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  • Junior Room A big book promoted a discussion during oral language and a ‘teachable moment” presented itself from this.  As part of Student Voice and choice being a large part of inquiry we decided to pursue this further. Students...
  • Tony Greer commented on the blog Co-ordinator School Visits
    Thanks for that Jacqui! Remember I'm always available to help out further and happy for you to keep in touch as to how your goals are going and discuss next steps with you as necessary. You are obviously doing great stuff in regards to your...
  • Jacqui Frost commented on the blog Digital Citizenship
    Digital Citizenship & Cyber Safety PD  What new learning has occurred for you? Shifting awareness from not only being aware of cyber safety to being a productive, responsible member of the digital society. Making the students aware...
  • Jacqui Frost commented on the blog Co-ordinator School Visits
    Coordinator Visit This visit was the guidance that I needed to get my e-learning within math and reading up and going.  It was great to be able to share my e-learning goals with Tony and to put them into perspective. With Tony’s guidance...
  • Kate Dare commented on the blog Creative Commons and Reusing Digital Content
    When I ran the Creative Commons PD with staff there was initially no prior knowledge. However, following the session, Creative Commons has now become part of our staff vocabulary and when we revisited Creative Commons during our recent Digital...
  • Tony Greer commented on the blog Creative Commons and Reusing Digital Content
    Creative Commons poster for our cluster schools to use as part of the PD and follow up teaching/use
  • Creative Commons PD  This was an interesting and timely topic for us as there was a definite lack of knowledge surrounding this area, with most people being unaware of the term ‘creative commons’ but being vaguely aware that there...
  • Each team's reflection (compiled) on this topic.
  • Tony Greer commented on the blog Creative Commons and Reusing Digital Content
    An interesting reflection on the use of creative commons was the initial lack of knowledge/understanding of staff, myself included, around this area. Once staff were made aware of some of the details regarding this area it was reassurring to hear...
  • Kate Dare published a blog post Creative Commons and Reusing Digital Content
    In Term 2, all Cluster schools ran staff professional development around Creative Commons. This was planned by the Cluster co-cordinators and then ran by lead teachers. The main rationale for this PD was: Users of blog sites and other social media...
    Comments
    • Sophia Douglas

      CREATIVE COMMONS

      The professional development about creative commons at TES also highlighted a lack of knowledge in this area. I found it difficult PD to lead as my own understanding about creative commons was still developing. We covered the different types of creative commons and what the protocols are for reusing digital information. This prompted good discussion and an awareness that further information and professional development may be required.

      There has been evidence from students indicating they are becoming more aware of the requirements when re-using digital content. However, it is an area that we improve in, especially when searching for images and then acknowledging the owner. Discussions around use of images during digiawards did however highlight that we are at least thinking about it.

      Recent professional development about digital citizenship was a timely reminder about a greater need to address creative commons and as such we have decided to include an excerpt in the newsletter that will cover creative commons to assist us and our parents and whanau  in becoming more informed and knowledgeable in this area.  Creative commons will be continue to be developed at TES as it is an integral part of our digital citizenship pathway.

    • Jacqui Frost

      Creative Commons Poster in class

      Currently we are aware at Kumeroa Hopelands that there is a greater need to educate both our teachers and students about the use of creative commons and the need to attribute work.  The first step is in putting up the posters to promote an awareness.  We have also displayed our school copy licence in prominent places around the school.  Our school copy licence

    • Tony Greer

      Some evidence of a class beginning to incorporate creative commons concepts when adding to their class blog;

      CC1.PNGCC1.PNG

       

       

  • Kate Dare published a blog post Co-ordinator School Visits
    Over the last two terms, the co-ordinators have visited each Cluster School to work with individual teachers on their personal areas for development. Lead teachers wil reflect on the impact of these visits in the comments section of this post.
    Comments
    • Tony Greer

      Thanks for that Jacqui! Remember I'm always available to help out further and happy for you to keep in touch as to how your goals are going and discuss next steps with you as necessary. You are obviously doing great stuff in regards to your integration based goal!

