EPS+Staff+Meeting+1+April+2008

Presentation including learning intention and success criteria.

* Enthusiastic participation || * Skills teaching ||
 * **WHAT IS GOOD LEARNING?**
 * Thinking of a good question
 * Asking questions
 * Finding answers
 * Positive learning environment
 * Applying knowledge/skills
 * Making connections
 * Thinking about big questions
 * Being powerful change agents
 * Anchored
 * Retention
 * Life-long learning
 * Real issues/problems
 * Applied in real life
 * Equips for life and further learning
 * Relevant/applicable to stduent's world
 * Having an aim
 * Wanting to move ahead
 * Never content
 * Tell you what they are learning
 * See a purpose in learning ||  ||   **WHAT MAKES A GOOD LEARNER?**
 * Critical thinker
 * Use prior knowledge
 * Metacognition
 * Involvement
 * Interested
 * Use knowledge
 * Self motivated to learn
 * Good focus and attention
 * Receptive/open to ideas
 * Good questioning skills
 * Willing to be challenged
 * Risk taker
 * Want to know more
 * Self improvement
 * Inquisitive
 * Brain!!!!
 * Instrinsic motivation
 * Problem solver
 * Team player
 * Independent
 * ** WHAT IS INQUIRY **?
 * Thirst for knowledge
 * Journey of discovery
 * Investigation
 * Purpose
 * Skills
 * Independent research
 * Present
 * Action
 * Asking questions
 * Structured process
 * Rejecting
 * Finding out what they want to know
 * Interpreting
 * Curiosity
 * Seeking answers
 * Solving
 * Hands-on
 * Learner-directed
 * Own interests
 * Independence
 * Choice
 * Share ||
 * **WHAT IS GOOD ABOUT INQUIRY LEARNING?**
 * Children help set questions so are more motivated
 * Everyone is looking at "big concepts"
 * Helps children make connections
 * Questioning should enable the learner to go deeper
 * Show/discuss insights
 * Take action
 * Applicable to student's own world
 * Skills can be generalised to other areas
 * Authentic tasks
 * Preparation for life-long learning
 * Following a model
 * Promotes "thinking" and "questioning"
 * Open-ended
 * Directed learning
 * Sets boundaries without being limiting
 * Focussed
 * In-depth process
 * Self management
 * Builds skills process
 * Work at own pace
 * Independent work habits
 * Topic of interest to the student
 * Student responsibility
 * Self development
 * Many different paths
 * Active involvement of all
 * Self motivated ||  || **WHAT IS DODGY ABOUT INQUIRY LEARNING?**
 * Dependent on others in group
 * Teacher does 90% of work
 * Plagiarism by students
 * Lack of student understanding
 * Not authentic and manageable
 * Logistics difficult
 * Classroom management tricky
 * Lack of teacher experience and/or confidence
 * More onerous for junior teachers
 * Some students easily distracted/off task
 * Age relevant information for students
 * Information overload on www
 * Doesn't work with all topics effectively
 * Not everyone can learn this way
 * Overwhelming
 * Brian overload
 * Difficult for younger students
 * Not all steps work for all ages
 * Not always related to student's own experiences
 * Lack of motivation will affect results
 * Student Voice**: feedback on baseline data collected [[file:Child interview notes.doc]]


 * What "inquiry" learning models do we already know about?** **What do we know about them?**
 * ==**Model**== || ==**What we know**== ||
 * SAUCE || tomato ||
 * LAUNCH || * Rocket - launch into learning
 * Stages of inquiry for early learners/juniors
 * Less steps than Action Learning ||
 * Viscount School || * Fertile questions
 * Subsidiary questions
 * Processes - brainstorm, research
 * Needs to link back to fertlie question
 * Social action results ||
 * 3 Doors || * Gwen Gawith
 * New Basics || * Originated in Australia
 * Fertile question
 * Subsidiary questions
 * Action Learning model ||
 * Opoutere School ||  ||
 * Solo Taxonomy || * Biggs and Collis, 1982, Australia
 * Start with unrelated facts - progresses to in-deth understanding
 * Greater inter-rater reliability than Bloom's Taxonomy
 * Develops deep insights in students
 * Underpins asTTle
 * Can use to plan an inquiry
 * Visual (Pam Hook & Julie Mills)
 * Can be learning by students
 * True progression from shallow to deep learning
 * Uni-structural/multi simple - relational - extended abstract, defining questions, comparisons/cause and effects ||
 * Action Learning || * Start with front loading
 * Gwen Gawith
 * NZ based
 * Conferencing - steps, skills based
 * 6 stages - questioning, deciding, finding, gathering, using, presenting, evaluation (this is 7)
 * Used by many staff at EPS
 * Audience
 * Open questions
 * May not lead to deep knowledge/understanding
 * Presenting information
 * Evaluating information
 * Questioning
 * Key questions
 * Research
 * Explicit teaching of skim and scan, notetaking, index/content/key words
 * Recording info in different ways eg poster, ICT ||
 * Recording info in different ways eg poster, ICT ||


 * What do we want to find out more about?**
 * What is SAUCE and what does it stand for?
 * What are all these models? Only know Action Learning
 * How can juniors work independently without the whole thing being the teacher's work?
 * If terminology can be found (with discussion with students) so that we have a model they have contributed to and therefore understand.

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