Hammersley+Park+School


 * Hammersley Park

 I.C.T. Goals ** To involve students in their learning through enhanced teacher knowledge of Inquiry Learning, instructional practices and I.T. **Aims** All teachers have a clear and shared understanding of “Inquiry Learning” and how to implement this understanding effectively into the classroom All teachers become proficient in the use, and transference, of I.C.T. skills There is a clear and consistent set of expectations of engagement across the school There is a clear and precise documented process for planning and implementing I.T. into all lessons I.T. is an integral and ‘normal’ facet of classroom teaching and learning There is a clear and precise documented process for planning the inquiry learning process **Specific objectives** **Teachers** will be enthusiastic, adventurous and proficient learners and teachers of I.T. and Thinking Skills Being enthusiastic, adventurous and proficient means Having a deep knowledge and understanding of the Inquiry Learning pedagogy Holding high and consistent expectations of their own and their students learning Knowing how to ascertain students learning needs in relation to developing ‘Thinking Skills’ Give students as many varied opportunities to use I.T. within the classroom Give students as many varied opportunities to use ‘Thinking Skills’ within the school environment Understand how to consolidate and extend students learning through meaningful learning Understand the use and value of specific questioning Understand, appreciate and use resources available to teach and promote thinking skills Being involved in their learning Demonstrating confidence and proficiency in I.T. use Demonstrating confidence and proficiency in discussing learning outcomes Recognise the importance of developing learning skills Being able to set their own learning goals Taking risks with their learning **Personnel** All staff. Staff The overall implementation will be overseen by the Principal. **Methodology** Whole school and/or individual teacher workshops relating to I.T.C. and ‘Inquiry Learning’ Staff will be given responsibility for leading a staff development meeting relating to a specific topic. Professional reading (individual or lead teacher directed) Professional discussion Inter and intra-school visits Classroom initiatives discussed and supported by Principal, Lead Teacher and staff Set of expectations discussed, formulated and implemented for refinement
 * Students** will be enthusiastic, adventurous and proficient learners by

A base line questionnaire dealing with I.T. use, personally and classroom, and understanding of development of thinking skills will be completed and then revisited in one years time. (refer to attached sheet). Documentation of P.D. and personal readings/ development will be reviewed as part of the school appraisal plan Reviews of implementation of this plan will be provided to staff and B.O.T. annually.
 * Evaluation**

**Action Plan** //(in conjunction with development of school curriculum)//

Action plan 2008 || **Focus** to introduce project and undertake developmental workshops for staff to collect baseline data to encourage staff to set and work to initial personal goals for enhanced I.T. use to encourage staff to set and work to initial personal goals for understanding of ‘inquiry learning’ to undertake professional reading ||  ||


 * Action || Responsibility || Date || Outcome || Evaluation ||
 * Introduction of project and expected outcomes || Principal, Lead Teacher || End of term 2, 2008 || All teaching staff will be aware of the focus, direction and necessity of introducing I.T. and ‘Inquiry Learning’ into the school || Introduced with mixed review. This changed after the P.D. day on the 6th Dec with the staff becoming more enthusiastic ||
 * Collection of base line data || Lead teacher, teaching staff || Wk 2 t3 2008 || A clear indication of I.T.C. usage, competencies and development needs will be known for future P.D. || ITC is not being widely used within the classroom primarily due to the cluster P.D. not being focused on class involvement. ||
 * Staff to set personal goals for I.T. || Staff, lead teacher, principal, cluster P.D. || Wk 6 t3 2008 || Staff will have set personal goals to enhance their I.T. understanding and usage. || ||
 * Staff to set goals for ‘inquiry learning’ || Staff, lead teacher, principal || End of term 4 2008 || Staff will have identified areas for future personal professional reading/development || Specific goals not set although the staff are now more focused on general reading and implementation processes. Personal goals will follow as reading, discussions and implementation plan is formalized. ||

Action plan term 1 2009 || **Focus** set and discuss focus for the year teachers to set and work to personal goals in I.T usage in the classroom to provide teachers with models of the ‘inquiry’ process to introduce various models of ‘thinking skills’ to encourage teachers to discuss ‘issues’ in a professional environment to undertake professional reading ||  ||

