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

Levels of Use Behaviors Associated with LoUBehaviors 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

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

What Teachers Can Do NowFrom 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)

What Teachers Can Do NowFrom 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.

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: 10 Curriculum Levels: 4-5AsTTle levels:

Achievement Objectives Learning 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 filmDear Ex – Dad - Jillian Sullivan, NZ short story writerFor Heidi with Blue Hair – Fleur Adcock - NZ poetPact for Mother and Teenager – Fiona Kidman – NZ poetGifts - Kath Walker – Aboriginal poetLove Songs for Iona – Sia Figiel - Samoan poet

Leanne Webb, Michelle Pomana. Diana Patience:

Team Solutions 2008

Timing Sequence of Learning & Content Effective Pedagogy Strategies See pages 34 – 35 NZC for general principles.

Formative assessmentSee pages 39 – 40 of NZC for principles of valid assessment.

Week 1 Week 2Week 3Week 4

Introduction to themeThe Freezer – visual text Dear Ex-Dad –written textLove Songs to Iona - Sia Figiel, Mother – Fualuga T.L. Saviinaea – oral texts.Range of texts (poetry)– written and oralAssessment tasks:- summative assessments1.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 contributingPre-reading: vocab jumble, prior knowledge and prediction.Read story individuallyCo-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.

Julie Cadzow: see ArtsOnline

Julie Cadzow: see ArtsOnline

Julie Cadzow: see ArtsOnline

KEY COMPETENCIES pp.12-13Using Language, Symbols & Texts1. FOCUS: interpreting a diagram of the structure of a chemicalSTARTER ACTIVITY: oil on water and detergent drop observationPROCESS: i.e.: how I will build students’ ability to interpret chemical structure diagram of detergent / soapRole play – acting out the reactionMake a modelGive & discuss the scientific structureGive / discuss the model of how soap / detergents work2. FOCUS: creating a diagram of where soap / detergent waste water goesSTARTER ACTIVITY:PROCESS i.e.: how I will build students’ ability to understand where soap / detergent waste water goesFollow a local waste water pipe / stormwater drain (as much as possible)Visit wastewater treatment stationMap the school drainsLook at stormwater / waterwater drain diagramsCreate a flow diagram to show the process of where soap / detergent waste water ends up

KNOWLEDGE BASE: Facts We Need to Know / TeachTheory behind the cleaning processSoap vs. DetergentsWhat 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 skillsCompare different soaps and detergentsTalk about and draw similarities and differencesDevise and carry out simple experiments to find minimum requirements

UNIT: Smarter Clean-Ups1. 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 DiversityCOMMUNICATING IN SCIENCE – Begin to use a range of scientific symbols, conventions and vocabulary (L. 3)1. FOCUS: Cultural Differences re: CleaningSTARTER ACTIVITY:PROCESS: 2. FOCUS: Pollution caused by soaps / detergentsSTARTER 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 ) NATURE OF SCIENCE Participating & Contributing –explore various aspects of an issue and make decisions about possible actions L. 31) 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 pavement2) 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 productsPaint 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. 3STARTER ACTIVITY: pictures of soaps / detergents effects on the environmentPROCESS: i.e.: how I will develop students’ growing science knowledgeHave a water pollution expert visit / email / skype etc – have students prepare questionsRealize that some bubbles in water are natural – devise an experiment to illustrate how this could happen

AssessmentScience using NZ Science ExemplarsMatrix A – engaging in social issuesMatrix A – caring for the environment Matrix D – communicates explanations using aids

Kate Rice et al Otago

Kate Rice et al Otago

KEY COMPETENCYThinkingParticipating & Contributing VALUES Innovation, Inquiry & CuriosityCommunity & ParticipationEcological SustainabilityPRINCIPLESFuture 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 / communityExamples: Testing and trialing the use of ‘home-made’ cleaning products at schoolImplementing the use of environmentally friendly cleaning products for the school (after trialing

with the school cleaner(s)Making and selling environmentally friendly cleaning productsPainting stormwater drains with yellow fish to promote “drains are for rain” c) Educating others to help them change their behavioursExamples: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

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 includeSelf assessment Refer back to personal statements / pledge regularly to see if they are being adhered to, and modify only if necessaryMake 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 ActionAudit / survey , ecological footprint calculator , or the Enviroschools Environmental ReviewLearning Areas

Choose 1 or 2 learning areas to assess student’s cognition as appropriate

(Utilise Assessment Resource Banks or other on line tools) ScienceMatrix A – engaging in social issuesMatrix A – caring for the environment Matrix D – communicates explanations using aids

Kate Rice et al Otago

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 21st Century – Leadership Framework for High Performing 21st 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/FacultyDevelopment/ConceptMapping/

http://www.21stcenturyskills.org/index.php