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**2011 e-Learners Class Blog**
2010 e-Learners Putauaki
PLANNING FOR ICT
School Action Plans
2010 Middle Leaders
2010 Cluster Share
2009 CLUSTER SHARE
North, South, Central
TOOLS & STRATEGIES
Edward De Bono's Thinking Hats
Tony Ryan's Thinker's Keys
Art Costa's Habits of Mind
LEARNING TO LEARN
Featured Blogs/ PD Readings
Clips to Share
Using the ICT Suite
Ways to go Green
LINKS TO OTHER CLUSTERS
Software for Learning
WEB 2.0 TOOL BOX
Setting up a Class Wiki
Weebly Student Accounts
Creating a Personal Blog
CLUSTER RESOURCE CENTRE
Weblinks for Lessons & Units
YO - Y2
Y3 - Y4
Y5 - Y6
Y7 - Y8
ctively involve all
awerau learners utilising
He Whakamarama- PeaK-ICT Symbolic Meanings:
- Putauaki our
or mountain that is
identified in many of our participating s
. It represents our foundation of strength
- signifies Tarawera our
or river of knowledge
- represent the cluster schools being Kawerau North, Kawerau South, Kawerau Central and Putauaki Primary.
The PeaK-ICT cluster focus for 2009-2011 is on effective pedagogy through teacher actions and approaches that promote student learning, e-learning and the use of ICT. It concerns our student population as Kawerau people who are predominantly Mãori and the intention that they may gain alongside their peers the universal skills and knowledge needed to successfully participate in and contribute to Aotearoa New Zealand and our technological world.
Kawerau people will be
confident, connected 21st century thinkers and learners
who pursue digital knowledge and enrich others
21st Century Thinkers and Learners
positive in their own identity
work well with others as team players
motivated and reliable
effective users of ICT tools
realise their cultutal distinctiveness and potential
members of our town
active seekers, users and creators of knowledge
is about Kawerau people coming together for the common good and being actively involved in groups that include families, schools and wider communities. It means participating and contributing effectively as one.
Our unified vision demands that we pursue digital knowledge and embark on a professional development journey where creative effective teaching and learning relationships with Mãori students and their peers are established, experienced and expected cluster wide. I.C.T is considered the powerful set of resources that will be utilised along the way to underpin the delivery of content, processes and thinking strategies. It also provides an adventurous yet supportive learning environment in which to facilitate shared learning, enrich others and foster
Kawerau people will be encouraged to value:
by thinking and learning critically, creatively and using information
which includes self-assessing , reviewing and learning how to learn
by participating and contributing to build meaningful relationships
by investing long term in the capacity of our ICT Capital and our Professional Learning Community
Cluster Goals for Milestone 3:
Key Success Indicators
Integration of ICT to give effect to the New Zealand Curriculum /Te Marautanga o Aotearoa;
Develop a curriculum for each school that reflects the new curriculum and the needs of the 21
st century learner.
Each participating school works towards developing an individual school curriculum for implementation in 2010 addressing and informing areas that include the vision, values and principles, effective pedagogy, key competencies, learning areas and curriculum design.
Each participating school’s vision for learning links to the cluster vision and reflects the needs of the 21st century learners providing students with access to variety of digital tools and supporting the sense of identity, self-confidence and key competencies that are pre-requisites for independent, collaborative, lifelong learning.
Evidence shows each participating school has implemented strategies that lead to improved outcomes for Maori students such as honouring cultural differences, making learning intentions clear and modelling collaborative, co-constructed learning with the use of appropriate e-learning tools.
Increase capability of teachers and principals to improve students' learning and achievement through e-learning;
Increase the capability of Principals and cluster staff that supports students’ learning and achievement.
Evidence shows that Principals and teachers have changed or broadened their e-learning and pedagogy by creating effective learning environments, increasing student use of ICT tools in classrooms, encouraging reflective thought and action, enhancing the relevance of new learning and co-facilitating shared learning.
