numeracy and literacy.
• Taking photos from iMac and transferring them into student's drive for student's to use in their work.
• ICT Cluster Co-ordinator attending staff Learning Circles to take staff through using ICT in our Inquiry Learning Model
• How to regularly update software on the iMacs.
• How to access School Master System and to enter reading running records data on this system
• How to use and implement and easi-speak (USB Microphone) to record student's thinking by recording through the microphone
• Sharing class 3-way PowerPoints with staff and using this as an opportunity to share as a staff, ways to how students create more effective PowerPoints
• Outside experts with IWB's attending staff meetings to run PD sessions using the IWB's
• Personal from Sitech attending Staff meetings to run PD with their IWBs
• Sharing of many numeracy, literacy, inquiry, and thinking tools websites during staff meetings, eg: smartkiddies.com, mathslice.com, mathsisfun.com, freerice.com,
• Using the class IWB as a numeracy modelling book with groups rather than just the more traditional large scrapbook

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

The constant and consistent component of ICTPD in staff meetings and staff Learning Circles has been very beneficial for my own knowledge and confidence with implementing ICt into my class this year. The collaborative nature of the staff and the openness between the staff have allowed staff to share the highs and lows with implementing ICT into the class more effectively.

Having the opportunity to attend cluster meetings, ICT conferences such as ULearn and the Sitech IWB conference early in 2009 has been hugely beneficial for my confidence and implementing ICT. These conferences have facilitated a real mind shift and pedagogical shift with teaching and the role ICT plays with education in the modern age.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

The class have grown and really developed in many positive ways this year. This growth is evidenced in that ICT use makes up on average between 50%-75% of our day. Students have gone from using predominantly using Microsoft Word last year, to using Microsoft Publisher to create posters, brochures, business cards; using Microsoft Excel to create different graphs, to using Microsoft PowerPoint to create a 4 slide record of their learning for 2009 that will be presented to their parents in our 3 way conferences for the first time at our school. The internet has now become an important resource in our class this year with our inquiry model, with research for example and sending emails to receive information from an variety of sources.

Students enjoyment and motivation for becoming more masters of their learning has been very empowering for our students. Students can now see they can be more in control of what they, when they learn and perhaps to a lesser degree how they learn. It is more learning for students, by students and with students

With regards to ICT, please list the most important shift in pedagogy for you.

As a teacher, i have gone from solely teaching onto the kids to becoming part of the class and now learning with the kids. ICT has allowed our students to become more central to the teaching/learning process. While this cannot be solely attributed to ICT at our school, it has been a major catalyst for this.

Room 3

Please Provide Examples of ICTPD at Foxton Primary

Kia ora - ICTPD has had a major positive impact on my teaching and classroom organisation.

- I have a working knowledge of computers but since basic training at school it has allowed me to utilise the boards to deliver my teaching in an effective, interactive and more interesting way.

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

-i feel more confident to use ICT on a daily basis and know the children are becoming more confident and skilled from year 0 - 8.

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

- My children are more enthusiastice to use ICTPD on a daily basis.

- They seem more confident to try out different progrmas and experiment than I am.

- Their excitement encourages me to step out and use the boards more than in the past.

With regards to ICT, please list the most important shift in pedagogy for you.

Variety of use has been the most important aspect in the usage of the various tools for ICT. This is paramount as I have limited resources in Maori.

Room 1

Please Provide Examples of ICTPD at Foxton Primary

Consistent staff meetings and staff Learning Circles

collaborative staff learning, openness between the staff

ULEARN conference 2008

IMAC PD - how to use mac computers

Interactive training

Schoolmaster training

Please Comment on the affect this ICTPD has had on your capability/confidence to implement ICT into your class

more confidence to share new ICT ideas with students, students become teachers also. Its ok to not know 'it all'

Please comment on how your ICTPD has (if any) impacted upon student's learning in ICT in your class

Class has grown in confidence to use computers as a tool to access information not just a gaming machine.

ICT use in the classroom would be 50 - 75% of our day.

Students can now confidently use powerpoint, publisher, blogging, internet and the interactive whiteboard.

Creating a 4 slide powerpoint for parent teacher conferences.

