1. Authentic or simulated contexts Problem solving /inquiry approach*- local, national or global issues E4E, E4S Computer games e.g. ‘Second Life’ virtual societies – using them; ‘unpacking’ them; creating them Concept mapping E-portfolios Student self/peer/group assessment Feedback for all – learning partnerships Learning logs / diaries

2. Levels of Use Behaviors Associated with LoU 0 Non-Use No interest shown in the innovation; no action taken 1 Orientation Begins to gather information about the innovation 2 Preparation Begins to plan ways to implement the innovation 3 Mechanical Concerned about mechanics of implementation 4A Routine Comfortable will innovation and implements it as taught 4B Refinement Begins to explore ways for continuous improvement 5 Integration Integrates innovation with other initiatives; does not view it as an add-on; collaborates with others 6 Renewal Explores new and different ways to implement innovation Hall & Hord, p. 82

3. Categories for Levels of Use Knowledge Knows about the innovation, how to use it, and consequences of its use. Acquiring Information Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits, Sharing Collaborates with others (e.g., sharing plans, ideas, resources, problem solving) Assessing Examines implementation as well as collecting and analyzing data Planning Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules activities) Status Reporting Describes personal level of implementation Performing Operationalizes the actions and activities of innovation Hall & Hord, p. 90

4. What Teachers Can Do Now From Catching the Knowledge Wave? NZCER Press 2005 1.They can work together more ‘Secondary school teachers could change their work practices so they work together with other teachers in cross-disciplinary individual teams or syndicates’…this would allow them to combine their knowledge and skills to develop their strengths as a team and compensate for any individual areas of weakness. These teams could plan for particular classes or whole year groups, units of work that cover different curriculum areas…’ 2 They can think of new ways to timetable student activities ‘Timetabling so that cross disciplinary teams of teachers work together with one large group of students –probably two or more classes divided into smaller teams…need to be timetabled to work together for at least two periods consecutively and systems for off-site investigation.’ 3.They can develop their skills for helping students work in small groups. ‘Some teachers in a school will be very good at helping students work together productively in groups for sustained periods or specific projects. Others will have a good understanding of assessing group performance...’(Professional learning community)

5. What Teachers Can Do Now From Catching the Knowledge Wave? NZCER Press 2005 5.They can develop databases of community contacts and resources All teachers have networks of community contacts they use to help them do their work. Could be a site for collecting and storing of important local knowledge. To achieve support for initiatives schools will need well though out strategies for ‘marketing them to communities. 6. They can focus on developing systems-level understanding of their subject Teachers could build into their units of work sections that explicitly aim to develop students meta- or systems level understanding of particular curriculum areas….understanding how the body of knowledge works –both internally, on its own terms, and in relation to other bodies of knowledge- and see how it fits into the widersocio-political context in which it developed. 4. They can foreground students’ real world research projects Currently in schools – Enterprise for Education; CREST awards; Maths Olympiads, Technology challenge; Stage Challenge; Youth Parliament etc. ‘many of these programmes could be redesigned to make them prominent parts of school activities, so structuring classroom learning for all students, not the few who involve themselves in these activities as optional extras.

6. Theme Relationships Duration of unit: 10 weeks Guiding Questions which encourage the exploration of students’ own values and those of others. See page 10 NZC. Why are relationships important? What values are the most important in any relationship? Why are some relationships difficult? How has the building of relationships changed in our ever- changing world? How can relationships be nurtured? How are relationships we have with family different from the relationships we have with friends? Year Level: 10Curriculum Levels: 4-5 AsTTle levels: Achievement ObjectivesLearning Outcomes Making meaning: Ideas – show an understanding of ideas in and between texts; Language Features – identify language techniques and describe their effects; Structure - show an understanding of how structure contributes to meaning. Creating Meaning: Purpose and Audience – conveys a sense of personal voice; Ideas – develops ideas and show viewpoints; Structure – uses a variety of sentence structures for effect; Language Features – use text conventions appropriately and with increasing accuracy. Making meaning: Students will show an understanding of ideas, both literal and inferential, through close reading of written text. This will be in the form of a one period test. Creating meaning: Students will develop a piece of personal writing for a given audience and purpose, that develops ideas and which uses a range of vocabulary and uses text conventions with increasing accuracy. Resources The Freezer – short NZ film Dear Ex – Dad - Jillian Sullivan, NZ short story writer For Heidi with Blue Hair – Fleur Adcock - NZ poet Pact for Mother and Teenager – Fiona Kidman – NZ poet Gifts - Kath Walker – Aboriginal poet Love Songs for Iona – Sia Figiel - Samoan poet Leanne Webb, Michelle Pomana. Diana Patience: Team Solutions 2008

