1. “The games we play” An Integrated, Conceptual Guided Inquiry approach to learning.

2. Intents of this workshop: This workshop will share a school-wide unit of Conceptual Guided Inquiry Learning that incorporates ICTs, ATOL and Literacy initiatives, collaborative learning structures and thinking skills. It will demonstrate how these were taught and integrated into all learning.

3. We will look at...  The school demographics  Teacher professional learning  The student learning  Key findings from the process

4. Waitetuna School 27kms from Hamilton and 17kms from Raglan Decile: 6 2.5 teacher school School profile 38 student school – Years 0-8 2 classrooms: Years 0-3 & Years 4-8 Student Profile Satellite internet, no cell-phone coverage, 17 computers, 2 digital cameras and 1 video recorder. ICT profile

5. The learners wanted… Hands on learning Personal or group Challenge Multi level learning Learning to be fun, AND deep. Curriculum Integration Real, meaningful contexts

6. “Fun” vs “Deep” learning The work is hands on rather than minds on often because the students do not need to and are not really challenged to extract sophisticated ideas or connections. They don’t have to work at an understanding; they need to only engage in the activity. (McTighe & Wiggins,2005. Understanding by Design.)

7. What does this graphic mean to you? Discuss

8. A focus on learning demands that we first establish what effective learning looks like before considering the implications for teaching and structuring lessons. In this way, pedagogy is derived from a desire to facilitate learning rather than produce good teaching. Hughes, Mike (2006). And the Main Thing is Learning. Cheltenham: Education Training and Support.

9. Some learning theories we explored... Bruner : Constructivism (1966) “The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".” http://tip.psychology.org/bruner.html

10. How might this look visually? Learner selects information Learner constructs hypotheses, and makes decisions, relying on a cognitive structure. Learning goes beyond the information given

11. John Dewey described learning as... “action where knowledge and ideas emerge as learners interact with other learners in a community and build their knowledge by applying conclusions from past experiences that had meaning and importance. Democracy and Education, Dewey (1916/1997)

12. How might this look visually? Na to toutou na taku rourou, ka ora ai te iwi With your food basket and my food basket The people will thrive Past experiences

13. A definition of Inquiry learning. “We learn best when we are at the center of our own learning. Inquiry-based learning is a learning process through questions generated from the interests, curiosities, and perspectives/experiences of the learner. When investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable.” (Paula Sincero, 2005)

14. What is quality learning? 1. Discuss with the person next to you then... 2. Write your ideas in the wiki discussion area.

15. Waitetuna Inquiry Definition (2009) Waitetuna Inquiry Learning is student-centered. It is a process that evolves organically from within a structured, yet fluid model. Students develop curiosity, perseverance, responsibility, respect, aroha and a sense of fun through their inquiries. It is an approach that embraces school initiatives and best teaching and learning practices for 21 st century learners. It acknowledges that students and teachers are both learners and facilitators of learning. It embraces a variety of learning resources, and integrates the knowledge and expertise of our community.

16. Waitetuna Inquiry Model

17. Fun Aroha Perseverance Respect Curiosity Responsibility Key Concept & Essential learnings Thinking Using language, symbols & texts Managing self Relating to others Participating and contributing

18. Concept: Games are important tools for developing life-long learning skills Context: “The Games We Play” Content: Immersion, Historical & cultural perspective, Modern online games, SMILE inquiries into making own games.

19. ICT integration 'After you understand about the sun and the stars and the rotation of the earth, you may still miss the radiance of the sunset.' Alfred North Whitehead

20. ICT Integration Science Social Science MathsEnglish PE/HealthLanguages Information Literacy The Arts Online games – dual players. Different types of games. Influence of games on individuals and societies. Measuring speed. Using “Paint”, “Word” or “Publisher” to create games packaging. Probability: excel game. Online maths games – Mathletics for maintenance. Instructional writing and publishing. Class wiki and blog. Online searching skills. Recreating information into own words. Dissemination of information YouTube to view Maori poi, rakau and tiaha performances. Graphing Ten Pin bowling results.

21. “The Games We Play” Inquiry Process Overview Immersion Playing games, Waikato Museum and ten pin bowling, guest gamers, learning games. Historical and Cultural Perspective Paired inquiries and presentation of findings via Movie Maker programme. Modern Games Analyse, compare and contrast two online games. Co-construct criteria. SMILE around creating their own games Create own games. Paired SMILE (Self Managed Independent Learning Experiences) Including use of Scratch program as an option.

