Leaders' Workshop
description
Transcript of Leaders' Workshop
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Making Connec,ons – Linking Digitally ICT Cluster
Leaders’ Workshop
15 February 2012
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Our day Session 1 Having a Plan! -‐ Cluster programme -‐ Job descrip,on 2012 -‐ School ICT ac,on plan
(Reference to eLearning) planning Framework
-‐ Cluster Info & programme -‐ School ini,a,ves -‐ Innova,on and future
thinking
(Na,onal Goal 2) 10.10: Morning Tea
Session 2 Achieving Success -‐ Teacher ques,onnaire -‐ SMART Goal SeVng -‐ Planning ICT Integra,on -‐ Scaffolding and support for
teachers (how?) -‐ Teaching as Inquiry (Na,onal Goal 3)
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• Session 3
• eLearning mission
(working in a small group)
A,ernoon Session 4 Round table sharing and discussion. Hands-‐on ICT
Finish
12.00: Lunch
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[email protected] lynross.wikispaces.com
http://makingconnections-linkingdigitally.wikispaces.com/
www.wanganuicluster.co.nz
www.ebest.co.nz www.teapiti.co.nz
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Leadership
… ICT Leadership
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A management structure
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Leadership Lesson
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Confident Posi,ve in their own iden,ty Mo,vated and reliable Resourceful Enterprising and entrepreneurial Resilient Connected Able to relate well to others Effec,ve users of communica,on tools Connected to the land and environment Members of communi,es Interna,onal ci,zens
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Ac4vely involved Par,cipants in a range of life contexts Contributors to the well-‐being of New Zealand – social, cultural, economic, and environmental Lifelong learners Literate and numerate Cri,cal and crea,ve thinkers Ac,ve seekers, users, and creators of knowledge Informed decision makers
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Steps to an eLearning Ac,on Plan
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Reflect, evaluate and feed-‐forward
2011 2012
eLearning Ac,on Plan
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PMI Being a school leader last year
Plus Minus Ideas I wish I had … This year I will … I’d like to try …
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How do you know that you’re making a difference? Discuss
What s,ll needs to happen? Discuss
How will it happen? Discuss
ICT Lead Teachers’ Job Descrip,on Is this s,ll ok?
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Skills and Strategies to be taught
Learning to Learn Thinking Tools Research Tools & Presenting
Goal setting Organisation
and time management
Tracking and asking for assistance
Collaboration and group work
Self and peer evaluation
Reflective practice
Bloom’s Taxonomy
De Bono Hats PMI Thinker’s Keys Thinking Maps Graphic
Organisers
Questioning skills Key words
(Identifying and using)
Internet searching Using contents &
index Using websites Skimming,
scanning & reading for detail
Taking notes & making notes
Sorting, interpreting & organising
• Use of ICT • Use of
software • Layout and
design • Vocabulary
studies • Listening • Speaking • Public
speaking • Discussion • Performance
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A school is either improving or its geVng worse
~ Stoll and Fink
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2012 Cluster Informa,on • In Wellington weeks 3, 6 & 9 (Mon – Thurs)
• 8 days online facilita,on, planning, repor,ng
• Lyn’s strengths: -‐ Infusion of ICTs & use of eLearning -‐ Developing Thinking strategies & tools (a school ‘Thinking Toolbox’) -‐ info Literacy skills (e.g Ques,oning) -‐ Student Inquiry Learning (seVng it up school-‐wide and in the classroom) -‐ Teaching as Inquiry
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2012 Cluster Programme
What? How many Dates Time
Leaders’ Workshops 2 per term 13 Feb, 8.30 – 12.00
Principals’ Management Mee,ngs 2 per term 14 Feb, 1.30 – 3.30
Staff Mee,ng Workshops (by Lyn) Schools can combine
1 per term As booked 3.30 – 4.45
In-‐school support Schools can combine
• 7 days term 1 • 10 days terms
2, 3 & 4
As per wiki calendar
All day
Students conference 1 day Term 4 9.30-‐2.00
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Session 2
-‐ Teacher ques,onnaire -‐ SMART Goal SeVng -‐ Planning ICT Integra,on -‐ Scaffolding and support for teachers (how?) -‐ Teaching as Inquiry (Na,onal Goal 3)
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• How are you leading e-‐learning with your students?
• How do you know the ICT & eLearning needs of your teachers?
• How you are suppor,ng, or leading, e-‐learning with your peers?
• How you are engaging with your parent community about e-‐learning?
Innova4ons??? Discuss
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Find ways to engage, mo,vate & inspire your learners
• Compe,,ons • Prizes • Assemblies • New ini,a,ves
Ideas?
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Teacher ques,onnaire
What do we need to know? (School? Cluster?) • Access to computers • ICT Confidence & skills • ICTs having greatest impact in learning • Integra,on of eLearning • The development of students' key competencies through the use of ICTs
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• Successful digital ci,zenship • Pedagogy (understandings about learning. Use of, thinking tools, forma,ve
assessment.)