The internet has now become an important resource in our class this year with our inquiry model, with research for example and sending emails to receive information from an variety of sources.

With regards to ICT, please list the most important shift in pedagogy for you

I have gone from being just the teacher to being a student also.

I often find myself sitting with the kids getting them to show me new ways of working programmes or showing me new shortcuts.

I have allowed younger students to be more independent with their work on computers.

eportfolios-more than digital ring-binders

Rosanne Donald-ICT Director ST Cuthberts College (Y1-Y13 School)

Mahara Open Source (Free)-Chosen eportfolio system

 

"A purposeful selection of evidence by the learner at a point in time with a particular audience in mind"  BECTA March 07

Storing files

Supports formal learning

assessment tool

transition tool

a medium to present work provides refection 

Mahara enables kids to connect to each other-make friends with each other,comment on each other's work,

eportfolios can provide students with an auditorium for their work.

Musings @ Ulearn from Tina

ICT has always been in my mind, an 'add on ' to what it is we do in classrooms that we have called learning and teaching. ULearn has certainly changed more than a few of my misconceptions. I can see that there isn't really a goalpost to aspire to with technology in the classroom. If anything ULearn has shown the bigger picture.
I am excited by what is out here for our students. I no longer feel that I have to be the knowledge holder in the classroom but am excited to be on a journey of discovery with our students.
One of the major implications highlighted for me has been that of assesment. What to assess?????
Makes the National Standards even more irrelevant.

Key Competencies

Key Competencies and the NZ Curriculum

http://nzcurriculum.tki.org.nz

http://keycompetencies.tki.org.nz

UN: ulearn09

PW: ulearn09

Burning Questions

Community engagement

Evaluating key competencies

Embedding the values into the program

Using language symbols/text

How to explicitly embed into teaching

Starting with key competencies to lead units/lessons

Reviewing the curriculum by learning area

NZC Resource Bank

Full of ideas, tips, videos, online collaborative space, comments. Definitely a great place to start looking at to help with understanding implementing key competencies into school

The website is designed to help educators to engage with what the Key Competencies are not to just teach them.

Every school grappling with how to evaluate Key Competencies. It's very specific and unique to each school. 

Monitoring Key Competencies maybe a more appropriate term than evaluating key competencies.

Leading for Learning, learning for leading-Julia Aitken

Looking at "Mental Models of Learning" 

Encapsulates the shift needed: 

If you want to build a ship, don't drum up the people to gather wood, divide the work and give orders. Instead, teach then to yearn for the vast and endless seas - (Atoine de Saint Exupery)

With the new curriculum we can see radical changes in education take fruition - this is where leading becomes cruicial (leading vs managing). "Manus" - hand; on the horse; change the name "Management Team" to "Leadership Team". In the old traditional model: coverage driven by teaching; new model: discovering, uncovering - driven by a focus ON Learning. 

Where is our school model at NOW - I think "we are somewhere in the middle of static and flying", still discovering and uncovering. We need to be careful we don't just put new names on old model. Teachers spoke about how we need to not get too caught up in the model too much. That every component of our inquiry model is important. 

What are our navigation aids? Our values, beliefs about leadership and learning, clarity of purpose, open mindedness imagination, critical reflection, dialogue- Julie talked about trusting in others to help lead learning. 

Phases of Development - (a poutama model); tacit knowledge; by chance, hit or miss, accidental success; explicit knowledge strategies; by plan, recipe, understanding, open, makes sense, came from other knowledge; Deliberate conscious; be design, imaginative, insights, experimenting, experts success, the ouch step, their own learning; reflective inventive; invents, creates, critical reflection, refining, doesn't notice success. 

Get stuck on the "guru loop" - tacit knowledge & explicit knowledge only. We can recognise some of us in this loop. We discussed how powerful our values and beliefs are, we also discussed what we don't believe is even more powerful. 

Reconceptualising Leadership - transactional (actions, management, functional. maintenance)  OR transformational (spirit, energy, shared excitement of school, life-world, vitality, development, learning). Note to self: rewrite our job descriptions, check curriculum guidelines we have developed and make sure first statements talk about the vision, transformational development within the curriculum area. 

