Success for Boys
following questions provide your school leadership with a starting point to engage with your community about raising the success of boys in your school.
- What kinds of learning do your boys enjoy? What don’t they enjoy?
- Do your boys receive the formative assessment, ongoing feedback, and feed-forward information they need?
- What more can teachers, parents, and whānau do to help boys engage in learning at school and motivate them in reading and writing?
- Are your school structures supporting boys to take responsibility for their own learning, manage themselves, and relate positively to others?
- Are your boys well represented in leadership, peer mentoring, and social service positions in your school?
- Are your boys encouraged to participate in co-curricular (including cultural) activities, and do the current opportunities cater for the diversity of interests and needs among your boys?
- Does your school programme include experiential, hands-on, and activity-based learning and e-learning to engage boys in learning?
- Are there opportunities for your boys to engage with positive male role models – senior boys, staff, and community or iwi leaders?
- Do your boys have regular opportunities for physical activity and challenging outdoor adventure programmes?
- How effectively does your school help boys make realistic decisions about tertiary education and career directions?
- What qualifications and skills are your boys leaving school with, and what are they doing after leaving school?
E-portfolios
Schools have used traditional portfolios for many years. These portfolios have generally been a collection of student work in a folder to illustrate progress made towards meeting curriculum objectives. There are often specific requirements as to what to include to demonstrate achievement, measuring against a list of standards or criteria set.
An e-portfolio
• is an electronic record that enables learners to record their efforts, progress and achievements over time • is goal driven and performance based
• indicates evidence of knowledge, skills, competence and attitudes
• includes self reflection and is a tool for facilitating lifelong learning and career development
Traditional Portfolio processes include:
• Collecting
• Selecting
• Reflecting
• Projecting
• Celebrating
Adding Technology allows enhancement through:
• Archiving
• Linking and networking
• Thinking
• Storytelling
• Collaborating
• Publishing
• Sight, sound and motion
- adapted from- eportfolios.org.nz – Helen Barrett
An e-portfolio can:
• provide evidence of student progress, achievement and
assessment information linked to curriculum objectives.
• show what a student can do, rather than focusing on what
can’t be done.
• focus on process rather than simply a finished product.
• become a vehicle for empowering students to take
increasing responsibility for their own learning.
• better provide for a range of differing learning styles.
• provide a broad overview of a student’s achievements over
time rather than simply a snapshot from a particular period.
• focus on authentic assessment thus providing opportunities
for students that are closer to their real life experiences.
• empower students through providing a vehicle for them to
display work of which they are proud to a global audience.
• provide a forum for student goal setting, self-assessment
and reflection.
• be used to assist with the process of reporting progress to
parents.
adapted from – E-portfolios, a Personal Space for Learning by Ian Fox
Leadership and Policy in Schools
Reading an article by Claire E. L. Sinnema & Viviane M.J. Robinson The leadership of Teaching and Learning: Implications for Teacher Evaluation.
This article reports on a series of empirical studies that investigate the extent to which teacher evaluation policies ad procedures promote teachers’ inquiry into the relationship between their teaching and their students’ learning.
Expoused theory discusses the relationship between teacher practice and success of student outcomes.
In this paper they argue that school leaders should ensure that organizational processes, such as teacher evaluation, should be designed in ways that align with, and support, the goal of instructional improvement. This is important work because, in theory, every aspect of school organization should be enabling more effective and equitable teaching and learning. How can this be done effectively?
Ulearn08 Breakouts
Ulearn 08
Keynote speaker: Hon Chris Carter
Challenges for ICT resourcing for more ICT 5% increase OPs grant
5YA property agreement can we use this for cabling?
Infrastructure ?
Certain criteria needs to be met to allow for use for cabling from the 5YA funding!!!!!
Best practice ICT funding sharing?????
1 planning day for ICT for 2009 ( use our other planning day from 2008)
Dean Rogers – Red
“Here comes learning”
Will Richardson – Educational consultant
Sheryl Nussbaum – Beach College of William and Mary( PLP)
Moments of great change.