7. TimingSequence of Learning & ContentEffective Pedagogy Strategies See pages 34 – 35 NZC for general principles. Formative assessment See pages 39 – 40 of NZC for principles of valid assessment. Week 1 Week 2 Week 3 Week 4 Introduction to theme The Freezer – visual text Dear Ex-Dad –written text Love Songs to Iona - Sia Figiel, Mother – Fualuga T.L. Saviinaea – oral texts. Range of texts (poetry)– written and oral Assessment tasks:- summative assessments 1.Close reading of unseen text. 2.Writing task (any of individually completed tasks or a choice of new tasks) Making connections to prior experience. Post box activity. Use the guiding questions at the start of the unit to explore student understanding of relationships. Establish prior knowledge: class brainstorm: What sort of technology existed 30 years ago? How did people dress 30 years ago? What would rural life have been like in NZ 30 years ago? Participating and contributing Pre-reading: vocab jumble, prior knowledge and prediction. Read story individually Co-operative learning tasks – reading and writing. Relating to others. Thinking. Using language, symbols and texts. Pre-reading: “unrequited love” Co-operative learning task: Bus stop activity – describe the character, content, progression of ideas, cultural context. Managing self. Thinking. Relating to others. Skimming, scanning and prediction about texts. Co-operative learning activity. Participating and contributing. Thinking Close reading of visual text to develop inference – three level guide. Creative writing: students write dialogues in pairs, which teases out unspoken parts of the film. Students can select with characters an the part in the film where the new dialogue will occur. To be role played with peer feedback focused on ideas presented. Close reading: Inference grid on characterisation. Creative Writing ; group task – personal letter writing. Choose any of the characters at any point in story and write a letter that sustains the tone and character of that person. Close reading of poems in groups.

8. Julie Cadzow: see ArtsOnline

11. KEY COMPETENCIES pp.12-13 Using Language, Symbols & Texts 1. FOCUS: interpreting a diagram of the structure of a chemical STARTER ACTIVITY: oil on water and detergent drop observation PROCESS: i.e.: how I will build students ’ ability to interpret chemical structure diagram of detergent / soap Role play – acting out the reaction Make a model Give & discuss the scientific structure Give / discuss the model of how soap / detergents work 2. FOCUS: creating a diagram of where soap / detergent waste water goes STARTER ACTIVITY: PROCESS i.e.: how I will build students ’ ability to understand where soap / detergent waste water goes Follow a local waste water pipe / stormwater drain (as much as possible) Visit wastewater treatment station Map the school drains Look at stormwater / waterwater drain diagrams Create a flow diagram to show the process of where soap / detergent waste water ends up KNOWLEDGE BASE: Facts We Need to Know / Teach Theory behind the cleaning process Soap vs. Detergents What is in commercially bought soaps / detergents INVESTIGATING IN SCIENCE FOCUS: ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations (L3-4) STARTER ACTIVITY: How much soap / detergent is required for the job? PROCESS: i.e.: how I will develop students ’ observation and questioning skills Compare different soaps and detergents Talk about and draw similarities and differences Devise and carry out simple experiments to find minimum requirements UNIT: Smarter Clean-Ups 1. Developing students understanding of physical and chemical properties through observation and measurements (MATERIAL WORLD L.3) 2. Use this understanding to explore issues relating to soaps and detergents and make decisions about possible actions (NATURE OF SCIENCE Participating & Contributing L.3-4) 3. Implement appropriate actions (Personal and Social Responsibility for Action p. 13; Action for the Environment p.14 GUIDELINES for EE in NZ Schools) KEY COMPETENCIES pp.12-13 PRINCIPLES p.9 Thinking Learning to Learn Cultural Diversity COMMUNICATING IN SCIENCE – Begin to use a range of scientific symbols, conventions and vocabulary (L. 3) 1. FOCUS: Cultural Differences re: Cleaning STARTER ACTIVITY: PROCESS: 2. FOCUS: Pollution caused by soaps / detergents STARTER ACTIVITY: PROCESS: 3. FOCUS: Economic cost of using soaps / detergents POSSIBLE ACTIONS – to be decided in dialogue with the students Use Action Planners (Guidelines for EE in NZ Schools) and decision making matrices (www.e4s.org.nz )www.e4s.org.nz NATURE OF SCIENCE Participating & Contributing – explore various aspects of an issue and make decisions about possible actions L. 3 1) Personal Behaviour Examples: Write and say a pledge to reduce or measure the amount of soap used when washing dishes/ clothes, bathing and cleaning ; “ I pledge to only use a quarter of a teaspoon of dishwashing liquid ” “ I pledge to measure the amount of shampoo I use with a.... ” Take responsibility for washing the family car, and ensure that it is washed on the grass, not the pavement 2) Systems for the class/ school Examples: Test / trial the use of ‘ home-made ’ cleaning products at schoolwith the school cleaner(s) Make and sell environmentally friendly cleaning products Paint stormwater drains with yellow fish to promote “ drains are for rain ” c) Educating others to help them change their behaviours Examples: Ask supermarkets to consider stocking certain products over others; Write to detergent manufacturers with soap /detergent measuring device designs; lead a community ‘ drains are for rain ’ campaign with displays, flyers, text bombs etc; encourage family members to reduce their soap/ detergent use NATURE OF SCIENCE Participating & Contributing 1. FOCUS: – use their growing science knowledge when considering the effects of soap on the environment L. 3 STARTER ACTIVITY: pictures of soaps / detergents effects on the environment PROCESS: i.e.: how I will develop students ’ growing science knowledge Have a water pollution expert visit / email / skype etc – have students prepare questions Realize that some bubbles in water are natural – devise an experiment to illustrate how this could happen Assessment Science using NZ Science Exemplars Matrix A – engaging in social issues Matrix A – caring for the environment Matrix D – communicates explanations using aids Kate Rice et al Otago

