Goal 1 - Curriculum

Shared Vision for E-Learning and ICT Action Plan

E-learning offers experiences that are rich in information and diversity of perspectives, enabling us to connect information and to create new knowledge,
connecting us with the world outside our classrooms.




Key Competency Development

Room 2 - Teachers Jocelyn Langridge and Jo Russell - Year 5-8
We have been looking at the SOLO taxonomy in our classroom. Students use gestures and explanations to discuss what learning looks like, in terms of the level of skill development or the level of complexity of thinking. We developed a rubric to explain the development of the skill of making inferences when reading. All students self and peer evaluated and set reading goals accordingly. Please see the rubric and an example of students goals for this term below. We have also used the SOLO taxonomy to assist students to develop higher levels of thinking within inquiry questions. Our class has discovered we need a lot more practice at creating and multi-lateral and abstract thinking inquiry questions. This has been a real challenge for us.
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SOLO taxonomy used in developing a learning intention. Students set the criteria for each level and selfassessed against these.
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Student goal setting visual aides showing individual reading goals chosen




Room 4 - Teacher: Maria Harris - Year 0 - 4
We have been focusing on the key competencies in our reading programme. Our main focus is self management. We have created a rubric to look at the stages of managing self. At the beginning they all thought they were 5s. Now they have to show me evidence of what they have done to be at that stage. From that, one of the students wrote an instruction chart on how to self manage when reading.

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Our before thoughts on what managing self looks like
Our class rubric
Our student's instructions on managing self as part of reading programme


Goal 2 - Teacher and Principal skills and knowledge
Appraisal Goal + actions to achieve this

Appraisal and ICT Goals:

Jo Russell (Y5-8 Teacher, Lead Teacher ICT)
Goal: To lead schoolwide delivery and implementation of Information Communication Technology by:
-Attending ICT Lead Teacher meetings
-Working with ICT Facillitator to promote ICT's in the school
-Supporting teachers to implement e-learning thinking, skills and technology into learning programmes
Actions to Achieve Goal:
-Developed a wikispace to support differentiated student learning in classroom programmes
-Led a staff meeting on the use of Easi-Speaks in classroom literacy programmes and using the Powerpoint programme
-Led 1:1 staff development on the use of gmail and classroom wiki
-Supported the implementation of SOLO taxonomy into classroom programmes

Maria Harris (Y0-4 Teacher)
Goal: To fully utilise schoolwide proessional development in ICT by implementing ICT's in the classroom to support learning and achievement
Actions to Achieve Goal:
-using powerpoint programme and Easispeak and digital camera in classroom programme as tools to engage students in literacy learning and inquiry
-integrating SOLO Taxonmy and questioning ideas gained into classroom programme on a daily basis

Jocelyn Langridge (Y5-8 Teacher, Principal) - To lead schoolwide involvement in all aspects of the ICT Project by working with the Lead Teacher to implement ICT in the school and support staff, considering systems and equipment, release days and staff meetings.

ICT PD Call-back Day and 1:1 work with the ICT Facilitators

Jo Russell (Y4-8) I attended a fantastic workshop with Rocky Jensen on using Digistore Resources in my classroom programme. Since then I have selected a range of digistore learning objects and created learning pathways to assist my students to access the resources directly from our class wiki. http://digistore.tki.org.nz/ec/pin/UKUIFM?userid=5137 (see moe examples on our wiki). I look forward to searching these resources more frequently to explore other areas such as sound and video. I have also been able to get information from the Digistore website to help us set up our 'software infra-structure' in the school.

I have also had a lot of support from our ICT facilitator in using Photostorywith my students. I have begun using this programme with small groups of students looking at reading and writing procedural texts. I look forward to integrating it further into parts of our programme when our infra-structure allows.

Maria - (Year 0 - 4) I attended Barbara Wenn's workshop on questioning and classroom management techniques. I have made a **help sheet** to assist students to save work, using sceen shots.

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Maria (Year 0 - 4)

After attending the call back day.

  • teaching the students to ask questions
  • used cards as prompts to extend the type of questions they were asking
  • to get more information, the students had to ask more and varied questions
  • Using the question matrix to extend older students

Outcomes
  • The students are now using the question starters independently
  • They can use question starters in other situations, outside the classroom
  • Older students are using more WHY questions and What would happen if? How did you know ..?