Bruce McIntyre – Ex MacPac
Breakout 1
Inquiry Learning the Coley Way (Coley Street School) Foxton Decile 2 (280 students)Pods of computers, dual platform
Jan Thomas DP and Mary Culling Junior School
2 year of Cluster Lead school
jthomas@coleystreet.school.nz
m.culling@coleystreet.school.nz
How we came to develop our model
Looked at our children behaviour management not engaged in learning
What do we want our Year 6 children to look like when they leave?
reason for change and quickly
Sat with our staff and facilitator
Powerful life long learners
Hearts – to think, to strive to care to be proud, to be trustworthy
Oral assessment – prompts on key note and power point not memorised
Learn opening speech and closing
Goggle NZ speech board- $300 to purchase
Developed confidence with the children,
Changed children in the way they spoke
Navcon – 2003 – went to 3 workshops on Inquiry learning
Visited Sewlyn Ridge School purpose built school in Tauranga
Include whole staff to visit
Developed a trial model for inquiry for 2004 – management team
2 teacher only days – presented to staff (give up for 1 year) whole school approach
1st inquiry whole school approach directed whole school looked at Foxton-
How can we make Foxton a better place? present at the council
3 children presented how much it would cost, why they needed a new pool? how much money do we have to raise
each class looked at different area – looked at footpaths in Foxton for disabled people
skateboard park not finished – one class raised funding for trees and planted trees with council
Visited Viscount School in Mangere – v Decile 1 school (Elm Park to visit on day)
Coley was a Decile 2
Changed the staff opinion ( the children sold it to our staff)
Refined and finalised our inquiry model (was a train) has changed now (must do with staff for ownership)
No appraisal or assessment for the first year, no ERO visit
School wide/Syndicate focus 2 DP’s pushed it through. Updated what is happening with inquiry
12 schools in Cluster now
Talk and share all the time…need to feed PD to staff – theory and pedagogy
QUEST, Galileo, thirteem-edonline, Mark Treadwell, youthlearn
Gave staff readings all the time
Modifications made in 2nd year – always reviewing
Ist inquiry curriculum booklet write all over it
Introduced the learning community unit – look at Hearts of the coley street kids
Look at rules, classroom expectations, model rubric
Coley street learning community
Look at Glasser – aligned key competencies
6 weeks of inquiry
Week 7 presentation and finishing off
Length of Inquiry 40 mns Juniors
1hour for seniors
during Theme time
Everything together entirely up to staff
3 types of inquiry- Directed inquiry, (predominately whole class for juniors)
subsidary
Guided inquiry – predominately Middle school ( one concept, one essential question)
Senior school – PURE inquiry – run the whole inquiry themselves.Teachers need to track what the children are doing.
No class trips – parents, teachers principal take children different places
Has to be student driven – senior school
Have to cover the curriculum – social studies science, integrated approach
AO from the curriculum document – only a guide
PD session with Pam Hook and Julie Mills “Hooked on thinking” – went to Bendigo (thinking tools) Art Costa, Habits of Minds,
Developed the Coley Street Curriculum Assessment Rubric, don’t assess knowledge, assess skills, questioning collecting information processing information and communication
Developed Coley Street house Video on TKI and CD (Coley Street Learning Community Trust Pride, Striving, Caring, Thinking skills
Christina Ward from Core and Ministry of Education
2 strong rules – help each other pride be proud of who we are
Moved away from a whole school approach
Junior school all different topics – teachers have a say
Pods between the class – computer pods ( TOOK OUT CLOAKBAYS)
Need 3 computers and a data projector you can do anything (children use teachers computers.
