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Westport L@S Inquiry Learning Using eLearning Opportunities
- 1. WESTPORT NORTH SCHOOL PLD DAY 2013 INQUIRY LEARNING THROUGH E- LEARNING OPPORTUNITIES
- 2. • Ko wai au? • I am a partner, mother, grandmother, teacher, friend… and a learner in all of parts of my world. Kathy Baker Email: kathy.baker@core-ed.org Region: Christchurch Phone: (03) 379 6627 Mobile: 027 383 3071
- 3. Inquiry learning through eLearning opportunities The Why? The How? The What? I wish to acknowledge a colleague, Lyn Ross, a Central South BeL Facilitator, for her support and encouragement related to this presentation.
- 4. • Why do Inquiry Learning? • NZ Curriculum vision • For our young people to be: • confident • connected • actively involved • lifelong learners and able to take charge of their own learning
- 5. Inquiry Learning • An event occurs or interest is sparked • Do your research (Information saturation) • Work out the real problem or focus (Define the task or ask the big question and action questions) • Brainstorm solution(s) • Choose the best solution(s) • Put it/them into action
- 6. To start an inquiry, an event occurs which draws the learner’s attention to something • Act of nature • News story – newspaper, TV, Internet • Local community issue • Event • Personal circumstances • Clever teaching ☺
- 7. Inquiry Learning Process • Ignite, investigate, explore (become a mini expert) • Wonder and ask (key words, big question, action questions) • Organise, apply (sort your Reflect information, decide on resources and key steps) • Action (put your plan into action)
- 8. Levels of Inquiry • Teacher directed • Learning how to do Inquiry Learning • Teaching your students how to do it. • Guided • Co-constructing questions • Student driven (Pure Inquiry)
- 12. eLearning and pedagogy NZ Curriculum page 36 e-Learning may: • assist the making of connections • facilitate shared learning • assist in the creation of supportive learning environments • enhance opportunities to learn • provide opportunities for students to take their learning further
- 13. GarageBand, VoiceAudacity, Vocaroo, Fotobabble, iPhoto • Students recording information • Interviews • Book reviews • Narration for presentations • Making Podcasts
- 14. Examples of Student Presentations Speech Advertisement
- 15. Examples of Student Graphics used to support their writing and their animations.
- 16. Blue / Green screening • Put yourself in another location • Bluescreen Greenscreen yourself into a photo to draw attention to an inquiry concept
- 20. Videos YouTube
- 23. Orcas Attack Seal • Should the people on the beach have tried to change the outcome? How? What would the result have been? • Write a summary • Use Google docs to co-create …
- 24. Internet
- 26. Skype Voice or text • Between classes (sharing learning) • With the principal • Talking to an expert • Global contacts
- 27. Blog
- 28. Next Try some of the ideas on the next slide out Then • Open a ‘Sticky’ or ‘Post It’ on your desktop • Thinking about a learning intention, set an eLearning goal to use as part of an inquiry
- 30. Finally • Confident • Connected • Actively involved • Lifelong learners who are able to take charge of their own learning
- 31. What new eLearning idea will you use in your classroom tomorrow?
Editor's Notes
- We all understand the vision but for methe last bullet is the most significant. You know that my motives around becoming a teacher were not 100% honourable. Hey I was young. I believed that teachers came out of colleges and universities and they were set. They knew it all. Told kids what pages to turn to, handed out worksheets, DID the same topics every year, marked a few books, attended a few meetings, dressed quite nicely and went home every night and forgot about teaching until the next school day. So based on my beliefs I was pretty disappointed. Luckily what I discovered apart from the long hours, poor pay ( particularly prior to pay parity) exhaustion … that I really loved teaching. The best bit of my job has always been the learning. Whether it be content, new tools, new kids or curriculum delivery. We need to continue to model that lifelong learner bit. We are preparing children for a world that we can’t necessarily describe. But we have lived through changes in technology our entire life. We can cope with more technology new learning because we always have and thank goodness, the way we do things is constantly changing, evolving. Quite early in life I decided I was not going to follow my mother and have 8 children because sometimes the only time you could have a conversation or be close to her was to spend half the day in the laundry and the other half out at the clothesline. One of the best events in my mothers life, no it was not the birth of me( a bit of middle child syndrome going on here) but the day my father had ordered her an automatic washing machine and this truck rolled up and some lovely man rolled this large white box inside and plugged it in. And man she adapted to that new technology the moment she turned the dial. Her life changed significantly, she re-entered the workforce, started going to dance classes. We don’t need to know how to do everything but learning one device or app will grow our ability to learn another. Many of the skills around technology are transferable and if you don’t have the time to play around with it then let the students. Have working groups so that they all get turns at being the teacher. Children are my greatest resource when it comes to taking on new learning around technology. They cut straight to the heart of the operations. They colloaborate – They’re not scared of mucking something up, they tutu, discuss, problem solve and generally engage their higher order thinking tools and then voila. There it is. Next comes the teaching and unless they are your youngest 16 year old, overly indulged, the princess the potiki of the whanau, they have the patience of a saint. They frame and scaffold the learning, its sequential, logical and most importantly it has saved you a lot of time.
