1. Making a Difference Engaging and Inspiring Our Learners Beyond the Classroom Chic Foote Helix Consulting chic.foote@helix.ac.nz

2. http://todaysmeet.com/MakingaDifference http://helixconsulting.wikispaces.com/Conferenc es+and+Presentations http://helixconsulting.wikispaces.com/Conferenc es+and+Presentations facebook.com/HelixConsultingNZ http://www.helix.ac.nz/# @chicfoote

3. ernestkoe ernestkoe http://www.flickr.com/photos/blinkerfish/3868225439 “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” Albert Einstein (1879-1955);

5. Challenging & Problem Centred Collaborative Engaging, Purposeful & Relevant Cohesive and Aligned Deep Conceptual Understandings & Big Ideas

6. Start with the End in Mind Enduring and Future Focused

7. Purposeful Design Learner owned and driven Transferrable skills and understandings Global application and relevance Future Focused

8. Current Landscape? Gaps, Confusions, Clarifications? Mapping a New Landscape http://todaysmeet.com/MakingaDifference Explore: kevinklau.comkevinklau.com

9. Shifts in Thinking From Topics Context specific Teacher directed Level focused/Classroom centred Knowledge based A set cycle of learning To Big Ideas, Conceptual Understanding Broad and varied applications Learner driven Aligned across the levels Connected and relevant Shares and collaborates as a member of the global learning community Reviewing and revising is an embedded process. Landscape adjusted accordingly

10. What’s the Difference? Topic All About Me Recycle, Reuse, Renew Transport Pulleys and Levers Rules and Laws Concepts – Big Ideas Turangawaewae Identity Belonging Sustainability Movement Rights and Responsibilities Force

11. Getting Started Quality Curriculum Processes…… Curriculum Mapping Quality Curriculum Processes…… Curriculum Mapping Transferred to Life Situations Deep, Conceptual Understanding Transfer of Knowledge Skills and Values Authentic Assessment Tasks -GRASP Criteria for Success Problem Based/Inquiry Scenarios Past Present Future

12. From To Topic Concept “Any fool can know. The point is to understand.” Albert Einstein Albert Einstein “Any fool can know. The point is to understand.” Albert Einstein Albert Einstein

13. Understandings Rights and Responsibilities With individual rights comes the responsibility to acknowledge and respond to the rights of others. Movement Movement is part of our everyday lives and is essential to effectively meet our own and others needs. Turangawaewae Turangawaewae is the place where we stand. A place that empowers and connects people and give them a sense of belonging in the world. Global Citizenship As global citizens the choices and decisions we make have a lasting impact on ourselves and the world we live in..

14. Essential Questions Rights and Responsibilities How are rights and responsibilities decided? What are the effects of Rights and Responsibilities within a community? What are my responsibilities in upholding the Rights of others. Movement What affects movement? What alters the effectiveness of movement? How does movement impact people and places ? Turangawaewae How is Turangawaewae identified? What affects Turangawaewae? Global Citizenship What is global citizenship? How do we connect as global citizens? How might the choices of global citizens have lasting impact?

15. What’s the Difference? Topic A focus subject Limited by the narrow boundaries Knowledge Acquisition Base Narrow opportunity for application Transfer Conceptual Understandings Abstract idea or Philosophy Generalisations based on inference Transferable across time and location Understanding reached through a chain of reasoning Prone to common misunderstandings Provides focus and purpose Can be subject specific and overarching

16. Why Bother?

18. GGoal R Role A Audience S Scenario/Setting P Product S Standard (Criteria)

19. Task Cross Level Groups Identify Key Concept from next slide or a unit of interest Identify related EU’s and EQ”s Develop an Authentic Goal Follow process to draft a relevant Transfer Task Summarise skills and learning behaviours required for the unit