    • Kate Dare

      During the co-ordinator day visits at SJS. I worked with Junior teachers to develop their knowledge of Picasa. They then used this knowledge to plan an inquiry based around digital photography and creating a photo essay, culminating in children creating a photo essay on picasa. 

      Room 10: /blog/view/723990/a-range-of-meaningful-e-learning-experiences-are-continuously-planned-for-modelled-and-used-by-students-across-the-curriculum

      Room 9:

      Isabella Higgs - Don't forget to push your chair in.jpg

      Room 7:

      Inquiry 002.jpg 

      Time was also spent developing teachers knowledge about how to effectively use ICT to support their Literacy and Numeracy programmes.

      Room 10: /blog/view/723194/meaningful-e-learning-experiences-are-planned-for-and-used-by-students

    • Sophia Douglas

      Coordinator's visit at Terrace End School.

      The coordinator’s visit to TES was very successful. We split the day so each teacher could spend some one on one time with Kate. They each had a focus which they wanted to work towards and Kate provided them with ideas to help the in the classroom. The following are comments the TES teacher’s made about the day.

      Kate was very patient and helpful.  I was very pleased with the website she provided which I linked to my class wiki. It is great for phonemes and fast words for Juniors.  She supported me with voice thread which I thought I had sorted but I came unstuck. I was going to use Te Kids to help but have not completed this. -  Jacki Watt

      This was a highlight.  She encouraged and supported my continuing learning in ICT – and together we even found out a thing or two. She refreshed my knowledge in setting up and maintaining my class wiki.  Many of her ideas and support is evident in my class wiki. - Lisa Inglis

      http://famousroom5.wikispaces.com/

      Kate’s visit: - Making Digital animation with objects like toys.

      I experimented with an extension group who put some of these ideas into their own simple powerpoints. We showed our combined tractor powerpoint which the children loved. They have used free time to often explore powerpoint because of this. - Rebecca guy

       

      Well worthwhile. She was another expert I could spend time with on a one to one basis.  Her manner was great – she portrayed that she was a learner too. – Kris Funnell

  • Below are some examples of how the Kath Murdoch PD has directly influenced classroom inquiry learning practice at Somerset Crescent School. (An initial reflection of this can be seen here- /blog/view/686262/kath-murdoch-pd-reflection) Our new...
  • Kate Dare published a blog post ICT and the Key Competencies Reflection
    Comments
  • Kate Dare published a blog post Milestone Feedback Reflection
    Yellow Hat Use of VLN to collect evidence is working well to show a range of learning across different classrooms. TeKids sessions have been effective for developing student leadership and capability and bringing their knowledge back to...
  • Sophia Douglas commented on the blog TeKids Session 8
    Plus – Positives Minus - Negatives Interesting   Got to use different Web 2   tools Choice of tools Learnt   new facts We   liked to use: Spicy nodes (we knew how to use it) Prezi (easy to use, lots...
  • Kate Dare published a blog post TeKids Session 8
    This session focused on cyber-bullying, with the children having to apply their information literacy skills to develop their knowledge on this area. Children used a range of websites, but are unable to alter searches effectively to speed up the...
    Comments
    • Sophia Douglas

      Plus – Positives

      Minus - Negatives

      Interesting

       

      Got to use different Web 2   tools

      Choice of tools

      Learnt   new facts

      We   liked to use:

      Spicy nodes (we knew how to use it)

      Prezi (easy to use, lots of variety   and the ability to be creative)

      Blabberise   (it’s funny)

      Topic was interesting

       

      Not finishing in time

      Wordle –   we had user issues

       Blabberise   (short recording time)

      Girls are targeted more than   boys

      Moderating   sites

      Not   many people report cyber bullying – we use our own common sense to know what   should be and shouldn’t be reported.

      All   bullying is hurtful.