Next steps
  • use more questioning starters in reading
  • develop reciprocal reading / questioning strategies in literacy
Using an Easi speak - Brainstorm (staff meeting)
~ reading a story to support early readers
~ report on school activities e.g. sports
~ interviews
~ self assessment for fluency / expressive reading
~ students brainstorming ideas before writing
~ giving instructions to another student
~ record assemblies
~ record ideas / sounds on field trips
~ commentary on a sports trip
~ book reviews
~ take home for interviews / homework
~ oral recording of brainstorms
~ recording ideas for writing
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Learning @ Schools Professional Learning

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Early inquiry questions colour coded to show they were mostly unilateral questions
Jo Russell (Y5-8 Teacher) One session I participated in was a spotlight on SOLO taxonomy. I have begun using SOLO (see examples above) with my Y4-8 students and have discovered it's given us a common language to decribe what we're trying to learn and what the learning should look like as it develops. The SOLO taxonomy is a strategy that works well for our class and we're getting better at using it the more frequently we do it. We have extended the use of the SOLO taxonomy into developing questions for inquiry tht require higher levels of thinking. Please see below our initial attempt at writing inquiry questions were all uni or multi lateral low level thinking questions (colour coded). Students second attempt at a further inquiry where they were aiming to develop relational questions.
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A more recent example of inquiry questions developing aimed at requiring relative thinking



















Another highlight for me was the Spotlight 'Nine in 90'. I was able to 'see' real classroom learning experiences with a range of software tools. Hearing other educators tips on what's worked well and where the challenges lie, is invaluable. I have a range of exciting tools I am now familiar with and can't wait to be able to work with students using these technologies when the school infrastructure allows. I have begun using Photo Story with students.

As a result of a number of workshops, we as a staff recognised a need among our students (most of whom come from outside the immediate local community) to connect and develop a sense of belonging to the Hangatiki Community, both the physical landscape and the people of the community past and present. Our resulting inquiry unit has had students visitng virtual caves and experiencing the caves of the area firsthand. They have also learnt about the unique flora, fauna and social history of the area. Students have explored their own whakapapa and established links, where they exist, with our local community (via online research and spending time with people from the local community). The creation of classroom wiki have become important portals for us to enable us to facilitate students online learning more effectively.

Jocelyn Langridge (Principal and Y5-8 Teacher) after attending Solo Taxonomy with Pam Hook & Julie Mills. I attempted to co-construct solo with students and use as a self-assessment tool using Managing Litter as an example which Maria and I put together during Julie Mills’ Breakout on Solo Taxonomy and the Key Competencies.


Maria Harris (Y0-4 Teacher) Since returning from the Learning @ School Conference we have been using the key competencies to manage impulsivity.
First the children got together in groups and made lists of all the activities they do during reading time.
Next they took photos of each other doing these activities.


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Then we made an X chart and put these pictures on so everyone knew what ‘managing myself’ looks like.

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We discussed what we would hear when we manage ourselves:Rm4-10.jpg



- I've read my book


- Ms Harris I brought my book back to school
- I’ve written my reading follow-up activity for today

What it feels like
      • Good because it feels like you’re succeeding
      • Happy
      • Good because I know what to do next

What I think like
      • I was planning in my head
      • I think that what I’m going to do is going to be fun( talking about learning how to make power point display)

I am learning how to manage impulsivity by using this Managing Myself Rubric
Stage 1
I don’t know how to manage myself
Stage 2
I need help to manage myself sometimes
Stage 3
I can manage myself by…
Getting my book box and reading with a buddy
Choosing a book to take home and going to a helper to write it in my book
Putting my books back in to my book box and returning it to the shelf
Doing reading tumble activities and changing activities when the cd plays
Knowing what I should be doing
Stage 4
I can manage myself by
Staying on task
Thinking about what I should be doing
Working independently to get the work completed
Stage 5
I can manage myself by…
Staying on task
Completing activities independently
I can help someone else
I can do this in other curriculum areas( like writing and numbers)
Where am I? What do I need to learn to go to the next stage? Children use this rubric to determine where they are at and what they need to do to get to the next stage.
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