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Paroa's school journey on the ICT PD contract

Paroa's school journey on the ICT PD contract

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  • This quote embodies the spirit of the Inquiry Learning process that we are developing at Paroa School.

E Best Cluster Presentation E Best Cluster Presentation Presentation Transcript

    • 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
    • Whāia te mātauranga
    • hei oranga mō koutou.
    • “ Seek after learning for the sake of your well-being.”
    • (Rt. Rev. Manuhuia Bennett)
  • 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.
  • “ 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?
  • Palmerston North
    • The 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.
  • 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.
  • Pāroa Steps Out
    • Upon 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.
  • 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.
  • Red Beach School
    • Our first stop in Auckland was Red Beach School, and that visit has had a lasting impact on the staff of Pāroa School.
    • Vision
    • Values
    • Principles
    • Model: Get It, Sort It, Use It
  • Viscount School
    • While 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 further
    • into a total of 11 steps)
  • Inquiry Learning 1.0
    • Upon 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:
  • Te Ohonga Ake Awakening Te Aranga Ake Awareness Te Mohiotanga Knowing Te Maramatanga Wisdom Te Kōkiritanga Action Te Hurihuringa Reflection
  • Term 1, 2009
    • So... 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.
  • 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 Organisers Thinkers 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 Inference Generalise Bubble maps Question Yellow 7 Servants: include Why? 7 Servants: include Why? Questioning PowerPoint Describe Classify Judge 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 Analyse Apply a Principle Tree Alternative Blue Question Matrix Question Matrix Think flexibly Movie Maker Define Synthesise Hypothesise Tournament prioritiser Interpretation       Create and innovate Audacity Observe Make Analogies Speculate SWOT BAR       Use past knowledge Wiki / Blog     Idealise Mind Map Prediction         Google Docs
    • With these tools in place, classroom teachers were tasked with introducing the graphic organisers specified for their levels.
  • Term 2, 2009
    • With 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.
  • Our Māra While 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!
  • Term 3, 2009
    • In 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.
  • Our Teacher Resource
    • The 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!
  • Term 4, 2009
    • And 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.
  • Tama-Nui-te-Rā
    • And 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!
  • 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.
  • Where to from here?
    • So what does 2010 hold for the development of Inquiry Learning at Pāroa School?
    • School Charter goals;
    • Inquiry Leader designation and job description;
    • Appraisal expectations;
    • Community involvement;
    • Critical Review of the Model and Toolbox;
    • Continued participation in the eBEST cluster!
    • The mind is not a vessel to be filled, but a fire to be ignited.
    (Plutarch)