22. Immersion  Asked students to bring games to school to play with others.  Asked people from the community to come in and share a game with the students.  Asked parents to play games with their child/ren.  Set-up a “game arcade” at school.  Included games in our programmes of learning.  Set aside weekly time for senior and junior class students to play games together.  Poi making Poi making

23. Historical and Cultural Inquiries Ask questions Explore resources Skim, scan, disseminate, re-word information. Create a movie to share your findings. Share your movie with your parents and school community Blog using success criteria

24. Questioning “ If we hope to see inventive thought infused with critical judgment, questions and questioning must become a priority of schooling and must gain recognition as a supremely important technology”. Jamie McKenzie

25. 1. What does effective teacher questioning look like? Discuss. 2. What does effective student questioning look like? Discuss Refer to the wiki for more tips.

26. The 3 C’s of question creation with students… 1. Catch… their attention 2.Cluster… their own and new vocabulary 3.Construct… questions

27. Prior Knowledge and Vocabulary

28. Using a word document thesaurus to extend student vocabulary...

29. Trevor Bond, 2008.

30. Using the seven servants to create questions.

31. CouldIsDidCanWouldWillMight Who What Where When How Why Question Matrix

32. Questioning Rubric for creating and evaluating “Effective Questions” Trevor Bond, 2008 StageQuestion Type 7 Used multiple question words to create a probing question when interviewing an “expert”. 6 Used relevant synonyms to edit questions. 5 Used the seven servants and relevant key words and phrases to create questions. (Which, could, might, can, will) 4 Used the seven servants to write/ask open thick questions (who, when, what, where, how, which, why) 3 Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does, could, may) 2 Any non-relevant question (does not contain contextual key words, or phrases) 1 (Learner) Created statements, rather than questions

33. Anderson’s revised taxonomy

34. Thin questions Thick questions Question hierarchy

35. Lets put this process into action... Catch: On separate pieces of paper, write words that you associate with the word “games” Cluster: Join your words with 2-3 other people and cluster them into words that “go together”. Label each of the clusters. Construct: Use the dice or the question matrix to construct questions using some of your words or labels.

36. Online searching http://www.boolify.org/

37. Thinking Maps: exploring information

38. Creating a movie Create a story boardInput and sequence relevant, succinct informationAdd imagesAdd music and voice overlayAdd transitions and effectsEdit

39. Let’s take a look at a couple of their movies Skateboards Sudoku Maori games Skateboards Sudoku Maori games

40. So how did the students find this part of their learning?learning

41. “The Games We Play”… Immersion Playing games, Waikato Museum and ten pin bowling, guest gamers, learning games. Historical and Cultural Perspective Paired inquiries and presentation of findings via Movie Maker programme. Modern Games Analyse, compare and contrast two online games. Co-construct criteria. SMILE into creating own games Create own games. Paired SMILE (Self Managed Independent Learning Experiences) Scratch, Logo, Board-games, outdoor games, or learning games.

42. Compare and contrast 2 online games. Students wrote down names of online games They clustered them into categories and labelled each category. They then chose 2 to compare with one aspect in mind: eg: graphics, sound FX, content for learning. Take a look at the criteria on the wikiwiki

43. Making their own games...  Outdoor games  Learning Games  Single/dual/family player games  Online games

44. Scratch

45. Key concepts students learnt: Games have their own vocabulary and rules Games help us to learn Games reflect a society, culture or history of people and a sense of belonging and relating to others. Games have changed over time, yet there are some commonalities Games are fun Games can be simple or complex.

46. Reflection Positives Totally integrated approach, which had never been trialled in the school. A range of ICT’s smoothly integrated into all learning areas. Inquiry approach which addressed ICT, ATOL, Literacy, Information Literacy and theoretical perspectives. Built on children’s prior experiences. Possibilities Address server space for media files. “Tech Angels” in the school who can help students and teachers. Use podcasts on how to use ICT tools such as “Scratch” or “Movie Maker” Extend ICT repertoire

47. Thanks for attending Questions or comments?

48. InspirED Educational Consultancy Mary-Anne Murphy Website: http://www.inspired.ac.nz Mobile: 021888597