• Common learning language and thinking toolkit • Reflec,ve prac,ces for students • Reflec,ve prac,ces for teachers • Developing a professional learning community • Teaching as Inquiry
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Lunch
12.00 – 12.45
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Although all change is not improvement, all improvement involves change
~Fullan
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SMART Goal SeVng
Goal seVng & scaffolding
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• Having fun with Skype
• NZ Na,ve Birds
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Checking things out in the classroom
Resource by Judi Buckley
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Resource by Judi Buckley
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Professional Learning
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If a teacher has no meaningful professional development within 5 years, they revert to teaching the way they were taught when they were at school
Research shows that
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Your 2012 professional learning
• What?
• How?
• Changes to the way you teach?
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• Twiper
• Youtube ( e.g. Tedtalks) • Educators’ blogs
Derek’s Blog
• Your own reflec,ve blog • Reading and commen,ng on others’ reflec,ve blogs • The VLN e.g. School iPad/iPod User Group
Professional learning using online environments
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Discuss how you use online environments as part of your
professional learning
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Teaching as Inquiry
Turning classroom experience into classroom exper,se
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Workshop aims
• To develop an understanding of the ‘teaching as inquiry’ framework
• To discuss and plan a teacher inquiry into: ‘How can my students and I successfully develop our understandings and prac,ce of the ‘Thinking Competency’?
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Inquiry into the ‘teaching – learning’ rela,onship is the basis of effec,ve pedagogy.
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Effec,ve pedagogy requires that teachers inquire into the impact of their teaching on their students. NZC page 35
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Teaching as Inquiry
Pages 34 & 35
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Discuss our understandings
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‘Teaching as Inquiry’ will s,mulate teachers to look closely at their prac,ce with a view to improving teaching and learning.
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‘Teaching as Inquiry’ challenges teachers to
• Ar,culate their beliefs • Adopt an inquiry stance • Par,cipate in professional conversa,ons based on teaching and learning
• Ask the real ques,ons -‐ "What are the next steps for learning?" "Is there something I need to change?”
Are you up for the
?
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You will
• Iden,fy the needs of your students (how?) • Collect and synthesise data • Plan your inquiry • Seek and analyse data and evidence to inform of change
• Accept feedback (colleagues & students) and act on it
• Share your findings and the outcomes
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It’s about improving competence … not proving competence
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Iden,fying possibili,es for strengthening or developing
Sources
• the experiences of other teachers (crav knowledge)
• researcher knowledge
Seeking
evidence of impact on student learning
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Posing ques4ons about
• outcomes • alignment • engagement • success
Collec4on of high quality evidence
• student achievement data • teacher documenta,on • classroom observa,on • Student voice
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3 Parts
• Discovering ‘Focusing Inquiry’ Establishing baseline and direc,on
• Designing ‘Teaching Inquiry’ The teacher uses evidence from research and from their own past prac,ce and that of colleagues to plan teaching and learning opportuni,es aimed at achieving the outcomes priori,sed in the focusing inquiry.
• Delivering ‘Learning Inquiry’ Takes place both during and aver teaching
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Inquiry into the teaching–learning rela,onship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
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Discover: What is important (and therefore worth spending 4me on), given where my students are at? This focusing inquiry establishes
a baseline and a direc,on. The teacher uses all available informa,on to determine what their students have already learned and what they need to learn next. (NZC, p.35)
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Design: What strategies (evidence-‐based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past prac,ce and that of colleagues to plan teaching and learning opportuni,es aimed at achieving the outcomes priori,sed in the focusing inquiry.
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Deliver: What happened as a result of the teaching, and what are the implica4ons for future teaching? In this learning inquiry, the teacher: • Puts ideas into prac,ce (embedded in authen,c learning experiences)
• Monitors and reflects -‐ Inves,gates the success of the teaching in terms of the priori,sed outcomes
• Uses a range of assessment approaches (short term and long term)
• Analyses and interpret the informa,on to consider what they should do next.
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Evalua,ng
• Summarise -‐reflect on progress, observa,ons, current vs ini,al data. How did it go? What strategies have made a difference to my students' learning?
• Provide evidence • What will you do now? Present findings to colleagues, principal, BOT
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Planning Sheet
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‘How can my students and I successfully develop our understandings and prac,ce of the ‘Thinking Competency’?
‘How can my student and I use our class blog as part of teaching and learning?’
‘How can I use thinking tools and eLearning to engage students in learning?’
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References & acknowledgements
New Zealand Curriculum Online: Teaching as Inquiry Alton-‐Lee (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Itera,on [BES] Ministry of Educa,on (2007) The New Zealand Curriculum. Wellington: Learning Media
Graeme Aitken, Dean of Educa,on, University of Auckland David Reardon – Russell Street School Rochelle Jenson
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ICT Mission To use environmental materials to explain a subtrac,on concept Timeframe: 30 minutes • Work in groups of 3 with leaders from other schools
• Take either s,ll photos or movie clips.
• Import into movie sovware
• Share with the group
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Network, collaborate, explore, discuss, share your exper,se, learn, lead, follow
Round table sharing of ideas & discussion
Be ac,vely involved in teaching and learning in the digital 21st Century
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Lyn Ross
ICT and Learning Facilitator