20. Earth Cycles Observe and describe local natural features and how they can change. Astronomical cycles Share ideas and observations about the Sun and the Moon and their physical effects on Earth. Interacting cycles Describe how natural events and human actions can affect the local environment. Earth cycles Investigate the cause, rate, and signs of change of natural features Astronomical cycles Make observations of the Moon, the Sun, and visible planets, starting to develop a sense of the vastness of the solar system. Interacting cycles Identify the conditions that allow life to exist on Earth at this moment in time. Earth cycles Investigate the processes that shape and change the surface features of planet Earth. Astronomical cycles Investigate the cycles that result from interactions between the Sun, Moon, and Earth. Interacting cycles Investigate how natural events and human actions can affect conditions for living on Earth. Sci L1/2 Sci L 3/4 Sci L5 Concepts Enduring Understandings Essential Questions Knowledge Skills Authentic Assessment Authentic Tasks Investigate the World, Perspective, Communication, Take Action

21. Developing Learning Intentions AO’ Key ElementsUnderstanding & Knowledge…… now and understand that….. Skills – Critical Thinking. Transfer Learning how to…. Notes L1 L2 L3

22. Level 1Level 2Level 3 1.Identify and discuss times when giving has made a difference 2.Compare how this has made a difference to the receiver 3.Explain how giving makes difference to the life of others 1.Compare and contrast the needs and wants of groups of people 2.Explain the ways the giving will make a difference to a particular group of people 3.Evaluate how well the giving will meet the need 1.Analyse the ways that personal sacrifice can make a difference to communities and the people in them 2.Reflect on and plan to take action in order to make a difference to the lives of others 3.Justify my choice of plan based on the ways in which it can make a difference to others 1.Ask questions to respectfully find out the needs of others 2.Identify the different ways people show respect when they give to others. 1.Compare and describe the needs of others 2.Select an appropriate way to give to others in order to meet their needs. 1.Reflect on another person’s point of view and situation before acting 2.Adjust my point of action in order to serve others without prejudice/judgement Developing Learning Intentions

23.  Continuity  Alignment  Relevance  Student voice  Academic Vocabulary  Focus of skill development  Purposeful regular review  Connectivity  Community  Authentic  Relevant  Deep Understandings

24. Actual Detailed Aligned Record Curriculum Timely Assessment Focused Mixed Groups Embed Review Purposeful Dialogue Consensus Inform decision making School wide

26. Create or Renew Map Action Curriculum Map Review Map Data Analyse Review Outcomes Feed forward Plan for Action Upgrade Map Cut? Keep? Create? Immediate or Long Term Development Immediate or Long Term Development Suspend all Judgment Classroom Implementation Individual Common or Mixed Group Individual Common or Mixed Group What does it tell us? What does this mean? What are we going to do with it? What does it tell us? What does this mean? What are we going to do with it?

27. Suspend All Judgement Professional Inquiry Collaborative

28. Creating a Culture of Learning as Inquiry

29. A culture of inquiry: Engages and inspires our learners beyond the classroom Thinking Cap: century21education.blogspot.comcentury21education.blogspot.com

30. Inquiring to Learn – The Process What do we Know? What do we Want to know? How will we find out? What have we Learnt? How will we Apply this? (So what?) What new Questions do we have? K W H L A Q Barell, John. F. Developing More Curious Minds

31. Inquiring to Learn – The Process What do we Know? What do we Want to know? How will we find out? What have we Learnt? How will we Apply this? (So what?) What new Questions do we have? KWHLAQKWHLAQ Barell, John. F. Developing More Curious Minds

32. Knowledge is built from individual and collaborative endeavour Children are motivated to explore issues of importance to them Children can discover, understand and act for themselves Inquiry, Learning, drama, and curriculum integration. D Fraser, V Aitken, G Price, B Whyte. Set No3 2012

33. Seldom linear A student driven process where they are the researchers and creators Authentic problems for investigation and inquiry Less about reaching solutions and more about tolerating ambiguity, wrestling with ideas and deepening understanding Supported, guided and facilitated by the teacher Inquiry, Learning, drama, and curriculum integration. D Fraser, V Aitken, G Price, B Whyte. Set No3 2012

34. Inquiring to Learn – The Process What do we Know? What do we Want to know? How will we find out? What have we Learnt? How will we Apply this? (So what?) What new Questions do we have? KWHLAQKWHLAQ Barell, John. F. Developing More Curious Minds

35. ‘ I Wonder……?’ ‘ I Wonder……?’ ‘ Questioning, problem solving……?’ ‘ Questioning, problem solving……?’

