E Best Cluster Presentation

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eBEST Cluster Presentation November 16 th , 2009 Te Haerenga o Te Mahi Pakirehua ki Te Kura o Te Pāroa Pāroa School’s Journey to Inquiry Learning

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Paroa's school journey on the ICT PD contract

Transcript of E Best Cluster Presentation

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eBEST Cluster PresentationNovember 16th, 2009

Te Haerenga o Te Mahi Pakirehua ki Te Kura o Te

Pāroa

Pāroa School’s Journey to Inquiry Learning

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Whāia te mātauranga hei oranga mō koutou.

“Seek after learning for the sake of your well-being.”

(Rt. Rev. Manuhuia Bennett)

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2008 – “Old School”The Teacher-Centred Model • Social Studies – Ngatiawatanga• Science• Health/PE

These subjects filled in the gaps left by numeracy and literacy.ICT was a subject in and of itself.

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“Shift Happens”

We are currently preparing students for jobs that don’t yet exist...

using technologies that haven’t been invented...

in order to solve problems we don’t know even know are problems yet.

As soon as our staff saw the “Did You Know?” video that Lyn showed us at the beginning of the year, we knew we were in trouble... How were we going to cope with this?

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Palmerston NorthThe answer (and the true catalyst for Pāroa

School) came on the Palmerston North Trip.Up to that point, the theories of people like Bloom and Fogarty, and the thinking tools and strategies of Tony Ryan and Jamie McKenzie were interesting, but out of context.

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What Did Inquiry Look Like?When we saw what Inquiry Learning really

looked like/sounded like/felt like in the classroom, and heard the students of those schools sharing their experiences, we knew that it was our responsibility to provide this for our tamariki.

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Pāroa Steps OutUpon our return to Pāroa,

the school’s ICT Lead Team tried to convey what we had seen and heard, but it just didn’t work. A paradigm shift of this scale was too large for three people to carry. We needed whole-school buy-in, and in order to get it, we had to give the rest of our staff the opportunity to experience what we had seen and heard.

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How and Where?Our solution was to take a Teacher-Only Day

and bring our entire teaching staff to schools that modelled the implementation that we were hoping to achieve at our kura.

We were reminded of two schools that had been visited in 2007: Red Beach School and Viscount School. These two were chosen because they represented very different environments with very different Inquiry models, but with equally impressive outcomes for their tauira.

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Red Beach SchoolOur first stop in Auckland was Red Beach

School, and that visit has had a lasting impact on the staff of Pāroa School.

VisionValuesPrinciplesModel: Get It, Sort It, Use It

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Viscount SchoolWhile perhaps not as inspiring in terms of

implementation, Viscount School showed us that Inquiry Learning would work for our tamariki too.

Vision: BEST (Better Every Single Time)Model: Topic – Context – Situation

(Each stage broken down furtherinto a total of 11 steps)

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Inquiry Learning 1.0Upon returning from our haerenga, we set about

creating an Inquiry Model for Pāroa School. We really liked the simplicity of the Red Beach model, but knew that ours had to reflect the culture of our kura.

It was here that we ran into our first obstacle.How would “Get It, Sort It, Use It” translate into

our Rumaki classrooms? How did that model relate to a traditional method of problem-solving?

Some consultation, some passionate debate, and a few tears later:

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Te Ohonga Ake

AwakeningTe Aranga

Ake Awareness

Te

Moh

iotanga

Know

ing

Te Maramatanga

Wisdom

Te

Kōk

irit

anga

Act

ion

Te Hurihuringa Reflection

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Term 1, 2009So... we had a model, but what to do with it?How could we best introduce this model to our

staff without inciting fear and rioting?Our solution was the creation of a toolbox of

Thinking Tools and Strategies which would support the model and streamline implementation.

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Teachers Thinking Strategies & Tools ICTs Outcomes

 

 

   

 ž    The computer is used on a daily basis for modelling and administration

Understandings of: Developing skills: Word

 ž    Teacher and student files are stored in a systematic way.

Fogarty's Intellects Digital camera Paint

 ž    Thinking tools & ICTs are introduced, understood and used across the school.