Third year – resigned model – recursive
Assessed our current model against a rubric Galileo
More PD with Pam and Julie
This year
to further develop academic rigor – our inquiry study leads students to build deeper knowledge that leads to deep understanding
refine information literacy skills – make a booklet
Review how we teach thinking skills thinking tool box
lead teachers are investigating and will provide PD – Blooms
Graphic organisers
Self assessment tweaked
Tweaked Model – planning model
Whole school visited Frimley Park in Hastings
09
Look at ways of aligning the key competencies with our vision Coley Hearts and values
Challenges
Traditional mindsets and attitudes
Planning – only plan the
Creating a workable and sustainable model
remain positive
Eliminate the barriers
Success factors
Supportive BOT
Community support
happy children
Principal with a vision encourage innovation
management team
passionate lead teachers
Major school wide and syndicate focus
Share share share
Always reflecting
Lots of support
Let teachers play with it
don’t give up
Acknowledging difficulties
Staff appointments – open to inquiry
Classrooms are the mirror images of the schools vision – on walls in the classroom
School culture
Flexible teaching spaces
Library learning centre
Data projectors in every room
Phone and faxes in all computer pods
mimios in all classes
$850,000 to upgrade our school deficit funding
More time for deeper thinking
emotional hook
Critical thinking
embedded ICT skills
Authentic
Voice in community
Articulate children confident
The Coley Street Model
Stage 1 – The big idea – broad concept to provide direction
Children can provide ideas, list
Curriculum focus
Topic focus
Age appropriate
Stage 2.- Ignite ( teacher plan) Create curiosity
Establish prior knowledge on which to base the inquiry question
Grab attention and interest of students
Stimulate a thought provoking discussion about recent event, video (2-3 days)
Bring in item or a trip, youtube
Knowledge attack
Time to explore
Previous experiences, vocab
Wonderings
asking questions about the topic, what if, I wonder
making sense of the big idea
Why use student generated questions
chart – what do I know and what do I want to know?
Need to teach children how to question
Stage 3 – Question
Creating the essential question
Creating the subsidiary question
Hypothesis- students best guess – blue print
Stage 4 – Consider stage
Sharing the assessment criteria
Communication or
2 areas per inquiry
Children take ownership
Stage 5- Discover
Develop a research plan using template keywords, books resources experts- sorting, shifting, synthesising
(GANTT chart)Does it help answer their questions, select or reject
Drawing conclusions and making justifications
What is it we have found out and how do we now?
Students in groups or as whole class create draft statements to answer the essential question draft form only now presentation
Critical thinking :What is it we found out? – presentations
Stage 6 – Communicate:
presenting answers to Essential question to the audience
Who is the audience
What is the best media visual features meets the needs of all learning style.
Stage 7-ACT
Plan and Act- taking action to improve the lives of others in our world, improving the world, or sharing information
Give kids a voice ownership
Stage 8: Assess
Student assessment
Teacher assessment
Where are they on the Rubric
Evaluate their own depth
Skills Attitudes and processes
Recording learning stories may contain diverse products such as
A list of wonderings
Essential and subsidiary questions
Research plan
A timeline of completion dates
Written work
sketches, drawings
interviews
Graphic organisers
Break out 2 : The NZ Curriculum & Te Marautanga o Aotearoa
NZC – Chris Arcus
Principles – Christina Ward
Treaty – Melanie Riwai-Couch
NZC
“Every school having a local curriculum”
Students achieving their full potential
Engaging students – greater opportunity to work o real life problems, self selected topics, self assessment – help students to see connections
Primary school principals – committed to NZC – lack of time available expertise barriers
Develop your own curriculum in own school….meeting for all staff who attended Ulearn 08 next week to plan feedback to staff and BoT
The challenge – share experiences, help them to map their curriculum
Shift the triers from the staffroom to the classroom- teacher appraisal
What does ERO think about this?
Read what ERO says on their website…. www.ero.govt.nz/ero/publishing.nsf/content/reviewingnzcurriculumjan
Vision – What we want for your young people – “confident, connected, actively involved and lifelong learners” The NZ curriculum,p8
Use the curriculum to guide you to developing you curriculum
The NZ Curriculum principles: http://ulearnnzprinciplesworkshop.wikispaces.com
Strategy – wrk in groups of 4 look at Principles – Look at wiki space for strategy
foundations of curriculum decision making
Unpacking the NZC Treaty Principle – Melanie Riwai-Couch
Lectured at Teachers College
Maori Education
Son with ADHD
Key questions
What are the treaty of Waitangi principles that relate to education?
How are those used to inform decision making in school curriculum?
Durie’s anaylsis
The 3 Principles – partnership, protection participation – the 3 P’s
What do they mean?
