1. Taking the Leap EBest ICTPD Cluster 2007-2009 Ohope Beach School Allandale School Apanui School James Street School Paroa School St Joseph's Catholic School

2. Programme Goals To develop a clear pedagogy for each school that reflects the needs of the 21st Century Learner. That follows an inquiry learning approach that reflects the learning style / needs of the learners / thinking strategies as the method of delivering the ‘schools curriculum’. To develop a ‘schools curriculum’ that reflects our pedagogy, current curriculum changes, key competencies, assessment and reporting needs. To develop a Shared Learning Community of EBest schools. This will be achieved through the development of an intranet to share resources and knowledge.

3. Why are we doing this? Readiness: Getting children ready for school and getting schools ready for children. ECE Foundations for Discovery New Draft Curriculum and your approach to it Changing nature of how we work and play

4. Paradigm Shifts - Information is Power From what is… Textbook as source Teacher as teller Facts are primary Information is packaged Assessment: Seat work Test scores grades To what ought to be Variety of media/sources Teacher as guide/coach Questions are primary Information is discovered Multivariable assessment: Synthesis Application Students produce Teachers critique Demonstration Test scores Breivik, P.S. & Senn, J.A. (1998) Information Literacy: educating children for the 21 st century. Washington, DC: NEA pp 24,59.

6. Creating & Connecting

7. Connecting New Draft Curriculum competencies are very much aligned to the notion of, ‘connecting’. Thinking Using language, symbols and texts Relating to others Managing self Participating and contributing

8. Personalising Learning & Collective Intelligence Personalisation - Futurelab

9. Web 1.0 Web 2.0 DoubleClick-->Google AdSense Ofoto-->Flickr Akamai-->BitTorrent mp3.com-->Napster Britannica Online-->Wikipedia personal websites-->blogging evite-->upcoming.org and EVDB domain name speculation-->search engine optimization page views-->cost per click screen scraping-->web services publishing-->participation content management systems -->wikis directories (taxonomy)-->tagging ("folksonomy") stickiness-->syndication

10. Ofoto Ofoto started by simply allowing users to upload JPEG images to the online service, to share online photo albums with friends, and to purchase physical silver-halide prints of photosJPEG

11. Akamai Akamai Technologies, Inc. (is a company that provides a distributed computing platform for global Internet content caching and application delivery.Internetcaching

12. BitTorrent BitTorrent is a peer-to-peer (P2P) file distribution protocol.peer-to-peerfile distributionprotocol BitTorrent is a peer-to-peer (P2P) file distribution protocolpeer-to-peerfile distributionprotocol BitTorrent is a method of distributing large amounts of data widely without the original distributor incurring the whole of the corresponding costs of hardware, hosting and bandwidth resources. Instead of the distributor alone servicing each recipient, under BitTorrent the recipients each also supply data to newer recipients, thus significantly reducing the cost and burden on any given individual source as well as providing redundancy against system problems, and reducing dependence upon the original distributor.datahardwarehostingbandwidthredundancy

13. Britannica Online The online version has more than 120,000 articles and is updated daily. It also has daily features, updates and links to news articles from The New York Times and the BBC. The New York TimesBBC

14. Wikipedia Wikipedia is a multilingual, Web-based, free content encyclopedia project. Wikipedia is written collaboratively by volunteers; its articles can be edited by anyone with access to the Web site.Webfree contentencyclopediavolunteers

15. Wiki A wiki is a website that allows visitors to add, remove, and otherwise edit and change content, typically without the need for registration. It also allows for linking among any number of pages. This ease of interaction and operation makes a wiki an effective tool for mass collaborative authoring.websiteeditlinkingcollaborative authoring

18. THE CENTRAL PRINCIPLE BEHIND THE SUCCESS OF THE GIANTS BORN IN THE WEB 1.0 ERA WHO HAVE SURVIVED TO LEAD THE WEB 2.0 ERA APPEARS TO BE THIS, THAT THEY HAVE EMBRACED THE POWER OF THE WEB TO HARNESS COLLECTIVE INTELLIGENCE: Wikipedia, a is a profound change in the dynamics of content creation and collective intelligence. Harnessing Collective Intelligence

19. eBay enables occasional transactions of only a few dollars between single individuals, acting as an automated intermediary. Napster (though shut down for legal reasons) built its network not by building a centralized song database, but by architecting a system in such a way that every downloader also became a server, and thus grew the network. eBay and Napster

20. RSS RSS is a family of web feed formats used to publish frequently updated digital content, such as blogs, news feeds or podcasts.web feedblogspodcasts Users of RSS content use programs called feed 'readers' or 'aggregators': the user 'subscribes' to a feed by supplying to their reader a link to the feed; the reader can then check the user's subscribed feeds to see if any of those feeds have new content since the last time it checked, and if so, retrieve that content and present it to the user.aggregators

21. Some Web 2.0 Ideas Wow, Web 2.0 is really here. www.globo.co.nz

22. Creating User created content is really crucial when using ICT. It’s the difference between real passive activity and real active activity.