Models of leadership: We mostly grew up in hierarchical model of leadership; one command, industrial age, factory floor model, totally inappropriate in any organic (living) model. How do we conceptualise a model that is not hierarchical and autocratic? (hiero-holy, sacred, high priests, need a term for interdependence - "heterarchy" - networking, self-organising (Stanford) , (assembly vs morphogenesis). Collaborative/ Transformative/ Distributed; people, values and beliefs, purposes in the centre and people around the outside. The centre determines the direction....the anointed leader, e.g. Principal has the ultimate accountability to ensure direction from the centre is enacted. Have to have centre well-formed and well-articulated. Partnership, shared vision, understanding, engaging in co-creating, collaborative leadership. 

How does our school relate to this model? Well as the current leader of our school I know we are enacting a model of collaborative leadership as this is how I lead. I value what staff have to offer and particular strengths - I believe in letting others lead and learning from each other. Julia's last words were: Trust in the group. 

My thoughts on Keynote Speaker - Dr Gary Stager

So "10 things to do with a laptop" turned into really interesting speech on what we are doing with ICT in schools and what we could be doing, quite inspiring really. And makes common sense. Can we provide intellectually creative learning opportunities for our kids? Dr Gary believes not only can we, we should and he showed us examples of how he did this - wow, cool. I now have a healthier respect for robotics after his talk. To summarise; technology matters because it allows kids to engage intellectually creatively in problem-solving more than ever before! Yes, let's do it. 

Breakout 1 Success the Wesley Way (Inquiry Model)

Planning for Success

-Core group planning

-Scenario based problem

-Use of Graphic Organisers

-Schoolwide planning/homework/sharing

-Changing of timetable

-Inquiry during topic time only

Implementing Success

-More teacher directed

-Focus on whole process

-It's about learning the steps of inquiry and the skills involved

-Lots of repetition

-Students to focus on one question only

-School wide graphic organisers allocated to each step of SUCCESS

-Homework is school wide and linked to Inquiry Topic

SUCCESS

-Set the scene  (YOUTUBE-Voca people)

-Uncover question  Fat/skinny questions, open/closed, questioning skills

-Collect resources-(triangulation chart-locate 3 pieces of information from 3 different resources)

-Collate and record (relevant/irrelevant chart)

-Edit and Examine

-Share and Present 

-Self reflect & celebrate

Rules for working in small groups

Keynote Speaker 1-ULearn 09

Gary Stager-10 things you can do with a laptop.

www.stager.org/ulearn

1. Computing is not about hardware but it's about software.

Software determines what you do and what you do is what you learn.

What do kids do with computers in school?

-Write a novel

write more, better, fan fiction, research?, writing for different media (podcasting)

-Share your knowledge

Wikipedia, breaking news, talk to authors, access to current info, publish to authentic audience

-Answer tough questions

Access to primary sources

-Make sense of data

Google Earth, mathematica, fathom, Inspire data

-Design a video game

(not just consume them)

www.microworlds.com

Giving people power of computers, facilitating people to make the computer do something it hasn't done before.

Does the child program the computer or the computer program the child

-Design a killer robot

MAking private thinking public. Using video as an assessment tool

-Lose weight

Less us more them-Can i give more agency to the learner?

-Direct a blockbuster

2 rules It should be shorter, it can be edited at least one more time

Mirrors the writing process

Exposure to different genre

-Compose a symphony

-Change the world

Rebecca Robinson Room 6

This Term ICT has been really effective in the classroom. The children really enjoy using the computers and absolutely love it when it is free time and they get to explore Y8 games.
In the classroom I use the computers on a daily basis as a rotation ativity in Numeracy and Reading. All the children have now learnt how to get themselves onto the correct activity which has been a massive benefit for them being able to active independent learners and seek information for themselves.
This meeaning that they are now able to go and turn the comupters on themselves and log them on.
The computers have also had great benefits around Inquiry. Our topic this term was Toys and having the computers has made information alot easier to access. Being with juniors it is has been alot easier to show information as a whole class. A huge benefit is being able to visually show the students information.
Numeracy and Literacy has proven to be more enjoyable in the class as it has made learning fun. Counting interactive games are really fun and enjoyable.
A massive achievement this term for all students was learning how to use the keyboard. The children have all grown so much around ICT. IT IS GREAT!!!!!!!!!