Use of Fogarty's Intellects in planning and student activities

Data projector Umajin

 ž    ICTs are used for planning, assessment, presenting and reporting

Developing student understandings of the levels of Fogarty's

Wikis/Blogs Movie Maker

 ž    Thinking and ICT cultures are developed in the classroom

Graphic Organisers (as below) School network Audactity

 ž    Teachers are skilled in using the ICTs and software used by students (below)

Thinkers Keys MUSAC Classroom Manager Photo Story 3    De Bono’s Hats e-asTTle Photo Filtre     Habits of Mind Internet PowerPoint    Questioning Outlook Google Docs    

                     Students Fogarty's Intellect Graphic

OrganisersThinkers Keys De Bono’s Hats Questioning Habits of Mind ICTs

Input Process Output Mainstream Rumaki

 Junior

 

List Compare

Evaluate Sorting Square Alphabet White Who, What, Where, When, Which, How?

Who, What, Where, When, Which, How?

Persisting Digital camera

Name Contrast

Imagine PMI What If Red Open and Closed questions Past, Present, Future tenses when asking questions

Managing Impulsivity Paint

Count Sort Predict Y Chart Brainstorming green   How? (pehea) Wonderment & awe Creating and Saving

Recite Sequence

If/Then T Chart      

 

Gathering data through all senses

Comic Life

  Reason             Finding humour Word

Middle

+ + + + + + + + Striving for accuracy Data projector

Identify InferenceGeneralise Bubble maps Question Yellow 7 Servants: include Why? 7 Servants: include Why? Questioning PowerPoint

Describe ClassifyJudge KWHL Reverse Black Fat and Skinny questions Fat and Skinny questions Listening with … PhotoStory 3

Select Infer

Forecast Cause and effect Commonality   Question Matrix Question Matrix Working with others Umajin

Match Distinguish  Flow chart           Photo Filtre

     Venn Diagram           Outlook

Senior

+ + + + + + + + Thinking about thinking Internet search

Scan AnalyseApply a Principle

Tree Alternative Blue Question Matrix Question Matrix Think flexibly Movie Maker

Define Synthesise

Hypothesise Tournament prioritiser

Interpretation       Create and innovate Audacity

ObserveMake Analogies

Speculate SWOT BAR       Use past knowledge Wiki / Blog

    Idealise Mind Map Prediction         Google Docs

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With these tools in place, classroom teachers were tasked with introducing the graphic organisers specified for their levels.

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Term 2, 2009With a preliminary model and thinking toolbox in

place, the next step was to give it all a test-drive.A Gardening Unit that had been drafted at the end

of Term 1 was implemented collaboratively across all levels of the school throughout Term 2.

Each week, we met as a staff to go through the next week’s mahi and answer any questions that arose. The next week, we would review the previous work’s week and move on to the next step.

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Our MāraWhile the timeframe extended well into Term 3 (as we had underestimated the duration of the immersion stage), overall results and feedback from students, staff and whānau were far beyond our expectations!

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Term 3, 2009In spite of the positive response generated by

the Garden Unit, we didn’t feel that our teachers were prepared to take on their own independent inquiries. Further scaffolding was required.Following the lead of

Allandale and some of the other cluster schools, we decided to expand our Inquiry Model and Thinking Toolbox into a full resource folder.

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Our Teacher ResourceThe result was a comprehensive teacher

resource folder, outlining the stages of the Inquiry Model (slightly modified following our trial in Term 2), and providing scaffolding for the strategies outlined, and giving examples of the graphic organisers laid out in the Thinking Toolbox.

Before this resource was presented to the staff, however, it had to be translated for use in our Rumaki classrooms. By the fourth week of Term 3, the resource folder was ready to go!

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Term 4, 2009And so, armed as they

were with experience and a big fat folder full of resources, the ICT Lead Teachers of Pāroa School gave our staff a kaupapa: Tama-Nui-te-Rā, and assisted them in the development of their own classroom inquiries.

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Tama-Nui-te-RāAnd once again, the staff of

Pāroa School have risen to meet the challenge! The innovation of our kaiako and the amazing whakaaro of our tamariki have led to some outstanding learning happening here at our kura. Some staff have even asked that their appraisals focus on Inquiry implementation in their classrooms!

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Shouting It Out!As with any school-wide initiative, it is vital that

the community get involved! Most recently, we have shared the importance of Inquiry Learning in Pāroa School’s curriculum with our whānau.

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Where to from here?So what does 2010 hold for the development of

Inquiry Learning at Pāroa School?

1. School Charter goals;2. Inquiry Leader designation

and job description;3. Appraisal expectations;4. Community involvement;5. Critical Review of the Model

and Toolbox;6. Continued participation in

the eBEST cluster!

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The mind is not a vessel to be filled, but a fire to be ignited.

(Plutarch)