23. Why is creativity important? TED Make a quick list… Flash

24. Creativity Creations take time to create. The process & the product matter equally. Creativity is in the NZ Draft Curriculum Creativity is one of the most important 21 st Century skills.

25. Creating with ICT User created content… Cows Sunnyvale Jnrs Tower Fall Argument Mapping Dancing Orc Dwarf Ann Frank Dada Bodies Morphs Paul’s Poem SketchUp Hammerhead Basic Green Screen 5+ a Day

26. Basic Green Screen

27. Clean fingernail – Sue’s

28. Hairs on Sue’s head

29. What have you seen or been doing with ICT?

30. Morning Tea

31. Luke A Principal Podcast No Children Left

32. What are other schools doing successfully? Underlying pedagogical focus PD includes coaching & mentoring PD includes accountabilities Teachers demonstrate activities Focus on learning outcomes Evidence of student achievement Reflect, review, refocus etc. Learning community is active Teachers and SM model the use of ICTs

33. St Mary’s Northcote Summerland School Marina View School Otahuhu College Royal Road School - Environ Dominion Road School Birkdale Intermediate Waiheke Primary School Mulberry Grove School

34. Dominion Road School iPaint Project ICT and G & T Philosophy 4 Children Autonomous Learner Model

35. What about your school? +-Interesting

36. If you went for a walk around your school on any given day and popped into classrooms at random, what would you like to see?

37. 21 st Century Learners Who are they? Age does not determine a 21 st Century learner, we are all 21 st Century learners. Have you ever asked students what is happening in their world?their world

38. That was 2005, what about 2007? School, we power down for it Email is for old people Click it, get it We can get past the blocked sites Net Nazis!!!! Second Life is cool

39. Where do schools fit? In a world with lots and lots of information, how do we know what to teach? Real life example

40. Mash-ups “ We know we don't have a corner on creativity. There are creative people all around the world, hundreds of millions of them, and they are going to think of things to do with our basic platform that we didn't think of. So the mashup stuff is a wonderful way of allowing people to find new ways of applying the basic infrastructures we're propagating.

41. In a world of social software, how do we know what to teach? Blogs Wikis Social Networks Social Guides Social Bookmarking Virtual Worlds Collaborative Real-time Editors Peer-to-peer Internet Telephony Second Life Skype Skrbl

42. What do 21 st Century students need? Skills – used to designate an ability to perform complex motor and/or cognitive acts with ease, precision and adaptability to changing conditions. Competencies – designates a complex action system encompassing cognitive skills, attitudes and other non- cognitive components. Habits…perseverance… BrainstormShared Statement

43. Knowing how to behave when you don’t know.

44. Habits of Mind Persisting Managing impulsivity Listening to others – with understanding and empathy Thinking flexibly Thinking about our thinking (Metacognition) Striving for accuracy and precision Questioning and posing problems Applying past knowledge to new situation Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining and innovating Responding with wonderment and awe Taking responsible risks Finding humour Thinking interdependently Learning continuously Thinking Using language, symbols and texts Relating to others Managing self Participating and contributing

45. Effective Pedagogy NZ Draft Curriculum pp. 24-25 What is pedagogy? Definition Webster: The art, practice, or profession of teaching: systemised learning or instruction concerning principles and methods of teaching.

46. Mulberry Grove School Key Competencies School Curriculum Habits of Mind aligned with KCs ICT aligned with HOM, LO, KCs Assessment Rubrics www.mulberrygrove.school.nz

47. How well are we teaching inquiry & information skills? NEMP 1997 Analysing & classifying information Identifying appropriate sources of information Asking appropriate questions NEMP 2001 Analysing & using information Finding & gathering information ERO 2005 – Student learning in the information landscape “… overall, there was wide variability of development and effectiveness within schools across all the areas evaluated.”

48. NEMP 2005 – Information Skills Concerns Selecting/rejecting information relevant to a topic and to make decisions or develop arguments based on that information Etc… Looking ahead Students need modelling to help them develop an argument and make decisions based on information. Etc…

49. What does it mean to be literate? Literacy is a state of being. Literacy is dynamic & is constantly moving, developing & changing Skills & strategies are the basis of literacy. Skills need to be specified more precisely, taught explicitly.

50. All literacies – text, information, visual, technological, mathematical – are not fixed entities/destinations but states/journeys that are constantly evolving.

51. Skills & strategies are the building blocks. Skills & strategies are teachable & LEARNABLE. Exposing children/anyone to text, information, visuals & ICTs does not build literacy.

