OPS+Road+Trips

= ** Futures East **  = = ** Road Trip Evaluation and Feedback **  = = ** Marina View Primary School / Red Beach Primary School **  =

· MV- ICT specialist had specific skills broken down for each week · Evaluated throughout the inquiry topic- ties in with ATOL · All children could achieve excellence in rubric · MV- flexible model depending on curriculum area e.g. adapted model for science and adapted for level of school but the basis was school wide · MV- planning had specific skills that were taught e.g. venn diagram, comparing data, thinking hats. · Authentic task at the end of inquiry · RB- Like whole school big picture idea then broken down into appropriate tasks for each level · RB- trial and try new things all the time and evaluate to see if it is successful e.g. vertical structuring of school · RB- inquiry model circles ‘split’ and put on the top of each display, worksheet, task card etc to show the stage of the inquiry · RB- continuity of inquiry throughout the school · RB- ICT seen in classrooms: Galaxy Maths, Comic Life, · RB- In each class children received “expert badges” so children knew who to see before disrupting the teachers. · MV- children involved in tv production learnt real life skills. · MV- ICT skills were integrated into unit plans · RB- P.D. programme- teachers received peer support in upskilling. || · MV- planning very text heavy <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· MV- teachers may not know skills psecalist taught- follow up in the classroom? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· MV- linear inquiry is not always linear <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· RB- resourcing issues when whole school doing the same topic <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· RB- Showing PD where the teachers are at on the wall. Impact this has on individuals. We like the idea could the dots be anonymous? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· RB- skills taught in separate programmes. Children learning specific software that don’t tie in together e.g. comic life || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· RB- vertical clustering- impact on the structure of school <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· choice of topics limited to fit inquiry model <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· MV-no data projectors- used large screens ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">PLUS || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">MINUS || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">INTERESTING ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">· MV’s rubric has clear progressions which tied into the planning.

=<span style="font-family: Arial,Helvetica,sans-serif;">Futures East = =<span style="font-family: Arial,Helvetica,sans-serif;">Road Trip Evaluation and Feedback = =<span style="font-family: Arial,Helvetica,sans-serif;">Laingholm Primary School / Redoubt Primary School / Papatoetoe Intermediate =

<span style="font-family: Arial,Helvetica,sans-serif;">· Papatoetoe although the wires/leads looked like spaghetti the work they were doing on computers were valid. All students ready to chat freely about how they use IT in their work. <span style="font-family: Arial,Helvetica,sans-serif;">· Good to see inquiry learning in action and viewpoints of different schools. <span style="font-family: Arial,Helvetica,sans-serif;">· The guidance and scaffolding of inquiry learning in the middle school <span style="font-family: Arial,Helvetica,sans-serif;">· Use of technology supporting inquiry learning (ipads and digital cameras) <span style="font-family: Arial,Helvetica,sans-serif;">· Visual displays of inquiry learning in action <span style="font-family: Arial,Helvetica,sans-serif;">· Witnessing different way so fusing modern technology at different year levels in a wide range of school environments <span style="font-family: Arial,Helvetica,sans-serif;">· Being able to work with technology not available in our school (ipads and flip cameras) <span style="font-family: Arial,Helvetica,sans-serif;">· Great to see different philosophies in action <span style="font-family: Arial,Helvetica,sans-serif;">· Awesome rubric model for inquiry learning <span style="font-family: Arial,Helvetica,sans-serif;">· Blooms taxonomy being used in inquiry learning <span style="font-family: Arial,Helvetica,sans-serif;">· Children actively engaged in their learning <span style="font-family: Arial,Helvetica,sans-serif;">· Affirmation of my own practice and theory on inquiry learning <span style="font-family: Arial,Helvetica,sans-serif;">· Opportunity to visit other schools – great to have open door || <span style="font-family: Arial,Helvetica,sans-serif;">· Keep children on task with project. Some children had up-to-date technology but they were unsure what the task they were meant to be doing <span style="font-family: Arial,Helvetica,sans-serif;">· How decile schools are provided with ICT funding, however higher decile schools must find the money for laptops. Will parents contribute in higher decile schools for laptops? <span style="font-family: Arial,Helvetica,sans-serif;">· The impression that some of the learning experiments were staged up for the occasion (not a natural learning situation) <span style="font-family: Arial,Helvetica,sans-serif;">· Some window dressing set up and children couldn’t explain their learning <span style="font-family: Arial,Helvetica,sans-serif;">· ICT tools used to work with rather then learning through. <span style="font-family: Arial,Helvetica,sans-serif;">· Frustrating that we do not have the money to purchase the same equipment and use it to enhance the children’s learning. || <span style="font-family: Arial,Helvetica,sans-serif;">· Seeing how other schools in NZ are displaying and using KC’s <span style="font-family: Arial,Helvetica,sans-serif;">· Seeing how other schools incorporate ICT <span style="font-family: Arial,Helvetica,sans-serif;">· The electronic system used for home-learning and the management of electronic home learning. <span style="font-family: Arial,Helvetica,sans-serif;">· How schools were managing the boundaries and privacy in terms of content and downloading of data <span style="font-family: Arial,Helvetica,sans-serif;">· Challenges of maintenance and keeping up to date with new programmers, booking in systems, repairs etc <span style="font-family: Arial,Helvetica,sans-serif;">· To notice various difficulties schools might encounter with ICT (from the lack of Internet connection to solving the problem of children’s access to a computer at school and at home) and from there the debate that might arise about equal opportunities. <span style="font-family: Arial,Helvetica,sans-serif;">· Different perspectives were taken from each school and everyone had differing ideas <span style="font-family: Arial,Helvetica,sans-serif;">· The first school made its school policy to make classroom sonly to have art displayed rather than resources to help student learning and writing models <span style="font-family: Arial,Helvetica,sans-serif;">· Not everyone is clear about what inquiry learning is. <span style="font-family: Arial,Helvetica,sans-serif;">· Realized that more IT was not necessarily ‘good’ IT ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">PLUS || <span style="font-family: Arial,Helvetica,sans-serif;">MINUS || <span style="font-family: Arial,Helvetica,sans-serif;">INTERESTING ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Laingholm- Inquiry in action! Great to see. Obviously engrained in their curriculum. Really enjoyed seeing Year 5/6 using De Bono’s Thinking Hats. Very evident they knew what they were doing. AP discussed with enthusiasm how the school has gone through the process.

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