Pam+Hook

 What's happening in the ampersand between teaching & learning?

[|www.hooked-on-thinking.com] (wiki - looking at prinicples of NZ curriculum) Learning is everywhere! and there are some templates at this site only one the rest are covered under copyright [|www.surveymonkey.com] set up a survey for our cluster schools to try and further identfiy our needs across the staff. Teachers are people given authority by the institution they decide what is valid and legitimate knowledge and sanction how it might be obtained. Hattie, J. Visible Learning 2009 (for data about feedback, effect size etc). Using computes is more efective in pairs. Don't allow technology to distance ourselves. "I pay them to leave." NZ students are performing worse (more than half) in Science and Maths. 13% of Year 5 kids in Science, 15% in Maths not even achieving the baseline! "There is nothing right in my left brain, and nothing left in my right brain." Anecdote. Discuss why we need to change the way we teach in schools.

http://www/scoop/co/nzstoriesEDO902

Frequent testing actually can have a big impact.

ICT changes the way students can assess themselves, eg external - peer networks.

The NZ Curriculum is a way of looking carefully at our practice. PRINCIPLES are non-negotiable and should be consistent.

__ How can we help students better know themselves as learners. __ THinking about strengths and weaknesses when they are learning. __**SOLO taxonomy: Structured Overview of Learning Outcomes (Biggs and Collis 1982).**__ refer to website for framework. Deepest learning outcome comes when you can look at all those different connections and then it results in a different way of thinking. Great way of making learning explicit. Students can use this framework to develop inquiry questions for example. This is a way of being able to clearly identify learning outcmes and make these explicit with students. Thinking skills. When reading I want you to think in a relational way. Use the symbols to help remember and use visual displays Helps distinguish between the different levels of thinking. Helps plan out writing, how to work things out, reflect, reapply, try a bit harder... (comments from students). Start with a definition, decide where it is and what needs to be done to move their question up the scale (may take 4-10 goes, varies). Speeds up, talk about thinking and move up to higher levels of understanding.
 * What we are doing
 * how well it is going
 * what we need to do next

It is important to help understand the common language of learning as well as the learning outcomes.

Explicitly teach analysis and so on..

Criterian based rubrics. Visual thinkers eg. hot maps, definition maps worth looking at. Fishbone diagram?

I want students who can sequence really well. Instead of making everyone use voice threads, teach them the skill of it and then let them choose.

Affirmation that the art of teaching is an important role! Be thoughtful, informed and reflective. Need to continually refocus on what is happening. The curriculum is our licence to be creative with learning.

Check out this link to a school who are using this effectively, including their examples:http://ulearn08.wikispaces.com/step+up+to+solo

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