Kim

=Returned from **Patuha** to the smell of ginger gems!!!! From one lot of great home cooking to another. Just like all the ingredients for moving ahead with inquiry and teaching!!! Looking forward to putting some ideas into place. Keep it simple- hitch-hike from activities that Lynn has shown us and also look on some of the Palmerston North and Wanganui sites for ideas to implement.=

About time I added to this websit wiki thingy-me-bob!!!! Now to work out how to get the teacher inquiry sheet inserted here. I will listen to the choir songs while I do it so I am multi-tasking!!!

Well - that wasn't very successful. I can't even get the table thingy onto the right page. Will attack this tomorrow with my buddy helping me.

Term 2 Seven Servants utilised more explicitly throughout our day.

Wonder Wall - use colour coding - ie, initial questions in blue to show first week's thinking. Change colour as other questions are formulated by the learner. Hopefully this will show a deepening in depth and breadth as we go into the inquiry for our growing money. I wish growing money was easy. ‘How can my students and I successfully develop our understandings and practice of the ‘Thinking Competency’? ||
 * |||| **Teaching as Inquiry** **Teacher planning and reflections** ||
 * **My name: Kim** || **Class Level: Year 5/6** ||
 * **Achievement Target:** What outcomes am I aiming to achieve? What outcomes do I want my students to achieve?
 * **Timeframe: Terms 2/3** ||

**Focusing** |||||| //Initial plan. What am I going to do? Develop? Strengthen? Why?// || 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 || Dates || 16.05 || Colour coding for question development each week. Awareness of growth to be referred to. || 15.05 20.05 ||  ||   ||   ||   ||   || Introduction of ideas to students including use of data projector. || Research to see what has worked for other teachers and contexts. Formulate a plan. || ** Reflective Questions ** || Post reflections here Blooms Taxonomy - what are my beliefs. Is their a heirarchy of thinking? || Dates 16.05 || Class Blog - with buddy (merryl) put time aside this week to make pages and student password 5/6 animoto - all students to take and download a photo using the class camera and guide sheets. Then move to animoto. Set up checklist for this. 5/6 What links to kid friendly sites such as Superclubs. - make links || 22.05 ||
 * **Discovery** || ==
 * ^  || Potential – what might be? Prioritise outcomes.
 * ^  ||^   || Why am I focusing on this? || ==Deepen my understanding of the thinking and learning process and how we can use the inquiry process to achieve this.== || 15.05 ||
 * ^  ||^   || What level are my students presently at? How do I know? || ==-Students have limited application of some of the graphic organisers that are meant to a part of our Frankley learning. Need to be shown how to implement graphic organisers to encourage more depth. Y-charts, bubble maps used. Don't always think students understand how effective planning tools can be.== || 15.05 ||
 * ^  ||^   || What barriers to learning need to be overcome? What resources will I need? || Time - make sure something is put up on the wall/ visible regularly. Started thinking wall, hats on display ready for introduction, displayed initial data of what students knew at beginning point for planning maps/graphic organisers. There needs to be a commonality of language throughout the school. 5/6 || 15.05
 * ^  ||^   || Other observations, reflections or ideas to try || ==Wondering wall. Specific examples for students to refer to.==
 * ** Designing ** || ** Teaching ** |||||| // What is my plan for doing this? What strategies will I try? How will I change my practice? //
 * ** Designing ** || ** Teaching ** |||||| // What is my plan for doing this? What strategies will I try? How will I change my practice? //
 * ** 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? || animoto - utilise Roneta as my Room 11 'expert' to share knowledge to small group then grow Room 10 group.
 * ^  ||^   || What are the key steps for implementing my inquiry in the classroom? || Availability of time within programme for kids to use - infuse in literacy/numeracy and inquiry so making links. ||   ||
 * ^  ||^   || What methods & ICTs will I use to track & record student change/achievement and how often? || Uitlise students files for storage of 'evidence' so they can then also be used as an e-portfolio for discussions/sharing of learning. || 22.05 ||
 * ^  ||^   || Other observations, reflections or ideas to try || Kim to utilise the help page - and add to own personal repertoire too and let students know this is T learning too. Increase independence. || 21.05 ||

Use this new information to decide what to do next to ensure continued improvement in student achievement and in your own practice. ||||||||^  ||   ||   ||
 * ** 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 ||   ||   ||   ||
 * ** 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 ||||   ||   ||   ||





Goal for the week - To introduce the hats and link to growing money inquiry. Celebrate divergent thinking. Get students to record on class blog so bring blog into home arena. 8/6

Possum article - Taranaki Daily News || **Key Competency:** **using text, language and symbols** || //Fat/Skinny open/closed questions// || **Specific:** //Skinny to fat// || Whole Class || **What resources did I use?** **Newspaper article (Room3 have been catching possums so linked to their ideas/enviro team)** || **Working as a team to create the two types of questions - build into an activity where the questions are sorted/categorised** || **Why was this activity successful?** **Because it was linked with an authentic context (possums in frankley bush) the students were very easily focused.** **Students starting to notice that the start words indicate the depth of question (ie why....leads to open)** || **Use as a way to teach how to alter questions to improve the depth of information.** || **Next time I would …** **use as a group activity rather than whole class. Continue to use local/national/international news that is current.** ||
 * **Thinking Activity or Idea** ||
 * **Class Level:** Year 5/6 || **Date:Week 8 Term 2** ||
 * **Learning Context:** //Oral Language/Starter//
 * **Thinking Strategy or Tool:** //Questioning//
 * **Who was involved?** (class/group)
 * **What did the activity involve?**
 * **How could I use this in other ways?**