  • Tony Greer commented on the blog Starting Google Docs
    We now use Google Docs for; Staff meeting minutes Team minutes Management meetings Curriculum meetings ESOL Team Special Needs - T/A minutes The principal and DP also have collections open where people can collaborate and add to...
  • Tony Greer commented on the blog Digital Citizenship
    At Somerset Cres we carried out this PD over two sessions on the first Monday and Tuesday this term. We went through the powerpoint, carried out the activities and un-packed the pathway model to suit our school and community. It was a good...
  • Earlier this year all Cluster teachers attended a Kath Murdoch day (/blog/read/686262/kath-murdoch-pd-reflection) focused at improving professional knowledge around inquiry, particularly: Building relationships with and knowing the...
    Comments
    • Tony Greer

      Below are some examples of how the Kath Murdoch PD has directly influenced classroom inquiry learning practice at Somerset Crescent School. (An initial reflection of this can be seen here- /blog/view/686262/kath-murdoch-pd-reflection)

      Our new entrants class has had the wonderment and awe created through the use of high tech  microscopes (the second post dated 23/8).  It has added a whole new dimension to our minibeasts inquiry. Evidence can be seen on their blog -

      http://somersetroom11.blogspot.co.nz/

      Other examples of improved inquiry learning techniques, particularly in the areas of student voice, provoking curiosity, questioning and understanding the components of our school inquiry model can be viewed below also. Two examples are teachers individual reflections of how their programmes are progressing.

      Kath PD evidence 4.docx.JPG         Kath PD evidence 2.docx  Kath PD evidence 1.docx Kath PD evidence 3.docx

      One senior room looked at which burger from 3 different fastfood places most resembled its advertising, had the best taste, nutrition and value for money. The children took polls as to which they thought would win, had class members try the burgers and rate them, some compared photos and all the students chose jobs and made sure everyone was involved. Student voice and choice was a large part of this inquiry.

      http://kahikateasixers.blogspot.co.nz/2012/06/battle-of-fast-food-giants.html

    • Jacqui Frost

      Junior Room Wonder Window

      A big book promoted a discussion during oral language and a ‘teachable moment” presented itself from this.  As part of Student Voice and choice being a large part of inquiry we decided to pursue this further.

      Students have had their scientific questions recorded using “Window Markers”. 

      Teacher has asked leading questions to generate discussions about the different theories that students have and their names have been recorded against these.

      This prompted some good learning around respecting other opinions’ and that it is ok to think something different from someone else.

      As part of the inquiry process the students then had to decide on what information sources would be good for our research. (This is helping to consolidate our ‘information literacy skills learning and the children are showing their confidence to use their new ICT effective questioning skills using search engines). 

      We recorded our research findings orally and compared the different sources against each other.

      Our inquiry bookOur inquiry bookWebsite comparison chart

    • Kate Dare

      The positive impact of the Kath Murdoch PD at St James' has mainly been in the following areas.

      • Provoking curosity - creating wonderment and awe
      • Helping learners to learn and understanding themselves as learners
      • Looking at the key components to an effective Inquiry process/model

      Provoking curosity - creating wonderment and awe

      One of strategies Kath suggested to nuture curisoty around a context was to use a 'See, Think, Wonder'. This has been used succefully at different levels of the school. Here are some examples:

      Room 4: 

      Room 4 See Think Wonder.JPG

      Room 3: http://room3stjames2012.blogspot.co.nz/2012/08/we-are-tuning-in-to-our-new-inquiry.html

      Curiosity has also become 'part of rooms' children's wonderings are displayed and classrooms have spaces for compelling objects that children have found,

      Room 6:

      Inquiry 027.jpg

      Lots of hands on activities in our science inquiries has also given children lots of 'Wow' moments.

      Middle School Bird Feeders:

      Inquiry 028.jpg

      Room 5 Tray Experiments/Problem Solving: http://roomfivesjs.blogspot.co.nz/2012/09/walt-understand-how-and-why-landforms.html

      Room 4 Erosion Experiments: http://learningfourusall.blogspot.co.nz/

      Helping learners to learn and understanding themselves as learners

      In the Middle/Senior school this has been done in the context of 'being a scientist'. They have been working to improve at working like a scientist. There has been a particular focus on being a constructor/critiquer of questions in the Senior school. In the Middle School, children have been improving their ability to make observations.

