Juniors CAN ! ! !

1. Juniors CAN ! ! ! Here's How!

2. ICT, Higher Order Thinking, Authentic Contexts, Inquiry, and dare I mention it – pedagogy. No doubt you’ll have heard the terminology, but what does it mean in the classroom? How does one enhance student learning and raise achievement, and where does ICT fit in all of that? For me it’s about connecting the head and the heart – combining a love of learning and the challenge of thinking, and taking it as high and as wide as you can go. It’s about transforming education. So where do you start?

3. Connecting the head and the heart – combining a love of learning • Develop the passion and arouse the interest • Authentic issues and contexts - things that are relevant to the kids e.g. What happens to the food we eat and how do they affect the way we live? • Develop inquiring learners - fuel and enable their inquiry (state of mind not process) • Share the power with kids - let them have areas of control and involve in planning • Have some fun with learning - develop their creativity and self expression • Use the tools of their age and don’t feel you have to teach these to them - give them opportunities to discover and teach you!

4. What are the qualities, attributes, characteristics of the children in our junior classroom?

5. Unpack how you will cater for this: Regular access Inquiry Process Short, simple tasks. Use creative software e.g. Paint, Kid Pix Value and display their efforts. Use wide range of ICTs. Active Learners and short concentration span

6. What is the world going to be like when our children leave school? What skills will they need to have developed?

7. Vision of the Learner Lifelong Flexible Adaptable Thinkers & Inquirers Students who are ready to accept and move with change. They apply learning confidently and successfully to new and different situations. • Self Directed / Reflective Learners • Students who are intellectual processors and competent thinkers. They reflect on their findings and evaluate, validate and discriminate. Effective Collaborators Students who have skills to work effectively with diverse individuals and groups and within a range of situations to achieve common goals. Effective communicators’ Students who are able to convey and receive information confidently and competently in a range of different contexts.

8. Key Competenciesfor the Learner Managing Self Relating to Others Participating and Contributing Thinking Using language, symbols and texts

9. Unpack how you will cater for this: Focus on message and presenting Multimedia programmes Audio conferencing Formulating questions Practising use of phone Use of spreadsheets & graphs Good communicators Blogs and wikis Video camera recording of children expressing ideas Digital camera Email & Online projects.

10. Unpack how you will cater for this: Multimedia programmes Class Blogs Use of spreadsheets & graphs Great Writers Class wiki for home/school interaction Digital camera & Photostory Email & Online projects.

11. Effective Ideas to use in your Classroom -Work from the child and the curriculum to the ICT choices of activity. You don’t have time (or hopefully desire) for add ins! Use the current context. Keep focused on literacy and numeracy and inquiry.

12. Yes - But The reality is I have 20 five year olds in my class and 2computers!

13. Classroom and Computer Management Considerations Start from theCurriculum Define the focus - begin with the end in mind and “unpack” the process Model the process – computer at the mat Use flexible rotation systems - 3 Chairs Foster independence – independently achievable tasks Work in groups at the computer Create opportunities for Discovery learning Enforce routines Place computer within teacher view. Utilise Computer Suite systems Use Visual Aids to memory

14. Keep it simple! Teacher Doer Observer

15. On the Web NB! Change the font size -> View -> Text Size Maths http://www.rainforestmaths.com/

16. Book Backchat http://english.unitecnology.ac.nz/bookchat/

17. Wikispaces Wikispaces http://nepekerau.wikispaces.com/ http://pauapeople.wikispaces.com/Hat+Quest http://room10kina.wikispaces.com/ To make your own Wikis for educators http://www.wikispaces.com/site/for/teachers/100k For subsequent wikis use http://www.wikispaces.com/t/x/teachers100K

18. Blogs Examples http://appleby-waimea.blogspot.com/ http://moutere.blogspot.com/ http://www.kahurangi-school.blogspot.com/

19. Tuesday 17th February • Text box set up here to record the news items. • Animation can be customised in template format. • Duplicate slide x10 • Children’s art can be added later.

20. c is for cat.

21. d is for dog.

22. g is for girl.

25. Geometry Shapes & Symmetry

26. These shapes are round . A round shape is a circle.

27. 2

28. Alternative to Keyboard Skills Gaining familiarity with the Keyboard Typing Hands Language Games

29. Can you copy this picture using these tools: Print and paste this picture in your maths book and label the shapes.

30. Junior Inquiry ? ? ? ? ? ? ? ? ? ?

31. Why do we promote Inquiry as a way to learn in a junior classroom? • What’s it all about? • Talk about components with another person in the room. • Inspiration summary.

