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Inquiry At Rotokawa
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Inquiry At Rotokawa

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Review of our staff development in 2008 by Nicky

Review of our staff development in 2008 by Nicky

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Inquiry At Rotokawa Inquiry At Rotokawa Presentation Transcript

  • In order to move forward it is important to glance back……. So Where Have We Been?
  • Reviewing the Inquiry Journey at Rotokawa school.
    • The Why: Initially we began by reading articles about 21 st Century learning. We looked at the rate of change in the world that is affecting children and how the methods by which we teach children are still stuck in the previous century.
    • ” Compared with students’ technology-infused lives outside of school, the traditional classroom is a somber place” Mark Prensky
  • In order to make education relevant to students’ lives and truly prepare kids for the future, we need to bring these after-school attractions into our schools.
    • Four important practices that can help are to:
    • Give students the opportunity to use technology in school.
    • Find out how students want to be taught.
    • Connect students to the world.
    • Understand where kids are going- that is, into the future-and help them get there.
  • We each made Rotokawa Inquiry Vision statements such as….
    • For students to become aware of the variety of thinking and learning skills by investigation through inquiry and learning when to use them.
    • My children will start to become more independent, actively involved, motivated, inquiring learners, confidently more in control of their own learning.
    • My students will learn how to learn, to question, to communicate effectively, and to use information to make a difference to themselves and their communities.
  • Linking the Learning!
    • We looked and identified which of the key competencies are required for each stage of Inquiry learning.
  • Eric Frangenheim
    • We attended a workshop by Eric Frangenheim who has written the book “Reflections on Classroom Thinking Strategies”
    • This workshop gave examples of a range of thinking tools to engage the learner in a more meaningful way and to create a stimulating and dynamic learning environment.
    • Teachers came back to school and trialed many of his strategies.
  • Huh? What is Web 2.0?
    • We explored how Web 2.0 tools can impact on inquiry learning and what stage of the inquiry process they might fit into.
    • Survey Monkey Wiki Q
    • Wikipedia TrackStar
    • Delicious Flicker Bebo
    • Voice Thread SlideShare
  • So What Makes a Good Inquiry?
    • In October we read an article in pairs by Kath Murdoch. We discussed what the 7 key elements of an effective inquiry might be and then presented our ideas in poster form which we displayed in the staffroom.
  • Reviewing the Inquiry Journey at Rotokawa school.
    • The How:
    • In order to eventually construct an Inquiry Model for Rotokawa Students, we first needed to find other models and by tracingthe common elements we can then adopt, adapt then modify.
  • Some of the models we looked at were….
    • The Big 6
    • The Super 3
    • SOLO
    • We discovered that there are similar skills in the models that included:
    • Define and Identify, Determine and select, Locate, Engage and extract, Organize and present, Judge.
  • Inquiring Minds Model for Now….
  • Finishing The 2008 Journey…..
    • In December we reviewed what we had discovered about Powerful Learning.
    • Powerful Learning……
    • Builds on an identified need
    • Acknowledges prior knowledge
    • Engages us as active learners
    • Challenges, stretches our thinking
    • Results in a sense of achievement
    • Requires sustained amounts on uninterrupted time.
  • So Now What?
    • We started thinking about what our Inquiry Learning would look like in term 1, 2009. We left 2008 thinking about these 2 questions….
    • What do our students need to learn and know?
    • What difference will this learning make?
    • So that’s our journey so far……………….