Pause and breath in and review the principles
All students…..what works for maori – works for all,NOT NECESSARILY THE OTHER WAY AROUND
Partnership – power sharing – decision making
Participation
Protection Article 3 maori are fully able to participate in all other benefits
Maori communities are vastly different …….from community to community
Need to think beyond kapahaka and te reo Maori (we need our Maori children to be scientists etc
Te reo Maori – progressions between years (Year 8 should be level 2 )
Te kahu action research cycle……
Tikanga maori – online development – film
Knowledge of local kawa
Modelling of te reo and tikanga – very good providers that support learning
Specialist curriculum planning
Code of ethics for registered teachers obligations to Treaty of Waitangi
What will the teachers be doing differently?
What will your students be doing differently?
Insights into these principles in the way your school is developing in the current curriculum
Learning to learn – all students to reflect on their own learning processes and to learn how to learn
Engage with Maori community – phone calls to parents
Ask your communities “how would you like to be engaged?”
Get students engaged……
students with wikis and blog ….parents are becoming engaged.
Not much research on the principles…..
need to be consistent throughout the curriculum
community partnerships in Nelson? Environmental projects, get children engaged
Business, environmental cultural and social projects kindy’s
Authentic learning and engaging learning
NZC website.. Resource bank – community engagement (community consultation)
Keynote- Steve Carden(white boy from Pakuranga)
Technology – incredible change taking place in the world particularly in Education
Sunnyhills, Farm Cove, St Kents, Auckland Uni
market research survey
Tamaki interviews story
Grad from law school
Set up First Foundation – identifies talented students – scholarships NZ businesses support these students to complete their studies
Opportunities between business – education (Telecom, Ford, TV NZ
Nurturing environment – impact on community (Mentoring & coaching)
Book “NZ unleashed the country the future and the people who will get it there” -
Steven Carden
Our country is changing really rapidly – world change
30 years ago Apple 2 …..
Community – network 2nd life?
2020 – technology will be able to produce speed of the brain
Worry about the change of technology,,, economy, food shortage
RAPID EXTREME CHANGE
Election 4 weeks- no one will talk about what has been discussed re the education system?
Are we ready for this rapid change?
people are losing confidence in our Govt, Parliament?
Societies throughout time
NZ as a society is very good at idea generating (knowledge, idea absorbing societies, willing to change
maori culture how did they act before european arrived and after?
What does all this mean for the NZ’s education sector
The workforce needs highly adaptive people.Far great level of connectivity between individuals environments will be ever evolving, strategic plans will change constantly reviewed
People will have lots of jobs by age of 38 possibly 14 jobs
Jobs that don’t exist, technology not invented
Bill Gates book” the road aheads
Nature of jobs are changing very quickly
Taci jobs – overwhelming majority of obs
Transformation
Bill Gates book” the road ahead”
Nature of jobs are changing very quickly
Taci jobs – overwhelming majority of obs
Transformation
Alvin Tofler…
4. it is all about YOU Inspire and encourage
Breakout 3 “e” is for learning – Crowne Plaza – Fiona Grant
Pearl, Florrie and the Bull
How is elearning like P,Fand the bull?
Bubbl.us – brainstorm programme
Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning NZC p36
What might you school and community need to consider when setting a direction for the NZC?
e learning- sustainability and staff capability infrastructure
skills or knowledge
community aspirations
how has e learning effected the way of the school environment
Pedagogy – relating to school values, how is it implemented staff PD
refer to the Wiki for example of Bubbl.us
What we need to consider……..
our beliefs
Breakout 4 Self directed learning – Weymouth Intermediate School (Decile 1)
Raewyn Hamilton and Sharthi
2005 Behavioural issues – ICTPD cluster begun inquiry
Formed QLC groups- 2 sessions inquiry Year 1
What is inquiry, what immersion, went slowly to build up skills for people
Workshops
Resourced based learning – not school wide?