Cluster teachers have focused on thinking and learning strategies that support curriculum integration and/or the inquiry process and this has been evidenced through the planning and infusing of ICT tools into lesson plans and the classroom application of questioning skills, critical thinking skills, analystical skills, reflective thinking and learning pathways like Bloom's Taxonomy and SOLO Taxonomy and/or tools such as thinking hats, Thinkers Keys and Habits of Mind along with the use of e-learner tools.
Students are using ICT and available curriculum related resources in a number of learning ways to show formative assessment, sharing aspects of the new learning collaboratively with peers and demonstrating their progress towards becoming 21st century learners to parents/caregivers through presentations, consultations or interviews, video conferencing, informative evenings, student led workshops, sample books, portfolios, reflective journals and online blogs or wikis.
Cluster Goals for Milestone 4:
Includes the TWO goals above
the following THREE:
Strengthen professional learning communities and increased collaboration within and across schools;
Develop a professional learning community that supports the sharing of best practices and collegial relationships across the cluster.
Principals and teachers are engaging in professional dialogue about e-learning within their schools, across cluster schools and the wider community using and modelling a variety of digital media that include e-mail, use of school websites, online chat, discussion forums, video conferencing, web2 tools like voicethread, reflective comments to blogs or wikis and/or cell phone messaging.
Principals, senior management and personnel with responsibilities are confidently leading whole school professional development in e-learning by attending cluster share days and conferences alongside staff that strengthen collegial relationships, encourage the sharing of best practices and constitute a reflective learning community.
Principals and cluster staff demonstrate knowledge and use of the PeaK-ICT portal and recommended online resources for information or professional development readings and make reference to pertinent websites and links in conversations, classroom planning or during staff meetings
Key Motivators, senior management and personnel with
responsibilities evidence their leadership roles in schools and across the cluster by partaking in tasks such as leading small group learning sessions with staff, using and regularly promoting the
PeaK-ICT wiki, encouraging the placement to and sharing of teacher created resources from the PeaK-ICT wiki. modelling the use of an online portal for professional purposes and collecting evidential data that informs relfective practice.
Increase e-learning leadership and ICT strategic planning capability of principals and teachers;
Implement and monitor e-learning leadership, innovation and reflective practice
Principals are facilitating the learning within their own communities and this has been documented along with changes observed and the impact of ICT for students in school progress reports presented to staff and the community every Term.
Cluster teachers are engaging in reflective practice that has involved gathering and reporting on classroom practices as evidential data, discussing experiences with colleagues and maintaining a reflective journal of some kind.
Evidence shows that each participating school has created a strategic vision and direction for ICT that also informs students’ use of ICT tools through exploration, creation and communication.
Each participating school has developed an ICT infrastructure plan that supports the vision for teaching and learning and reflects the needs of the 21st century learner.
Increase the school's understanding of the educational contribution of e-learning
Increase the community’s understanding of e-Learning.
Evidence from each participating school shows an increased number of teachers and students are accessing or using online resources and learning environments.
Evidence from each participating school shows an increased number and use of teacher-for-teacher developed resources.Evidence shows that each participating school has informed their BOT and community of the school’s engagement in e-Learning and involvement with the PeaK-ICT cluster.
We aim to:
strengthen pedagogy, best practices and the capabilities of cluster staff to improve students’ achievement through e-learning
effectively implement and monitor e-learning leadership, innovation, reflective practice and collaboration within cluster schools and across communities
embrace the sustainability of our I.C.T capital and our Professional Learning Community
"Motivated by the desire to improve teaching and learning relationships and outcomes for Maori students and their peers, we have the ability to learn together and are ready to model and become our vision as confident, connected, 21st century thinkers and learners, We know that teacher pedagogy will be strengthened, e-learning cluster activities initiated and shared practice and common understandings fully emphasised. By entering into an ICT PD contract we conclusively believe PeaK-ICT will become more than an acronymn and manifest itself through collaborative partnerships that empower and actilvely involve all Kawerau learners utilising ICT".
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