|| Principal, lead teacher || Staff day prior to school starting || Staff will have an understanding of the pedagogy, and be able to discuss the implications from a point of understanding || Thinking skills discussed and ‘trimmed’ for T2. to be expanded as staff become more familiar with concepts ||
 * Action || Responsibility || date || Outcome || Evaluation ||
 * Outline focus for the year || Principal || Staff day prior to school starting || All staff will be aware of the school’s development focus for the year and expectations of involvement || ||
 * Teachers to set goals in I.T. usage || Principal, Lead Teacher, individual staff || Wk 4 t1 2009 || All staff will have a direction for P.D. (school & personal) || Teachers completed TKI questionnaire on pedagogy & IT use, with reflection for ongoing P.D. ||
 * Provide teachers with models of the ‘inquiry’ process || Principal, lead teacher || End t1 09 || Staff will have an understanding of the pedagogy, and be able to discuss the implications from a point of understanding || Inquiry process set for T2 to be evaluated mid term ||
 * Introduce various models of ‘thinking skills’
 * Discuss understanding of and differences of implementation of thinking skills || Principal, lead teacher, staff || Teacher only day t1 hols || Set a teaching progression of skills for trial implementation across a range of subjects || T.S. progressions set for school, to be re-evaluated at end of term 3 as staff have had the time to use them ||

Action plan term 2 2009 || **Focus** to encourage students to set goals for their learning to encourage staff to explore ways of organizing and managing an inquiry process in their classroom to encourage staff to explore ways of managing individual students progress towards their learning goals formulating Integrated Curriculum Plan involving the community in the future direction of the school’s Teaching & Learning programme ||  ||

D.P. teachers || Draft structure completed by end t1 || All staff will have ownership of the school’s development focus for the year and expectations of involvement ||^  ||
 * Action || Responsibility || date || Outcome || Evaluation ||
 * Staff planning to include I.T. component, goal setting || Principal, Lead Teacher, individual staff || End t2 || The staff will have an understanding of the process, implications and pitfalls of planning for ‘thinking’. A shared sense of professional discussion and understanding. || Draft planning set for trial throughout T2. **‘STEPS’** developed during T.O.day end of T1. all staff keen to try new model ||
 * Develop a teaching and learning structure and what it will look like for H.P.S. || Principal
 * Implementing structure and processes involved in ‘inquiry learning’ || All teachers || || Staff will be able to identify strengths and weaknesses, both personal and teaching, and identify future P.D. focus || ||
 * Preliminary consultation with community, staff and students regarding future direction of T & L || || || Community aware of impending changes, reasons for these changes and that their ideas, comments and recommendations are an important part of this process || ||
 * In consultation with the community the values will be prioritised || || || The school will have a clear understanding and direction of community expectations || ||
 * P. D. focusing on integrating Key Competencies and Values into the planning, and T&L || || || Staff will have a clear understanding of the || ||
 * Integrated curriculum document completed for implementation from beginning of t3 || || || || ||
 * Integrated curriculum document completed for implementation from beginning of t3 || || || || ||

**I.T. Questionnaire**

Complete TKI questionnaire (Ruth Aitkin) to establish bench mark and aid personal reflection

**Thinking Skills Questionnaire**

On a scale of 1 to 5 (1= poor) how do you rate your expertise in the following
 * **Skill** || **Rating** || **Comments** ||
 * Able to identify personal learning style || || ||
 * Identify 3 models for higher order thinking || || ||
 * Articulate the relevance of T.S. in relation to the new curriculum || || ||
 * Plan a series of lessons involving T.S. || || ||
 * Find relevant research relating to T.S || || ||
 * Relate T.S. to the school’s values || || ||


 * Inquiry Learning Questionnaire**

On a scale of 1 to 5 (1= poor) how do you rate your expertise in the following
 * **Skill** || **Rating** || **Comments** ||
 * Able to identify personal learning style || || ||
 * Identify 3 models of Inquiry Learning || || ||
 * Articulate the relevance of Inquiry Learning in relation to the new curriculum || || ||
 * Plan a series of lessons involving Inquiry Learning || || ||
 * Find relevant research relating to Inquiry Learning || || ||
 * Identify the skills required for successful Inquiry Learning || || ||
 * Identify meaningful learning experiences and articulate reasons for choices || || ||


 * Goal Setting**
 * **Goal** || **Relevant I.T. objective** || **Action** || **resources** ||


 *  ||
 *  || 

|| Inquiry Plan ||  ||


 * **Unit Title** ||  || **Theme** ||   ||
 * **Level** || || **Duration** || ||
 * **Curriculum Focus** ||
 * **Key Competencies** || **Values** ||
 * **What is our purpose** || **//Central Idea//** || **//An Inquiry Into//** ||
 * **What do we want to learn** || **//Teacher Questions//** || **//Student Questions//** ||
 * **What Resources Will we Use** || ||

