Ben

Fantastic Frankley 3 Blog ﻿ ||  Hi and welcome to my Wiki This﻿﻿ is a work in progress so please be patient.
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 * Our Blog

If you are looking at classifying insects and trying to identify them, then this site is awesome. What is this bug? My kids loved it and were able to identify a number insects all by themselves. ||  ||  || We have been looking at the 7 sevants as a way of getting into our topics. The children who are struggling to find topics to write about have also been looking at these as a way to get them thinking about what they can include in their writing. The use of our What is it bag? has continued and we've been reflecting on how and what types of questions we could be asking that will assist us. ||  ||   ||
 * [[image:Opening_the_Thinling_Toolbox.png width="488" height="371" caption="Opening_the_Thinling_Toolbox.png"]] ||  || Resources
 * Term 1
 * media type="youtube" key="nqRVqXMyzhM?fs=1" height="189" width="280" ||  || [[file:addresses.docx]] ||||||  **PMI Chart **  ||
 * Plus || Minus  || Ideas  ||
 * [[image:IMG_0568_(Small).JPG width="350" height="218"]] ||  **Question Key **
 * [[image:IMG_0568_(Small).JPG width="350" height="218"]] ||  **Question Key **
 * [[image:IMG_0568_(Small).JPG width="350" height="218"]] ||  **Question Key **

Write 5 questions for the answer Native Bird || How do you get the right answers? By asking the right questions, of course. The questions you ask define the areas in which you will look, so taking time and even asking questions about the questions you are asking can be a useful strategy for getting creatively great solutions. **Jamie McKenzie** ||  ||   || What thinking tools will I use? What thinking tools do they already know how to use? How can I use Blooms and Thinking Keys in my class? How can I incorporate thinking tools into all areas of the curric? ||
 * ||  || Questioning Strategies to Deepen Comprehension ||
 * ** Teaching as Inquiry **  ** Teacher planning and reflections **  **A thinking classroom** ||
 * ** My name: ** || ** Class Level: 1&2 ** ||
 * ** Achievement Target: ** Developing a thinking competency for my students and myself.
 * ** Teaching as Inquiry **  ** Teacher planning and reflections **  **A thinking classroom** ||
 * ** My name: ** || ** Class Level: 1&2 ** ||
 * ** Achievement Target: ** Developing a thinking competency for my students and myself.
 * ** Timeframe: ** ||

Baseline: Find out what students can already do and what more they need to learn. Refer to National Curriculum and other resources || ** Reflective questions ** || Post reflections here  Do my children know the difference between a question and statement? || Dates || What is a question? Some chilldren are still working on distinguishing between a question and a statement and heavily rely on a using only a few of the 7 servants. This is evident from my observations where children reply with statements instead of questions when they are asked to enquire to find out more. As the year has progressed they are now beginning to utilise more of the 7 servants when questioning what is in "the what is it bag?". ||  || 7 servants HOM's Graphic organisers PMI Venn Thinkers Keys: Alphabet, What If, Brainstorming, Alternative Q-Trix ||  || Research to see what has worked for other teachers and contexts. Formulate a plan. || ** Reflective Questions ** || Post reflections here  || Dates || Open and Closed Questions 7 servants Graphic organisers PMI Venn Thinkers Keys: Alphabet, What If, Brainstorming Q-Trix ||  || Modelling the use and language. Better understanding the tooIs am going to implement Giving time for the children to use and relflect on the use of them ||  || Anecdotal records ActivInspire Flipcharts of thinking, graphic organisers and questioning, Blog, Photostory, Photos, Video and Audio of children in situations where they are developing and using the skills, Comic life, Animoto ||  ||
 *  ** Discovery ** ||  ** Focusing **  |||||| // Initial plan. What am I going to do? Develop? Strengthen? Why? // ||
 * ^  || Potential – what might be? Prioritise outcomes.
 * ^  ||^   || Why am I focusing on this? || It is essential the children know the difference between a statement and a question and are able to utilise a range of questioning skills to further their undertanding and come up with creative solutions. I want to develop my knowledge of different thinking skills that will enhance my teaching and the learning of my students. ||   ||
 * ^  ||^   || What level are my students presently at? How do I know? || What is thinking?
 * ^  ||^   || What barriers to learning need to be overcome? What resources will I need? || Giving time to encourage questioning and children managing the impulse to answer for others. ||   ||
 * ^  ||^   || Other observations, reflections or ideas to try || Open and Closed Questions
 * <span style="display: block; line-height: 12pt; margin: 0cm 5.65pt 10pt; mso-add-space: auto; mso-line-height-rule: exactly; text-align: center;"> ** Designing ** ||  ** Teaching **  |||||| // What is my plan for doing this? What strategies will I try? How will I change my practice? // ||
 * ^  || What craft knowledge do I already have? Search your own and colleagues' past practice for strategies that may be more effective.
 * ^  ||^   || What new teaching strategies & tools will I use? || Incorporating a thinking template into topic planning and across currics. Utilising 7 servants during writng to assist children struggling to get started and extend ideas. Developing questioning skills during reading and in response activities in group and individual tasks.
 * ^  ||^   || What are the key steps for implementing my inquiry in the classroom? || Planning for it.
 * ^  ||^   || What methods & ICTs will I use to track & record student change/achievement and how often? || Observation of children in class, group and conference situations
 * ^  ||^   || Other observations, reflections or ideas to try ||   ||   ||

Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice. ||||||||^  ||   ||   || media type="custom" key="9689202"
 * <span style="display: block; line-height: 12pt; margin: 0cm 5.65pt 10pt; mso-add-space: auto; mso-line-height-rule: exactly; text-align: center;"> ** Delivering ** ||  ** Learning **  |||||||| // Put my plan into action. Monitor; collect evidence; write regular dated reflections; interpret data. Plan next steps // ||   ||
 * ^  || Monitor students' progress towards identified outcomes and reflect on what this tells you.
 * ^  ||^   |||| ** Reflective Questions ** ||  Post reflections here  || Dates ||   ||
 * ^  ||^   |||| How am I infusing my ideas into classroom practice? ||   ||   ||   ||
 * ^  ||^   |||| What am I learning from monitoring student outcomes? ||   ||   ||   ||
 * ^  ||^   |||| What are the next steps I need to take? (Research, resources, activities) ||   ||   ||   ||
 * ^  ||^   |||| Other observations, reflections or ideas to try ||   ||   ||   ||
 * <span style="display: block; line-height: 12pt; margin: 0cm 5.65pt 10pt; mso-add-space: auto; mso-line-height-rule: exactly; text-align: center;"> ** Evaluating ** ||  ** Summarising **  |||||||| // Analyse data and observations and draw conclusions. Prepare and present findings to colleagues. // ||   ||
 * ^  || Reflect on progress, observations: current versus initial data. How did it go? What strategies have made a difference to my students' learning? How do I know? ||||||||^   ||   ||   ||
 * ^  ||^   || ** Reflective Questions ** ||||  Post reflections here  || Dates ||   ||
 * ^  ||^   || What methods will I use to collect ‘end’ data? ||||   ||   ||   ||
 * ^  ||^   || What conclusions can I draw from data analysis? ||||   ||   ||   ||
 * ^  ||^   || What are my main points? ||||   ||   ||   ||
 * ^  ||^   || Specifically how will I share my Inquiry with my colleagues? ||||   ||   ||   ||
 * ^  ||^   || Notes ||||   ||   ||   ||