12. KEY COMPETENCY Thinking Participating & Contributing VALUES Innovation, Inquiry & Curiosity Community & Participation Ecological Sustainability PRINCIPLES Future Focus: sustainability, globalisation, enterprise, globalisation 5. Taking Action towards the cause of the environmental issue (rather than a symptom) – What are we going to do about what we have found out? Encourage Student Planning using Action Planners(from Guidelines for EE in NZ Schools, MoE 1999)- students start to plan their action; continue to refer back to this and add to it - Model with the whole class if students haven’t utilised one of these before Use a decision making matrix to assist with the decision making process Actions may include: a) Changing personal behaviour This can be helped by writing a pledge / personal statement in front of others and ensuring it is part of the school environmental code Examples: Pledging to reduce or measure the amount of soap used when washing dishes/ clothes, bathing and cleaning ; “ I pledge to only use a quarter of a teaspoon of dishwashing liquid” “I pledge to measure the amount of shampoo I use with a....” b) Setting up a system or action for the class/ school / community Examples: Testing and trialing the use of ‘home-made’ cleaning products at school Implementing the use of environmentally friendly cleaning products for the school (after trialing with the school cleaner(s) Making and selling environmentally friendly cleaning products Painting stormwater drains with yellow fish to promote “drains are for rain” c) Educating others to help them change their behaviours Examples: Flyers for the local community, letters to businesses, talks with politicians, contributing to Council Annual Plan process, community displays, being ‘environmental watchdogs’ to check on adult behaviours

13. 6. Reflecting on Action/s Taken (Teacher and student reflection):  Look back at Action Planners and reflect on the learning process  Have the socio-cultural, economic, political and natural environments all been considered?  Follow up regularly (possibly at a set time daily/weekly)  In one month from commencing the action, carry out reflection by completing an H-Form – what are our next steps? REFLECTION 7. Assessment - may include Self assessment  Refer back to personal statements / pledge regularly to see if they are being adhered to, and modify only if necessary  Make a statement (oral, written, visual) about your action(s) and / or behaviour(s)  Make a statement (oral, written, visual) about your learning process (what steps you took and when) Peer assessment  Ask someone else to make a statement on (oral, written, visual) your action(s) and / or behaviour(s)  Ask someone else to make a statement on (oral, written, visual) your learning process School Assessment of Action  Audit / survey, ecological footprint calculator, or the Enviroschools Environmental Review Learning Areas  Choose 1 or 2 learning areas to assess student’s cognition as appropriate (Utilise Assessment Resource Banks or other on line tools) Science  Matrix A – engaging in social issues  Matrix A – caring for the environment  Matrix D – communicates explanations using aids Kate Rice et al Otago

14. Readings and Information that other schools are finding useful in addition to those on the NZC website: Readings An approach to secondary school improvement Prepared for Alan Luke Queensland University of Technology by Ben Levin OISE Toronto Nov. 2007 Learning Futures: Next Practice in Learning and Teaching – a Horizon Scanning Guide Prof. Mark Hadfield & Michael Jopling University of Wolverhampton March 2008 Claxton, G. (2006). Expanding the capacity to learn: A new end for education? Paper presented at the British Education Research Association (BERA), Warwick, September 6. (Google this – it’s on the internet) West Virginia 21 st Century – Leadership Framework for High Performing 21 st Century High School Classrooms West Virginia Dept. of Education Video/Digistories http://wvde.state.wv.us/professional-development/model-classrooms/ Powerpoints Why Project-based Learning WVDE Office of Instruction Websites http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelo pment/ConceptMapping/ http://www.21stcenturyskills.org/index.php