36. Investigate the world Perspective Communication Take action

37. Skills Communicate Collaborate Connect Create Think Critically Literacies Basic Information Media Global Network Digital Citizenship With thanks to Silvia Rosenthall Tolisano Fluencies Media Info Digital Citizenship Collaboration Solution Creativity Fluencies Media Info Digital Citizenship Collaboration Solution Creativity

38. EDSteps http://www.edsteps.org/CCSSO/http://www.edsteps.org/CCSSO/

39. Critical problem solving Collaboration Innovation Global work ethic

40. Building a learning community culture Collaborative – Peer inquiry and Interaction Creative Questioning & Investigative Problem based Quality Responses modeled and expected Reflective Experimental and experiential Complex intriguing situations

41. Inquiring to Learn What do we Know? What do we Want to know? How will we find out? What have we Learnt? How will we Apply this? (So what?) What new Questions do we have? KWHLAQKWHLAQ Barell, John. F. Developing More Curious Minds Gather Process Apply file://localhost/Users/Chic/Desktop/untitled folder 2/3 stoy intellect copy copy.jpg

43. Unpack Enduring Understanding Review Essential Questions Teacher Prompts Deeper Observation and Review Update Knowledge Review and revise initial focus Questions Plan to Connect to External Resources & Experts Question to Inform Review Outcomes Reflect on new learning Learners Establish: -Protocols & expectations -Digital learning Roles Learners Establish: -Protocols & expectations -Digital learning Roles Gather initial knowledge and ideas Small Group What does it tell us? What does this mean? How might this inform our learning process? What does it tell us? What does this mean? How might this inform our learning process? Local and Global Inquiry Opportunities Purposeful Learning Conversations Local and Global Inquiry Opportunities Purposeful Learning Conversations Generate Initial Questions Probe for further information

45. Feedback Expectations Strategies Models Practice

46. Given the right opportunity, tools and teacher guidance, students want an equal voice in directing their own learning. It is possible that the structure of school as we know it has underestimated students’ willingness to own more of their learning. (pg. 4) Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree

47. If I am an inquiring learner…………… Who am I? What do I do? How do I behave?

48. Tutorial DesignerStudent Scribes Student Researchers Digital Learning Farms( Pg. 20). Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree Global Communicators & Collaborators file://localhost/Users/Chic/Desktop/Desktop/Conferences/Learning Landscapes/The-Digital-Learning-Farm-Flyer copy.pdf

49. Tools and Strategies

50. Problem Based Authenticity Relevance Timeliness Opportunity for student voice Prior learning Competencies & Fluencies Expected Outcomes Differentiation

51. An Evolving Process Folding Back. Non Linear

52. Problem Based Inquiry Teacher Led Teacher Student Shared Student Led Deliberate Modeling Establish the Environment Set the scene Seize the moment Establish a process and pattern Fold back as required

53. Goal Stand up for what is right. Take action to make a difference to my own or others rights Role You are a rights advocate for….. Audience Define your audience according to your cause. Who needs to be made aware of this cause and your actions. Scenario You have identified an unjust and worrying infringement of rights and have ideas about how you might take responsibility to make a difference to change this situation. You feel strongly that other people need to be convinced to support your actions. Product Identify your strategies (actions), the tools you will use (including a range of social and visual media and personal action) and the most effective, relevant means of communicating your message and justify your choices and methods. Standard List strategies and tools. Select media, state how they will be used, reflect on the effectiveness of the media choices. Give two or more pieces of evidence to support my choice of cause. Identify two or more ways they made a difference. Seek feedback from others and plan for future action.

54. Jennifer is from a small rural town called Kairakau Beach in the Hawkes Bay is coming to live in Auckland. Her family is looking for a school that will make her feel like she belongs. Choose a way to represent and communicate our PSS turangawaewae to Jennifer and her family. You need to think about: - What makes PSS our turangawaewae and what you bring to this? - How we express our sense of turangawaewae? - What will you need to find out about Jennifer's place, so that we can think about how we could make her feel more like she belongs and is connected to PSS? How will you and your group share our PSS turangawaewae with Jennifer and her family?