      Room 3 Constructing/Critiquing Questions: https://docs.google.com/a/stjamescatholic.school.nz/document/d/1joYyBRTMchz3sK6uDj1OR92G3tH8-2AiiY9PLoJt3rk/edit?pli=1

      /blog/view/710146/e-learning-inquiry-collaboration-and-the-nature-of-science

      Room 2 Bird Observations:

      Inquiry 024.jpg

      Looking at the key components to an effective Inquiry process/model

      There has also been a big push this term, to make sure our children understand the inquiry process. Inquiry walls are added to as classes move through the process and the learning at each stage is clear. The walls are becoming a second teacher.

      Room 9:

      Inquiry 010.jpg

      Room 6:

      Inquiry 012.jpg

      In the Senior school, after finishing each stage, classes' have been co-constructing their own criteria for each stage in 'Kids Speak'. This has helped these older students confidently explain to others what they are doing at each stage.

      Room 3:

       Inquiry 022.jpg

  • Kate Dare published a blog post Digital Citizenship
    In our last milestone we identified that digital citzenship critical awareness was an area for development. The co-ordinators planned some professional development around developing a 'Digital Citizenship Pathway'  in schools; we were inspired...
    Comments
    • Jacqui Frost

      The PD was a great way for us to start talking about what we see as a digital pathway and what we expect students to learn in each year. Currently our school is undertaking a consultation process before setting any 'pathways'.  From an individual's point of view this pathway gives a great insight into what others are doing and a tick box approach (which some of us really appreciate) to teaching E-learning.  We felt it was a good platform to start from and will use it to refer in part to in our upcoming schoolwide planning.

    • Kate Dare

      At SJS this PD linked in very well with the earlier professional development teachers had done around Creative Commons and Information literacy earlier this year. It also linked in with their knowledge that they had developed in previous years of the Cluster around the use of blogs/cybersafety. 

      Along with this term's professional reading, teachers have developed their knowledge of what 'Digital Citizenship' is and have been provided with skills and resources to help teach this when it is appropriate in their programme. Teachers had input into personalising this for our school, with most of the changes being made in the Parent/Whanau section. Posters are now being displayed in classes, so that children are aware of what it means to be a digital citizen and this is beginning to be taught in classroom programmes. The full impact of this PD will become apparent over time.

      https://docs.google.com/a/stjamescatholic.school.nz/document/d/1UwBVeT3bs2di3fMvrZIW5vUrsxWd2RCuZpAiON5S14Y/edit

       

      Inquiry 005.jpg

      http://room3stjames2012.blogspot.co.nz/2012/09/walt-improve-our-researching.html

    • Sophia Douglas

      PROFESSIONAL DEVELOPMENT IN DIGITAL CITIZENSHIP AT TERRACE END SCHOOL

      At Terrace End School the professional development in digital citizenship occurred across 2 staff meetings, lead by the ICT  lead teacher. The material provided by our coordinators was excellent. It was easy to follow and gave the staff a lot of new understanding about what children need to become digital citizens. During these meetings we outlined what was needed for our own digital citizenship pathway, which once finalised will be included in our curriculum delivery folders.

      As a staff we have decided not to use blogs, hence all references to this have been removed. If this changes we will review our digital citizenship pathway then. We also discussed ways that we could up skill our parents and whanau more effectively in regards to digital citizenship and it was decided that an excerpt in our newsletter would be a good way to start to get the word out. This excerpt will also be a good addition to our facebook page. We will also be making it a requirement to share with parents and whanau during our first sharing day each year.

      Teachers at TES are already teaching children safe practises of using the internet. In the junior school this involves a lot of out-loud thinking and role playing, such as password protection and discussions about what should and should not be done on the computers. This then develops into problem solving and specific instructions about web-safety. We have found senior children at TES to have a lot of website knowledge, in some cases more so than the teachers. Discussion about going onto appropriate sites and what to do when something inappropriate arises on a search is frequently discussed. We are finding the children are quite mature during these discussions. It is great that we now have specific guidelines to follow as we will now ensure all areas are covered.

      Terrace End School's Digital Citizenship Pathway