Remembering Understanding Creating Evaluating || PMI Y Chart Venn Diagram || Closed Open //Skinny// //Fat// Seven Servants || Alphabet What If Brainstorming Commonality || White Red Yellow Black || Persisting Managing Impulsivity Listening with … Gathering data through all senses Finding humour Wonderment & awe Working with others Think flexibly || Digital camera Paint PowerPoint Word || Analysing || Bubble maps Cause and effect Flow chart Tree SWOT || Seven Servants with key words and phrases Use of synonyms of key words to edit questions || Question Reverse Alternative Interpretation BAR Prediction || Blue green || Striving for accuracy Questioning Wonderment & awe Creating, innovating Working with others Thinking about thinking Think flexibly Create and innovate Use past knowledge || Data projector PowerPoint Word Internet search Movie Maker Wiki Google Docs ||
 * **Students** || **Blooms Taxonomy** || **Graphic Organisers** || **Questioning** || **Thinkers Keys** || **De Bono’s Hats** || **Habits of Mind** || **ICTs** ||
 * **Junior**
 * 0-3** ||
 * **Middle**
 * 4-6** || Applying
 * **How will we know what we have learned** || ||
 * **How Best Will We Learn** ||
 * **Process** || **We Are Learning** || **Skills Required** || **Learning Activities** ||
 * **Set the Scene** || || || ||
 * **Target** || || || ||
 * **Explore** || || || ||
 * **Present** || || || ||
 * **So what** || || || ||

|| Explain how the assessment evidence demonstrates the children’s comprehension of the big understanding. || Using your assessment information, state **how well** the children developed this understanding and what was indicating this? || The BEST **learning** activity was… because… || === Engagement of learners… === || The unexpected ||
 * Evaluation**
 * **//Child learning//** || List the assessment methods actually used to assess children’s learning.
 * Teaching**
 * * Sequencing of the learning
 * Overall planning
 * Level of preparedness
 * Use of voice
 * Management of the learning
 * Organization of the learners/resources
 * Interaction with the learners i.e. the quality of the conversation
 * Feedback to the learners
 * Questioning
 * Responsiveness to individual needs
 * Flexibility i.e. teaching the children not the plan
 * Internalising the plan
 * Knowing the learning focus rather than ‘busy work’
 * Being aware of teaching the essential skills
 * Using assessment to improve the learning throughout the unit
 * Other… || ||

 ||  || || **School’s Thinking Toolbox & ICT Blueprint **   || Bloom’s Taxonomy Use of Bloom’s Taxonomy in planning and student activities Graphic Organisers (as below) Thinkers Keys De Bono’s Hats Habits of Mind Developing student understandings of the levels Bloom’s Taxonomy |||| Digital camera Data projector Smartboard School network SMS asTTle Internet Email |||| Word Art software Photo software Movie Maker PowerPoint Online environments ||||  The computer is used on a daily basis for modelling and administration  Teacher and student files are stored in a systematic way.  Thinking tools & ICTs are introduced, understood and used across the school.  ICTs are used for planning, assessment, presenting and reporting  Thinking and ICT cultures are developed in the classroom  Teachers are skilled in using the ICTs and software used by students (below) || Remembering Understanding Creating Evaluating || PMI Y Chart Venn Diagram || Closed Open //Skinny// //Fat// Seven Servants |||| Alphabet What If Brainstorming Commonality || White Red Yellow Black || Persisting Managing Impulsivity Listening with … Gathering data through all senses Finding humour Wonderment & awe Working with others Think flexibly || Digital camera Paint PowerPoint Word || Analysing || Bubble maps Cause and effect Flow chart Tree SWOT || Seven Servants with key words and phrases Use of synonyms of key words to edit questions |||| Question Reverse Alternative Interpretation BAR Prediction || Blue green || Striving for accuracy Questioning Wonderment & awe Creating, innovating Working with others Thinking about thinking Think flexibly Create and innovate Use past knowledge || Data projector PowerPoint Word Internet search Movie Maker Wiki Google Docs ||
 * **Teachers** |||| **Thinking Strategies & Tools** |||||||| **ICTs** |||| **Outcomes** ||
 * [[image:file://localhost/Users/Sue/Library/Caches/TemporaryItems/msoclip1/01/clip_image001.png width="16" height="329"]] ||||
 * Understandings of:**
 * Understandings of:**
 * Developing skills:**
 * **Students** || **Blooms Taxonomy** || **Graphic Organisers** || **Questioning** |||| **Thinkers Keys** || **De Bono’s Hats** || **Habits of Mind** || **ICTs** ||
 * **Junior**
 * 0-3** ||
 * **Middle**
 * 4-6** || Applying