- This presentation today is a collaborative effort. When asked to present a this Professional Learning Day. I wanted to connect and for you to engage. To make a difference for you as professionals, for students and for me. So I used the Inquiry Model. I conducted the research around Inquiry Learning through eLearning opportunities. I discussed my brief with my team members, I looked online to ascertain who has the greatest skill base within my learning community around presenting on this topic. I examined over and over and over again what the real focus was and I formulated a number of approaches. I took notes at live presentations and watched a number of webinars and video presentaions both around the topic and around presenting in general. I then needed to make some decisions about my own beliefs so that I was connected to my own presentaion. There were some new tools that I was not familiar with that I need to tutu around and a kete of resources that I need to create and now here I am putting in action the Inquiry. I need to state clearly now that not all Inquiries as you know have outcomes that we percieve as being successful. If I am successful then I have connected, it may have sparked an idea, changed an aspect of your practice, for students it may faciltate increased opportunities for them to co-construct the learning, create using even one tool and finally for me confidence. I have only recently left the classroom. Teachers are actors on a stage. We are passionate about our craft and often overly critical of our performance. We shall see. Be kind.
- Getting back to the story which would have been a nicer story if the death of the kea had been an act of nature, sadly it fits under other categories. Clever teaching is for me an opportunity to integrate what I describe as Mātauranga Māori. Essential learning not just for Māori students but for all students in Āotearoa. As a lead teacher involved in many MoE contacts I was priviledged to interview target /priority student groups frequently and whanau members. The key understanding for me as both a teacher and a learner are 1. Māori students wanted to know more about their cultural identity, what has shaped Māori thinking, practices and cultural beliefs not just what was already happening in schools, Te Reo and kapahaka. Māori students wanted increased opportunities to learn what they consider as authentic Māori knowledge and understandings. Wanted increased opportunities to work together and collaborate. So here was an opportunity to do some clever teaching as well as repond to the event and news story. Hey we were the news.
- We had the ignition but we also had resistance and that came from a group of teachers mainly, same reaction aw we had following the significant Earthquake Events. Some teacher reactions were let’s not talk about it, students don’t need to be reminded of unhappiness or trauma. Well I found quite the reverse -they wanted to , needed to, and those experiences, emotions needed to be captured and published. The stories, the feelings of grief and loss needed to be shared. So surrounding the kea event, what did we need to investigate? Differing needs/ reactions led to different investigations. Schoolwide, NZ native birds were the focus of all inquiries, their significance for Māori as a food source, messenger etc…We discovered along the way that very few students could retell a Māori myth or legend. The students from our contributing schools that This revelation led to the inclusion of the writing of legends in the schoolwide writing plan as well as essential reading. Spelling lists were formed around key words eg endemic, endangered. DoC got involved and presented to our students about their work, students conducted investigations surrounding varying bird habitats. In technology students made feral predator traps, in media studies students designed postage stamps, and conducted green screen interviews with mock professionals. And the boy at the heart of this event, worked slongsideDoC workers in the Arthurs Pass area asissting with their work over a 3 week period during the weekends (restorative justice). His decision this year is to address all the Yr 7 students prior to their allocated ski days, around “If I could turn back time and what I know now that I didn’t know then”.The Social action for all Yr 7 students was the design of a NZ bird postage stamp, which were then printed and sold at a PTA run student art auction. All profits then donated to the Kea Conservation Trust. Yr 8 students using Audacity recorded interviews with varying experts eg people from the ornithology society. These interviews were then aired on the school radio station.
- These stamps were drawn and edited in Paintbrush and Inkscape
- Green screen Newscasts: I could see a huge opportunity here particularly for our reluctant writers. The Why was apparent, The How was going to require a bit of research and probably a few dollars. Conducted the research ( Oh the Internet, it’s where dreams can be realised not online dating) Discovered in my research that a chroma green screen/blue screen transition was necessary. We were PC based and Windows Moviemaker was our movie editing software. A chap named Rehan had the rights to it, tracked him down, emailed him and told him what I wanted and that I had limited funds. It so happens that Rehan who resides in the USA is and educator. He donated the code necessary and his expertise for the cost of 1 site license instead of the 80-100 licenses I required. The cost $40.00. Yes the technician and I spent a bit of time working through the issues, trial and error. Students discovered a few pitfalls and they came up with the solutions and now everyone is a moviemaker. The What is when students make that decision that green screening is an appropriate forum for their authentic audience. $20.00 for the material though we paint backboards now Resene has a great paint ???? The unit in my room is mobile used an old display board and wheels from an old IWB. Camera a $100.00 dollar 10 megapixel digital camera with a movie function. Explain that these two newscasts are a bit rough and need editing, information not accurate.
- The students approached me could they use the room in Yr 8 they were DOING The Treaty of Waitangi. They wanted to connect and create. This Inquiry was what I will call a mini inquiry. They had some knowledge around the topic and their wondering was who celebrates Waitangi Day and what exactly is being celebrated. Long story short. They talked with friends and family, wrote their script, printed it, Practised their roles, and if necessary read it out whilst they were being filmed and then edited their recording. The next phase the reflection which may have required re-editing the script, re-filming and re-editing the recording was not to be as I could only give them 1 hour on 2 consecutive days. The pride for the student on the left was to bring in his family’s cloak, I commented on his beautiful cloak and was quickly corrected It is called a korowai Ms Baker and then an explanation on who made it and how and when the family use it.
- Powerful, Used this converted Youtube clip with Yr 7 & 8 students. A great way to arouse interest particularly with a Teacher Directed Inquiry.
- This clip was used as an example of a legend but also to inspire students when drawing their graphics.
- This clip was useful in writing a sequence of events ,opinion what happened next.
- Spelling Lists / Writing Resource eg how many words can you use in your writing