52. What builds literacy is continuous coaching to use the relevant skills & strategies and plenty of regular, guided practice. Training for literacy is no different from training for sport. It’s all about coaching skills & strategies, but with literacies the skills tend to be cognitive skills practiced in the context of the learning game.

53. If teachers could see themselves as coaches of the literacy learning game rather than as ‘facilitators’, we’d have a more proactive approach to coaching literacy skills.

54. The Alberta Inquiry Model Focus on Inquiry

56. Lunch

57. The Third Wave Read the article Where do you think the MOE is focussing now? What are the initiatives? What do we need to do in our schools? Info & infrastructure?

58. MOE Initiatives Pan-sector approach Contestable funding ICT/ELearning Initiatives ELearning Action Plan New conference

59. Info and infrastructure InfostructureInfrastructure Approach to curriculumBroadband Internet Access Learning pedagogyeAdmin Environment - SMS Assessment RubricsIntranet, website, Development plans communication tools Policies and guidelines Generic software Community Content software Professional development Accessible peripherals

60. Has our shared statement changed?

61. Home, beer, cup of tea.

62. Take the Leap

63. Day 2 Review of Day 1. Focus for Day 2. Planning for professional development delivery.

64. What does this look like? Learning Intentions Apanui Ohope Beach Allandale St Joseph’s Paroa James Street

65. Sharing of resources As a cluster, we have: 6 Junior depts 6 Middle depts 6 Senior depts 6 Principals 6 Venues A whole lot of experience, knowledge and wisdom … We have a learning community

66. Is learning a… Meaningful journey Or a… Trip in the dark? What is your educative purpose? Why do you teach?

67. Educative Purpose What do you fundamentally believe and value about learning?

68. Beliefs Beliefs are the assumptions we make about ourselves, about others in the world and about how we expect things to be. Beliefs are about how we think things really are, what we think is really true and what therefore expect as likely consequences that will follow from our behavior. Values Values are about how we have learnt to think things ought to be or people ought to behave, especially in terms of qualities such as honesty, integrity and openness. The clearer you are about what you value and believe in, the happier and more effective you will be.

69. What are your core values concerning your educative purpose? Select 5 from this list. Academics Acceptance Admiration Appearances Approval Attention Authority Communication Competition Conformity Confidence/competence Cooperation Collaboration Distraction Efficiency Punishment Responsibility Honesty Entertainment Equity Expression Faith Fame Freedom Friendship Happiness Hard work Health Honesty Image Integration/wholeness Relationships Growth thought Integrity Knowledge Logic Love Manners Material wealth Obedience Organization Others' opinions Peace Popularity Power Independence Trust Creativity Reality Reason Rights/Respect Security Self-sacrifice Self-Reliance Serenity Self worth Self actualisation Sincerity Status Success Tradition Truth Winning Adaptability

70. We want to be held accountable for… developing students… helping to develop… contributing to the development of…

71. Edible Schoolyard Values Values

72. Morning Tea

73. Professional Development Thomas Guskey – What Makes Professional Development Effective? “A couple of years ago, I identified thirteen lists of characteristics of effective professional development that had been assembled by different professional organizations and research groups. In analyzing these lists, I found very little consensus. There wasn't even agreement on the criteria for effectiveness. Some lists were based on the concurrence opinions among researchers, others used teacher self-reports, and only a few looked at impact on student learning. My conclusion was that we may not have a true consensus on what makes professional development effective, and that moving toward one may be more complicated than most people think.” Reference: The Evaluation Exchange Volume XI, No. 4, Winter 2005/2006 Harvard Family Research Project 2006 http://www.gse.harvard.edu/hfrp/eval/issue32/qanda.html Evaluation ExchangeVolume XI, No. 4, Winter 2005/2006 http://www.gse.harvard.edu/hfrp/eval/issue32/qanda.html 5 Levels of Professional Development Evaluation

74. Vision, beliefs, goals – head & heart Learning community Professional development components 21 st Century, engaged learners? 3 Years 3 years, easy…

75. Your Plan Utilising your lead teachers Coaching strategies Don’t forget the basics - Learning ConeLearning Cone

76. Cone of Learning

77. Making Sense Underpinning pedagogy Key competencies Alignment – Habits of Mind Process - Inquiry Strategies – Thinking Skills »6-hats »Learning styles »Graphic organisers

78. Global West ICTPD Cluster Cluster learning community site Global learning intentions Individual school learning intentions Lead Teacher PD In-school PD Management Team Reviews. Term Dates

79. Components PD for Lead Teachers PD for Principals & Snr Mngmt PD for Staff Skills Coaching Leadership Giving back to the profession

80. Planning Examples GEIS Global West ICT Cluster

81. Lunch

82. Where are you at with your plans?

83. What did we do for 2 Days?

84. www.globo.co.nz sue@globo.co.nz 0275 469 378