55. H How are we going to find out?

56. Unpacking the big ideas. What do we know? What are we curious about? Academic Vocabulary Establish the end in mind

57. Unpacking a Unit: Turangawaewae

58. Unpack Enduring Understanding/Problem My daughter has not lived in NZ for 10 years. She has a family and they have lived in two countries since leaving NZ. She comes home once a year for Christmas for 2 weeks or less. I am concerned that she will lose her Turangawaewae and her children will not have any sense of belonging to New Zealand. How can we help her and her family? What perspectives will we need to consider?

61. Review and revise Questions Consider Digital Learning Roles

62. Strategies……… http://langwitches.org/blog/2011/06/21/the-digital-learning-farm-flyer/ Who Owns the Learning? Preparing Students for Success in the Digital Age. Alan November. ( 2012) Solution Tree

64. L What have we Learnt? Reviewing new learning What do we think now? What does this mean? How will this help us in the next steps to solving the problem? Do we need to fold back? New Questions? Revise thinking? Analyzing Synthesizing Reasoning Summarizing

65. A Applying our Learning Modeling Creating Innovating Presenting Speculating Forecasting Review and Evaluate Critically Reflect

66. Collaborates to align key knowledge, skills and understandings across the levels Flexible Models the behaviours of a learner Thinks aloud Reflective Curious and Questioning Probing and challenging Draws on the strengths and skills of the learner Scaffolds skill development in familiar contexts Provides models and examples Differentiates learning process across all learning Accesses and builds on prior knowledge Provokes and probes Communicates across and interacts with global networks Relates learning to global contexts Teacher Skills, Knowledge, Attitudes

67. Picture Sources Thinking Cap: century21education.blogspot.comcentury21education.blogspot.com Inspire: https://twitter.com/InspireYMhttps://twitter.com/InspireYM Links: www.bubble-jobs.co.ukwww.bubble-jobs.co.uk Explore: kevinklau.comkevinklau.com Workshop Focus: joshvogelart.blogspot.comjoshvogelart.blogspot.com Inquiring to Learn: www.citylifechurch.comwww.citylifechurch.com Doing Inquiry: www.exploratorium.edu www.exploratorium.edu Inquiry to learn: nickoneill.comnickoneill.com End in Mind: shootthehippo.comshootthehippo.com Enduring: www.smallfuel.comwww.smallfuel.com Developing: drhnorway.altervista.orgdrhnorway.altervista.org Curiosity: intelligentink.co.nzintelligentink.co.nz Skills: www.mommynature.comwww.mommynature.com Competencies: www.sequelpower.comwww.sequelpower.com Fluencies: www.ebuyelectronics.netwww.ebuyelectronics.net Focus 2: www.tomspencer.com.au www.tomspencer.com.au Collaboration: liu.english.ucsb.eduliu.english.ucsb.edu Innovation: www.forbes.comwww.forbes.com Global Work Ethic: www.glogster.com www.glogster.com Critical Problem Solving: www.rttworks.com www.rttworks.com Process 2: mljconsulting.commljconsulting.com Expectations: raventools.com raventools.com Strategies: globaltrendtraders.com globaltrendtraders.com Models: liveandletlearn.netliveandletlearn.net Practice: www.bates-communications.com www.bates-communications.com Feedback: www.bang2write.com www.bang2write.com Scribe: vector.tutsplus.comvector.tutsplus.com Tutorial designer: www.mdp.state.md.us www.mdp.state.md.us Researchers: www.aicr.org www.aicr.org Global communication: www.123rf.com www.123rf.com Tools and strategies: www.scoop.itwww.scoop.it Planning considerations: www.buildstore.co.uk www.buildstore.co.uk Problem based inquiry: lisabeall.bgsu.wikispaces.netlisabeall.bgsu.wikispaces.net Strategies2: www.business2community.com www.business2community.com Grasps: www.babiescantwait.comwww.babiescantwait.com Turangawaewaae: printsnz.co.nz printsnz.co.nz How: www.codatel.com.auwww.codatel.com.au Unpacking: genmove.comgenmove.com The problem: www.behavioradvisor.com www.behavioradvisor.com Review and revise: www.cornonthejob.comwww.cornonthejob.com Digital learning: dreamweavelearn.wordpress.comdreamweavelearn.wordpress.com Applying learning: www.nwlink.com www.nwlink.com