TravelWise

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My presentation to the TravelWise Lead Teachers in Auckland

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  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  • TravelWise

    1. 1. Recount Planning for Real DaySonya Van Schaijik Lead TeacherNewmarket School 6 June 2012 2
    2. 2. Hashtag #travelwise 3
    3. 3. How did we become involved?• Connections via Superclubsplus• An idea- meeting with the TravelWise Team 4
    4. 4. What is the BBC World’s biggest Assembly? #BBCassembly -What do young people like you care about? -Whats most important to you?Over twenty-four hours, BBCwill provide a platform forschools across the globe todebate and discuss, share -Newmarket Schoolconcerns and ideas aboutwhat really matters to them. 5
    5. 5. How did the day evolve?• Sharing our story on National Television• Sharing our story with the BBC• Sharing our story via Facebook and twitter. 6
    6. 6. TVNZ Breakfast• http://youtu.be/KKl01kkud7A 7
    7. 7. Our day• http://www.newmarket.school.nz/Home/• http://wbxapp.com/newmarketschool• TravelWise• Picasa• BBC Global Assembly• Children’s Discussion 8
    8. 8. Using Social Media• As teachers we use twitter, facebook and youtube.• The LPG framework that surrounds us in keeping our children safe.• Most tools are accessible by our teachers to use with our children. 9
    9. 9. Ongoing professional development• We check out the tools before using them with the children.• These tools we use as a staff. WEBINAR: Digital Citizenship - Using inquiry to build digital citizenship 10
    10. 10. Nodes between the nodes• Relationships and making connections 11
    11. 11. TravelWise & our children• Where to next?• Building closer relationships with a few schools.• Giving the opportunity to practise with new technology.• We have built global relationships and would like to build Auckland wide relationships. 12
    12. 12. Collaboration• The National Library are willing to support a collaborative workshop with our children.• We are working with minors so straight away many online tools are not acceptable.• Check do they ask for an email?• We are still investigating Google apps for education but at this stage are not yet using them with our children. 13
    13. 13. Building relationshipsUlearnNethuiTravelWise 14
    14. 14. Global Collaboration http://www.superclubsplus.com http://www.bbc.co.uk/worldclass/ http://www.unesco.org/new/en/educati on/networks/global- networks/aspnet/ 15
    15. 15. Thank youThank you for listening.@vanschaijiksonyav@newmarket.school.nzAre there any questions or comments? 16

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