Teacher based
Implementation of Higher order thinking skills and strategies
De Bono’s 6 hats,
Bloom’s Taxoomy
Art Costa’s 16 habits of minds
Gardners’s Multiple Intelligences
Ryan’s Thinkers Keys
QLC – teachers formed groups and they attended workshops
Strain on resources,relievers
Facilitators in house, organised resources,
Chris Cooper – Principal 2005
Driven by the Principal
Students were of concern
Lack of engagement
Students needs are being meet by Inquiry approach
Composite classes
Purchased resources
Developing a new School Curriculum
The Process
Developing the 2 year integrated plan (2007)
Odd and even year
English and Maths were stand alone
Integrated Social studies, science, health
Brainstormed umbrella topics for the whole term
Competencies woven thorough
Using language symbols and text went right through
Immersed children
Overall was whole school but would vary from syndicate to syndicate
Formed a curriculum committee – etap planning – gave the teacher’s the topics
Personalized the Inquiry Teaching Model
What did we do?
School curriculum developed consistency across the school
Developed an Inquiry Model – based on SAUCE model
use values education – respect is integrated across the school
used the virtue words and value
Got to the word SUCCESS
Success – this inquiry model is a 7 step process
S – setting the scene
U- uncover the question
C- collect resources
C- create and record – powerpoint etc
E- Edit and examine (sequencing it)
S- Share and present
S – Self reflect and celebrate
Pictures of Little feet (little footsteps towards success)
Refer to sheet for information
S- Set the scene
Immersion in the topic
learning Intention
U- uncover the question forming research questions
understanding questioning concepts
open and closed questions fat and skinny, simple and complex
C – collecting resources and information
C- what presentation will they be doing, note taking, mind mapping, recording using
E- Editing and examining
thinking logically etc
S- Share and present
oral, written, visual or multimedia
S- Self reflect, rubric,
School wide approach to Inquiry
5 key competencies 1 per term
16 habits – (focus on 4 per term)
Values can tie in with the key competencies
Give a book out to the teachers – our curriculum
Spent 1 Term on PD for the teachers (habits of mind, asking questions etc)
Curriculum team develop the curriculum topics
Scenario – sports spectacular
as they good better at asking questions we moved them slowly
Six thinking hats
Habits of mind – PD
Everything was very controlled to get coherence
Students don’t have prior knowledge gangs and drugs we keep away
Teacher now have scenarios to chose from
Science topics – 4 topics
Scenarios endangered species
conservation
Ocean Life cycle
Look at Vision – Boat “sailing
Think about the curriculum overview for odd/even year
Breakout 5 Carolyn Stuart – Decisions that matter!
Vision driven decision making Always start with the learning
Invest in infrastructure Keep your eye on the future
Always start with the learning
Learning
cognitive social
Interactive whiteboards
print resources
wikipedia goggle connectedness no longer bound or place time
Learning Management Systems
We have student management systems – should we be having learning management systems?
What do you think about twitter? bebo?
How do we harness the internet to maximise the potential?
Ultra net? youspace ? exploded across the school
use it to teach children how to be safe on line
Content management?
Invest in infrastructure
(break fix company manages the system)?
handed over the password in the safe. No one else can have access
Start with what you have got
Invest in a wireless system? (two band to adult laptops, one to the children)
Enterprise level wireless
“The days of second hand computers and parents doing support are gone”
Paul Norris
e – asTTle – was released only 6 children can work on the system at the moment.
Keeping your eye on the future
Look what I got for christmas (laptop) Set up a system on the server to allow the students to use their laptops between 8-5. check the laptops anti virus software, will automatically update server, learning management system up load and down load
Accessit /ultranet
Monitor children’s behaviour not moderate them
Breakout 6 cancelled
Breakout 7:
The 21st Century Teacher a shifting landscape Joan Dalton -
Hands on Educational Consultancy
handsed@ozemail.com.au
www.plotpd.com.au
Frank McCourt – Angela’s Ashes
What do you think this teacher valued and believed about learning?
How do you think he saw himself and his role?
What thought has this story scaffolded for you regarding possible roles, identities and capabilities we may need as teachers in the future?
Relationship – continual
“Students learn what they care about, from people they care about and who, they know, care about them” Barbara ?