32. KISS Inquiry

33. KISS Inquiry • Arouse curiosity • Develop their questions • Predict likely outcomes • In depth teaching of ways to gather and process information • Involve students in planning and structuring their inquiry/process • Keep flexible but dig deep • Communicate with others, share ideas, build the knowledge and understanding • Connect the head and the heart • Create something new or different in the student • Empower students to feel they can make a difference in the world. • Utilise all the resources available and constantly expand their awareness and use of diverse range. • Remove barriers and extend horizons • Springboard • Value and display process and product • Review, revise, reinvigorate, realign

34. Connecting the head and the heart! Initiate curiosity Negotiate planning and pathways Quality questions Understanding In depth information gathering and processing Read, review, revise, reinvigorate, reach clarity Yeah! We did it! We made a difference! Quality questions Initiate curiosity Initiate curiosity Understanding In depth information gathering and processing Negotiate planning and pathways Read, review, revise, reinvigorate, reach clarity Quality questions Inquiry Understanding Understanding Quality questions Read, review, revise, reinvigorate, reach clarity In depth information gathering and processing Yeah! We did it! We made a difference! In depth information gathering and processing Understanding

35. In my view . . . It’s NOT about letting the kids take over control! It’s NOT a rigid, tightly structured process: Immersion to So what! It’s NOT an unplanned laissez-faire picnic! Inquiry It’s NOT about lifting your feet and letting it happen! Inquiry It’s NOT something that takes a whole term or more to complete! It’s NOT about a simple assessment task to prove you did it well! It IS about learning!

36. Science Inquiry Video • Why do you think I showed you this video? • What does it have to do with inquiry? And what is not about inquiry? • Stage One - arousing curiosity • What can you take from this for inquiry in your classroom for any unit or activity?

37. Arousing curiosity • Large sheet of paper and crayon per person • Be the class of NE chn • Create a dark place in your imagination - close eyes - create a scene. • When you think you know what it is about, open your eyes and begin drawing a picture about that scene - what is in the picture, in the background, details of the animal. (This can be used as an individual before view for assessment) • What is our animal? • Further questioning to encourage detail in their drawing • Why does a kiwi have these features? • Use Kidspiration or Inspiration to record what we all know about kiwis. • Add ideas to planning of stage one.

38. If this was your class and your topic, what would you do next? What would this stage be called? • Immersion Tuning In Setting the Scene • What activities would you use in this stage? • What resources would support this? • Get into groups and share ideas for your unit planning • Record on your powerpoint. • How long would this stage last? • What is its main purpose? Books, visits, visitors, video clips, homework, Internet, Pictures,

39. How can we help kiwis so that they don’t get injured? What are their enemies? Why are kiwis endangered? How do kiwis get hurt in the bush? Who helps kiwis to stay alive? How can I help kiwis? • So what would the next stage of inquiry be? • Developing Rich Questions and Finding Answers • How might you initiate this stage to refire their curiosity? • What resources might you use? • E.g. Read a story of an injured kiwi • Video or web page or picture • Felt pens, inventive spelling, write your questions • Discuss - What is a question? Developing questions - what words do they begin with? Sort into 2 piles - questions and statements. • What? Where? When? Why? Who? How? • Hand out scissors to individuals to cut out some good questions and place onto separate charts of “Fat and skinny” questions. Discuss placement. Move. • Introduce audioconference process.

40. Move into new groups and share ideas for your unit plans. • Add to your info capture. • Think of questions that your children might ask - How? When? Where? Why? What? Who? How will you extend them? (Fat and skinny ?s / Jamie McKenzie QuestioningToolkit. http://fno.org/nov97/toolkit.html ) • What ICT resources might you use? • What people resources might you use? • What book, picture, activity resources might you use? What search engines? Little Explorers, Yahooligans, Google, TKI What important ideas or concepts do you want them to gain? Unpack how you will get there.

41. And then . . . . Taking action What might this involve for your unit?

42. So what barriers do you think you might encounter? What are the solutions?

43. Use the digital camera to record information.

45. How a circuit works Use MS Paint and Ppt. Before the light can switch on it has to make a complete circuit. This is an open circuit which means that the light is off because the wires are not joined at the switch.

46. When the switch is closed the light will shine because the wires are connected.

47. In the picture above it has what a light looks like when it is on. The battery is the electricity source. The power runs from the battery through the wire and into the screw. When the metal strip is touching the screw the power can flow so the light glows. When you switch off, the metal strip lifts off the screw, the power can’t flow and the light goes off.

48. Hangi Day By Taylor, Kelsi and Laura in Room 1 Horsham Downs School

49. Two men began to dig a hole out in our soccer field. They piled the dirt around the sides. The dirt was very, very soft. The pit they dug was made deep enough to put in hot irons and two metal baskets. They were digging a pit for our hangi.

50. A fire was laid beside the pit. When they stacked the wood, they criss-crossed it. The steel hangi irons were on top of the stack of wood. The stack was taller than ME. The day was wet and we saw a wonderful rainbow.