I Look foward to implementing more ICT next Term in the classroom.

Nessa

How ICT has been used in the classroom?
Name some of the benefits...

This is the first time I have been in a school that has so many computers in one school. We have access to computers, interactive boards, cameras and more. Staff and children are confident and skilled in using all resources.
We are in the 'technology age' and it is of upmost importance to ensure our tamariki have the skills needed to keep up with times.


Ka mau te wehi!!!!

ICT is used on a daily basis by both the children and myself. Here are some examples:-

Computers
a) Individual - Story writing - children are able to publish their work and use all the various tools to make better presentations of their work ie. school trips and adding photos or pictures to make more attractive
b) Individual / Group - researching - access to information immediately
There is a limited amount of resources in 'maori-medium' and having access to the internet via pc/interactive boards has opened a whole world for my students ie. using websites to research ie. Maori television/Te Karere

- Interactive board
a) utilized as a glorified whiteboard but with the benefits of better instant presentation ie. colours, stamps, more efficient outcomes for both the student and tcher
b) group work - using the internet for maintenance and practice activities ie. for new entrants that are learning to use the computers/the interactive pens are easier to use and the whole group can participate in math activities - counting
c) performing arts - when learning a new waiata or dance, it can be recorded then watched and shared with the whole school by saving on the server

Tina Maclean Literacy Lounge

How has ICT been used in our school?
ICT has really changed the whole out look of our school. From the decisions around budgetting at Board level, fund allocation of curriculum budgets, Maintainence and support for the ICT infrastructure and the need to have technology always accessable for our students. The headaches have been worth it. As staff have been able to embark on a unified professional development journey that has lifted both teacher delivery and student learning. IWB's are an every day feature in classroom programmes. Students from Y0 to Y8 are competent users of technology and now have access information, software, global communities and the means to direct their own learning.

The benefits to our school?
Improved teacher capabilities.
Information sharing
Unified planning and assessment procedures
Collation and storage data
Confident students who are risk takers and have a belief that the world is at their finger-tips
A community of learners that has unitied our school to other schools in our community.

Principals Post

I have seen ICT being used here at FPS on a daily basis by students, staff and whanau. It's very encouraging to observe and I am so proud to share this with any visitors to our school. Just yesterday an ex-pupil came for a visit and as we walked through the school she made a comment that we have heaps of computers in the school (7-11 in each class). She also stated how confident the kids were as they were using the computers for a variety of reasons. We saw students publishing stories about favourite family members, others graphing their dream house into a floor plan, some were on the blogsite adding comments about the great Whanau Hauora Day we had last week, and some were listening and watching Utube childrens songs. Of course that was just a typical moment in the life of our school.

I think one of the major benefits of ICT at our school has been the increased confidence that our students possess in being able to access ICT, understand what it can do to enhance their own knowledge and skills, manipulating it, transforming it and producing outcomes which they created with the teacher as the facilitator - this is 21st Century learning in action, this is inquiry, this is the NZ curriculum.

Anaru-ICT Reflection Term 3 2009

ICT has been a major component of our class program this term. ICT has been used extensively with our numeracy and literacy.  For example, the class IWB has been used as our modeling book for numeracy this term while exploring number strategies and more recently measurement and area. The software provides students with the opportunity to manipulate and then save tools on the IWB which can demonstrate their learning and understanding.  Students have commented during numeracy time that using the IWB has made numeracy more enjoyable and has helped with their learning during numeracy. 

The great number of websites that are available to reinforce numeracy learning has also been very beneficial in class too, as this has become a regular part of our numeracy rotation. This has reinforced new learning as well as maintained previous knowledge too.

In literacy the internet has become a regular part of our literacy rotation, either through reinforcing students spelling or a certain concept that we have covered in reading. The wickEd website through the www. tki.org.nz has been hugely beneficial for students motivation in reading as well as their comprehension strategies. In addition to these benefits students have become more confident in using the internet as a resource for information.

Students have become a lot more confident using ICT to record their learning during reading as they are required to regularly reflect on their learning and progress during literacy time. 

In summary ICT has been very beneficial for our student's learning and motivation in Room 4 this term. 