**Week 7 Term 2** || constructing a 'message' of thanks for our office administrator Robyn, as part of Support Staff celebrations. || **Key Competency:** **using Text, language and symbols** || Class in small groups. || **What resources did I use?** **Goanimate website tool - new to class and school** || **Viewing T modeling the construction of the conversation. Team planning possible conversations. Putting into groups** || **Why was this activity successful?** **Really captured the imagination of the participants. Instant success - imaginiative, selection of characters etc. Had to compromise, work as a team.** || **Have available as a choice activity and as a vehicle for sharing learning. (eg Regan as a struggling writer - yet loves graphics and language).** || **Next time I would …** **Allow more exploration time - some have now gone on to make up their own accounts. Shared expertise with Room 5 students with the Room 10 'experts'.** =media type="custom" key="9964867"= || media type="custom" key="9875295"
 * **Note - class inquiry has veered away from money and into Designing a System for Wheels Day ( and a product - ie signs)** ||
 * **Class Level:** Year 5/6 || **Date:**
 * **Learning Context:** //Oral Language/Starter//
 * **Thinking Strategy or Tool:** || **Specific:conversations - working in a group collaboratively/cooperatively** ||
 * **Who was involved?** (class/group)
 * **What did the activity involve?**
 * **How could I use this in other ways?**

**Discusssion around the school hangi, roles, activities, similarities/differences with other ways of cooking. Titi was able to explain why she is not able to eat pork, led to discussion around other celebrations. reliever had students make very simple hangi model with basic labels - discussed how we could deepen/fatten our thinking and led to hats as a thinking tool. ** || **Why was this activity successful?** students were clear about ideas being 'surface' and shallow. 'It's what we would expect in Room 1 or 2. How could this be extended? - brainstormed myriad of ideas - see below. || media type="custom" key="9904451"media type="custom" key="9938131" Whole Class || **What resources did I use?**
 * **Thinking Activity or Idea** ||
 * **Class Level:** Year 5/6 || **Date: Week 9/10** ||
 * **Learning Context:** //hangi evaluation// || **Key Competency:** participating and contributing ||
 * **Thinking Strategy or Tool:** //design Process - Using thinking hats// || **Specific:** ||
 * **Who was involved?** Room 10 students/whole school || **What resources did I use?hats - introducing hats as a thinking tool** ||
 * **What did the activity involve?**
 * **How could I use this in other ways?** || **Next time I would …** ||
 * Continue to utilise hats with other activities/discussions/outcomes. || break into smaller groups - continue to expose to other colours and then have a range going at once with jigsaw reporting. ||
 * [[file:Black Hat Thinking.docx]] ||  ||
 * **Thinking Activity or Idea** ||
 * **Class Level:** Year 5/6 || **Date:Week 11 Term 2** ||
 * **Learning Context:** //Planning/inquiry activity// || **Key Competency:** ||
 * **Thinking Strategy or Tool:** || **Specific:** ||
 * **Who was involved?** (class/group)
 * Road Signs, Road Code, Internet, Visiting speakers** ||
 * **What did the activity involve?**
 * Working through set tasks to help guide inquiry into wheels safety** || **Why was this activity successful?** ||
 * **How could I use this in other ways?**
 * Use planning idea for whole range of areas - increase independence, use for reading activities, maths investigations etc.** || **Next time I would …** ||

Whole Class || **What resources did I use?**
 * **Thinking Activity or Idea** ||
 * **Class Level:** Year 5/6 || **Date:Week 1 Term 3** ||
 * **Learning Context:** //Planning/inquiry activity// || **Key Competency:** ||
 * **Thinking Strategy or Tool:De Bono Hats** || **Specific:** ||
 * **Who was involved?** (class/group)
 * Road Signs, Road Code, Internet, Visiting speakers** ||
 * **What did the activity involve?**
 * Introduced class blog system for students to place own comments on blog. Then looked at 'wheels of life' cartoon and used this for white hat thinking. 1 student had written a post before school so he was our 'expert' (raise his self esteem/confidence) and then 2 studetns entered post during our lesson. Followed up with white hat and green hat thinking for planning our writing tasks.** || **Why was this activity successful?** ||
 * **How could I use this in other ways?** || **Next time I would …** ||
 * Keep working on the language - key word focus - eg creating,judgement.... ||  ||

Whole Class || **What resources did I use?**
 * |||| **Thinking Activity or Idea** ||
 * **Class Level:** Year 5/6 || **Date:Week 2-4 Term 3** ||
 * **Learning Context:** //Planning/inquiry activity// || **Key Competency:** ||
 * **Thinking Strategy or Tool:**
 * Thinkers Keys﻿** || **Specific:** ||
 * **Who was involved?** (class/group)
 * Tony Ryan**
 * Alphabet key, reverse thinkers﻿** ||
 * **What did the activity involve?**
 * Independent activities for students to choose from when working on group inquiry - sefselection of tasks from a range of choices. Different ways of thinking.﻿**
 * ** || **Why was this activity successful? On-going. Liked being able t o choose activies, and needed to show thought processes, planning . Wanted to rush off and do the making and the photo taking without always having a plan in place.** ||
 * **How could I use this in other ways?** || **Next time I would …** ||
 * Could be utilised for literacy work and inquiry - able to target some for specific tasks/group work. Flexible way of working. || Not always about the finished product but about getting there.....editing/thinking/deciding/organising resources - all part of the package and should be part of the evaluation too. Build in skills for helping self-evaluating and reflection. ||


 * [[file:t3 w4 weekly+evaluation+master.docxterm.docx]] ||




















 * .[[file:thinking activity for signs.doc]] ||  ||   ||