Jo Tate- Australia
What do you think Jo believes about learning? Facilitates
What roles do you think she plays here? Empowers learners,
What capabilities do you believe she needs to be able to work this way? she has to be a learner, she needs to know how to access content and contacts resources, interactive components
Seamless life long learning that’s the goal
No traditional boundaries
Technology helps to draw in outside
anywhere/anytime learning
self directed learners
Michael Durdyk 2008 If young children
Develop sensitivity for other cultures
Enable students to be powerful learners – not just enable social networking opportunities
Monitoring
Ulearn08
Christchurch was a wonderful experience with 12 staff attending this year. With a few major hickups initially we were launched into the preconference. The Solo taxonomy session was great with Julie Mills and Pam Hook.Very inspirational and we have booked them for 2009 to do a workshop with the whole staff. Sessions and keynotes were variable. The themes were “collaboration”. The time was very valuable regarding the networking between the staff….getting to know each other and sharing of ideas, skills, and feedback from sessions.
Feedback to BOT last night by the Lead Teachers was successful. The staff were very motivated…and the BOT could see the value in having such a big group attend, so that the motivation can flow through to more staff and the students as a results.
Today we are part of the cluster workshop and we are reviewing the Action plan for 2009…It is great to see that the team are working on the plan this year together and really focussing on what is needed.
Very gratifying. Also we are going to be part of the Apple Bus Tour organised by Stuart Hale. We are truly excited at the prospect that Elm Park is on the map at last.
Uncategorized | Comment (0)Workshop 7
Yesterday was a very rewarding session with Pam Hook and Julie Mills at EP. It was wonderful to hear Pam again she has such a dry sense of humour and always challenges your thinking and indeed everyone else’s as well. Just the simple question “what is learning?”. We take so much for granted. Do our children really understand What is learning? How we learn? Why they come to school infact?…Good to reflect on this. It was beneficial to revisit Solo taxonomy (Structure of the Observed Learning outcome)again and remind myself how important it is and how easy it is to use the rubric to assess where children are at right across the whole curriculum. this is not instead of inquiry this is a a powerful model that can be used in the classroom to guide lesson plans, model how students learn, model how effectively teachers teach and construct any form of test item. Once teachers have a sound understanding of the theoretical basis of the Solo model and how this can be implemented in classrooms I am sure they will see the benefits of this.
Uncategorized | Comment (1)Inquiry learning staff meeting
Today was another session on Inquiry learning with the whole staff and although I missed the first part the two staff members that were facilitating this session I thought were excellent. Staff were enthusiastic and participated enthusiastically. We are moving forward inspite of some staff who can’t get their heads around the concept of collaboration, coaching and mentoring.
This morning was interesting meeting with Suzie Vesper our cluster facilitator to receive feedback on our clusters progress. Last night was an unconference meeting with geeks from around the area also interesting.
Great to catch up with such wonderful facilitators like Pam Hook etc.
Uncategorized | Comments (2)Time to reflect
Today we are meeting with the local school principals in the cluster to discuss what we have achieved and where to from here. Things that we will be discussing will be What impact has the cluster had at your school so far. Pedagogy, skills etc. What are the highlights, what changes for 2009.
Should be an interesting discussion.
Uncategorized | Comment (0)Inquiry learning
Another meeting BUT everyone was on board and what a great display of higher order thinking. Looking at Inquiry models this afternoon was an extremely valuable exercise. We analysed the various models and brainstormed the processes. What we liked and didn’t like about each model. We selected the appropriate stages and there was a lot of valuable discussion around each of these. We can now go away and reflect on what we think is useful or irrelevant. People were modelling team work and valuing each others views. We have come such a long way in a very short space of time. We may have our model before the end of next term. Really very exciting.
Uncategorized | Comment (0)ICT in our school
On reflection with the team leaders on Friday since this time last year we have come such a long way on our journey with ICT intergration into our learning environment. Teachers are growing in confidence daily. I am proud of our ICT lead teachers and the coaching and mentoring that is going on everyday among the staff and indeed across the cluster schools. Our children are enthused and supporting each other to access information and try out new things. We have e-portfolios on trial in most rooms, children have homepages, blogs and wikis. Mathletics is being trialled across Year 4-6 and the children are begging to go on and test their skills. Visiting other schools is also a great motivation, some of our staff have been blown away by what can be achieved. Well done everyone for taking this venture on with such enthusiasm. We are also grateful to the MOE contract that has enabled us to be a part of this plan.
Uncategorized | Comment (1)