Hellen - Room 1

ICT this term in Room 1:

Students have improved their word processing skills with story writing and publishing, internet use has increased due to inquiry being more stable in class and researched deeper than in the past. ICT has been a major part of planning, teaching and learning this term especially. During numeracy and literacy students are on computers and using ICT equipment daily as part of the reading and maths rotations in class.

Computers are also used as a reward in class but I have found that the students would rather be using the equipment to complete work that have free time. This has been a huge plus!

Benefits:

Student confidence has increased - some students have come up from the junior classes not knowing a lot about computers or interactive and as they have been immersed in more and more ICT (compared to previous years) they have become both learners and teachers in the classroom.

Inquiry has been more focused for the students this term as brainstorming, mind mapping, researching and setting intentions has been increased - some students have been able to go off and research their own topics with limited teacher assistance.

Throughout the school I can see there have been a huge jump in levels of confidence to use ICT for admin, planning and assessment - on reflections it feels as if we are much more uniform now and all on the same waka.

hello

Suzie Vesper Worshop

At coley st today listening to expert on web 2.0 tools Suzie Vesper as part of ict cluster. Learnt heaps already, heres my notes for you.

ICT cluster – Thursday 13th August, 2009; Coley Street School
Presenter: Suzie Vesper : Benefits of Web 2.0 Tools
Voicethread.com – can use when communicating online, add comments, record voice, add extra parts, takes over from podcast because adds more functions, can use voicethread on pc instead of audacity, register under educator K-12. Can video record comment and then add tools, brilliant for teacher pd.
http://learningweb2.wikispaces.com – to find confident and connected and information on ethical issues and other information that teachers can use tools
Embed codes – copy and paste, can link to blog
If want to listen to voicethread online I need to have sign to my voicethread account
Comment option will appear when I can comment
Ethical issues; place of online tools within the school, there are age limits on kids when signing up accounts i.e. google account have to be 13+yrs, could co-own accounts with another teacher so that info doesn’t get lost when teachers leave, ownership is an ethical issue such as how long are things posted, what happens when student/teacher leaves, should moderate comments; another ethical issue is private vs public i.e. bebo, facebook
Embedding – click in embed code, copy, go back to page, click in box, got to html on widgets, save,
Google apps – start your own account, play around with it, use it. Can set up for your class. If you have gmail you have a google account. Everyone should set up a gmail account.
Google maps – lot of people use for personal use, can create resources, can embed tolls into placemarks, adding detail by doing research and adding, in placemarks can save to my maps, if go into edit html can post utube code into here, can add hyperlink, photos etc.
Google image search, you can inadvertantly put image on new page without copyrights. Go to compfight.com and put in image, they are all creative commons as long as you say where you got it from (attribution – acknowledging owner)
Zoom on Imac – click on options, ___________
Google calendar – CORE uses for everything; synchs to all; great way to keep everyone on track with new dates etc.
Google reader – good to subscribe to all blogs you like, great to manage blogs we like. Make folders. Star items – can find easier.
Blogs – open is better, blogs is about communication and having others comment back to you.
Go have a look at Manaiakalani blogs (Dorothy at PT England School) for great ideas about how to use Web 2 Tools in schools.
Check out Picasa.com
Flickr – can do heaps other than just photos, pro account $25 american per year to embed video, can do geotagging; put an image on a map i.e. go to world map, search, loads images. http://earthalbum.com – can work with flickr, flickr storm good tool to check out, can do groups and add photos, when editing photos – picnik.com, spell with flickr,
Wordle.net –make your own
Slideshare – like powerpoint
Tom Barrett – ideastoinspire.co.uk; Suzies’ favourite blogger, does a lot of instructions online, expert on anything google and how to use with kids, i.e. 38 ways to use Wordle in classrooms
Mihi in comic-life, draw in kids pix, don’t use clip art (see Pt England School for example)
280 slides.com – create presentations, looks like keynote (Mac), can add utube video to slides
More and more people are going to be working in the CLOUD (online web tools rather then software stored on the laptop)
Picture trail.com
Bubbleshare – slides on blog
Photobucket
Photopeach; can add music, spiral feature is quite nice, added quiz function recently, fun.
Animoto.com – takes photo and gets music track to move in time, 30secs free.
Scrapblog, Tabblo, Fotoflexer
Timeline tool – Timetoast
Poster tool – Glogster
Document storage and sharing tool – scrbd
Mindmapping tool – Bubbl us, mindmeister.com
Talking avatar tools – Voki
Poll Daddy – make up your own survey
MyStudiyo – create quizzes and embed them
Educationalsoftware.wikispaces.com – describes some web 2 tools & offline software tools

Since our last blog our journey has not progressed as well i had hoped at the beginning of the term. Although the class have been working on our topic, i am unsure if it is a purely inquiry process. Many of the children have been chosing their own areas to research into such as the different types of earthquakes and volcanoes through a powerpoint presentation. As part of our written language we have been aiming to write an explanation around a natural disaster and a cause and effect relationship. The class have been able to choose the medium to present their explanation and choose what they wanted to explain i feel at times we are doing more of a thematic approach rather than an inquiry process... not sure will have to do more thinking and reflective discussion with the staff around this.

Room 1 Inquiry

Room 1's inquiry journey has become a little slow towards the end of the term. Other events around the school have taken over the time allocated for inquiry learning. We hope to show our learning thorugh maps and posters over the next week. This will show our discussions about safe areas in our homes and school which we could use in the event of an earthquake. Discussions have been interesting - using the correct language was cool and trying to get our mouths around some of the words was fun!
Hope to have some updates on final outcomes and maybe even some pics??!!

How is STRIVE working in Room 1?

We have been through the stimulate part of inquiry; kids have really enjoyed looking at the books from the national library and especially seeing what damage earthquakes are and how powerful they can be. Some students have looked into volcanoes but tended towards wanting to know the connections between volcanoes and earthquakes.

I have noticed that when asked to fill our wondering wall and take aim that the questions are becoming more focused and relevant to the topic we are learning. Students are really starting to grasp what a good question is after doing the thinking hats last term.

We are now beginning to look at escape plans and emergency procedures if an earthquake hits.

Our wondering wall looks great and we hope to have some artwork up soon in relation to our house plans.

We are starting to look at “earthquake” language. I thought the students might have got bored with this and the language would have been over their heads but they have all absolutely loved it and enjoy getting their mouths around some really big words!

 

 

  

Inquiry in Room 4 has started to 'take aim'. for this i got the class to write down in their books what it is they have found interesting and they want to find out more. In addition to this our class wondering wall has also provided a space for children to voice their interest in our topic. However, further refining their topic of interest is still an area that i feel a little anxious about. Any advice or tips in this area would be greatly appreciated. How can i further facilitate children in further refining and taking aim on our topic? What other ways can i do this?

Inquiry notes 17.9.08

Minutes for Inquiry hui in staffroom
17.9.08
What is inquiry based learning?
What is good thinking around here:
In pairs discuss and draw something that symbolizes thinking?
What is an effective thinker?
Looking at Michael Pols 3 C’s
· Caring
· Critical
· Creative
We are looking at ways that reflects the way we see an animal. E.g.
Kuri- sniffs out trouble, is a thinker, bury’s his bone. This allows us to think about processes that we look at in our classroom.
Attribute listing e.g
· Size
· Colour
· Usage
· Materials
· Parts
· Shape
This can be used in class and get the students to bring an item in a bag and allow the students to guess what is in the kete.
Increasing ability to thinking.
Inquiry for next term:
Water
Island
Kaimoana
Question mapping:
Brainstorm: Give a sentence with each of these topics:
Now turn your sentence into questions
Six hats needs to be visual
Our model is Strive (Look on shared tchers inquiry section)
We must be proactive and use this at all times for our students
· S = Stimulate
· T = Take aim
· R = Research
· I = Intention
· V = Visual
· E = Evaluate
As a staff we will adapt a guideline template for our inquiry model
Six hats is our main topic theme.
Wk 1 – 2 Familiarize with 6 hats
Wk 3 – 10 Inquiry
Rumaki to present in Week 8 because of our haerenga.
Our hui closed at 4.55p.m.

Ani

Kia ora, this is part 2 of our inquiry- based learning journey at Foxton Primary. It has been 2 years since we started with the ict cluster "I can, we can". This is a blog that reflects this years journey into inquiry at Foxton Primary School.