Mamaku+Milestone+4

Mamaku School Milestone 4, November, 2011 || Date/event/how many involved/who ||  || Akona are using e-learning and SOLO Taxonomies to support and enhance their achievement. Teachers use SOLO Taxonomy and e- learning tools to enhance learning and understand next step learning. || **Room 1 (year 0-1)** We have designed a __SOLO Rubric__ to help us be able to take turns using the IPADS. Starting from Prestructural- I can not take turns, to Extended Abstract- I can organise the turn taking in my buddy group and keep all my buddies on task and help others with applications. PHOTO ATTACHED
 * Goal Sheet**
 * || ===**What did we do, and how often?**=== || **Was it effective?** ||
 * **Cluster Goals 2011**
 * **Goal 1**
 * 2011 focus:**

__IPad use__ The teacher is looking at moving away from ipad applications that require children's responses only (eg games) to using ipad applications that require some creativity from the children.
 * Room 1 (year 0-1)**

We have used an amazing cartoon website page. __www.cartoonize.net__
 * Room 3 (year 3)**

The children have taken some photos of each other. These have been transformed into cartoon characters. Following this the children are writing stories on their character. See photos of cartoonised Kids....

__Blogging__ http://mmkclass4.blogspot.com Students have been regularly blogging as part of their daily writing programme.
 * Room 4 (year 4)**

Students are using laptops three times a week for research for topic. The topic is 'Describe a Rugby World cup country. Students drew a country out of a hat, and after writing a framework on the Describe Solo map, they knew the exact sub headings to search for.
 * Room 5 (year 5)**

__National Library Seminars __ Vicky Stevens from the National Library has run a series workshops for teachers this year on integration of the National Library online collection and other research __.__ http://www.natlib.govt.nz/ || It is still very much a work in progress, but so far so good. The children and I are referring back to these documents frequently. We have seen some improvement already, especially in the setting out of children’s books.

Children are now comfortable with the use and operation of the ipads. They need to explore new applications that are creative, this work is ongoing.

Children will be using the newly created characters as inspiration for their story writing this term. The effectiveness of this strategy will show in the e-asTTle writing scores for year 3 this year.

Year 2 and 3 are taking part in the e-asTTle writing at level 1 exemplar pilot. Results for this cohort of students will be back from NZCER this term. Exemplars of student writing at this level will form part of the redrafted level 1 writing exemplars.

The blog is encouraging a link between home and school for room 4 students as parents are able to go online and view their child's work.

This was effective, because they could quickly and directly access the relevant information from topics from their SOLO maps. It cut down on having a large amount of books in the classroom, and was a great idea for a resource, which, had I relied on books for this nationwide topic, i may have had trouble accessing enough of the relevant information for the whole class to use. It was also a good strategy for showing the class how to select information, and skim and scan, as I could bring it up in the projector screen, so we could do it as a whole class. We started using laptops as research tools on September 20th, in Term 3. This involves the whole class of a Year four and fives.  Students have been working independently, and it keeps them motivated and on task.

This was very effective in assisting teachers in finding high quality online New Zealand based research material for students to use in class. || Lead the integration of e- learning in their Principals will coordinate the development of e-learning for ALL Akonga. Cluster schools will have a current strategic plan (s) that includes a reviewable ICT annual plan. || ICT Strategic plan written for 2011- 2013. || Effective in forming the direction of ICT implementation at Mamaku School. Has also resulted in $30,000 of grant money from NZCT allocated to the school for ICT infrastructure in the 2011 year. With the grant the school has purchased ipads for the junior school, laptops for the senior school and has installed screens and data-projectors in every classroom.
 * **Goal 2**
 * 2011 Focus:**

School is now connected to the Rural Broadband Initiative and has fibre internet to the school for fast connectivity. || Increase teacher knowledge and expertise that will work towards raising student achievement through e- learning and SOLO Taxonomy. Teaching professionals have performance management goals linked to increased capabilities to improve students’ learning and achievement through e-learning and/or SOLO Taxonomy Teachers are aware of how they can link Maori and Pasifika dimensions to schoolwide, long term and weekly contexts and identify resources that lend themselves to the particular needs and learning styles of these students. || **Room 6 (year 6/7)** __New laptops__ With the arrival of laptops for the classroom we have added __blogger__ to the reading taskboard and mathletics to the maths taskboard which we use daily Monday to Thursday.
 * **Goal 3**
 * 2011 Focus:**
 * AND**

__Blogging__ We have been learning about blogger, how to post a blog and how to comment on somebody's work. Using the COW and CALF (our own laptops) we explored our blogger page that was projected on the classroom screen, that way we all could see and explore together. The children created a SOLO rubric in groups, and we co-constructed the rubric together, stating the criteria at each stage. Myself and two children spent the morning with Paula (cluster facilitator) and continued learning how to use __www.photopeach.com__.
 * Room 7 (Year 7/8)**

__Rugby World Cup Online Competition__ Room 7 won the Mastercard, decorate your class for the RWC competition. Their photos and video clips had to be submitted online and the class won the overall competition.

http://www.rotoruadailypost.co.nz/news/do-up-wins-class-stadium-experience/1105820

__Appraisal goals__ Teachers all have an ICT and a SOLO appraisal goal. This is an adaptation of the work done by Ngongotaha School at the start of 2011.

__ETAP Planning online__ Teachers have all planned their literacy, numeracy and hauora plans for this year online using etap.Planning is based on SOLO. Teachers spent a day planning with Pam Hook to ensure their planning reflected ICT, SOLO, Maori and hauora (health curriculum goals). An example of the plans is available here. upload || Noticed a positive attitude to learning in both these areas as we have integrated ICT with maths and reading. Mathletics is providing and ongoing link between home and school for the maths programme. Students are also working online against other schools and students and this is providing a stimulus to engaging them in ongoing maths study at home.

The two children then went back to class and taught the others. The children self-assessed onto a paper rubric and shared what it was they needed to do next time to improve.

Students saw the value in working at a project and persisting when the file sizes were too big to upload and learnt to compress the files and upload them by the deadline. This has encouraged them to persist when technological challenges look too difficult as they were rewarded with 36 RWC tickets for their hard work.

It has provided a clear focus for teachers in their ongoing professional learning plan for 2011.

With the support of Pam Hook the planning encompassed all the strategic goals for this year in terms of Maori, ICT, SOLO and health. || Information flows between home and school through attended community Information flows between home and school through attended community There are good information flows between home and school through well-attended community events, cluster sharing sessions (term3), newsletters and the use of Web 2.0 tools. || __Mathletics__ Students continue to use Mathletics both at home and at school to support the maths curriculum. www.mathletics.co.nz
 * **Goal 4**
 * 2011 Focus:**

__Assemblies__ Classes runs a class assembly 2 -3 times a year, teachers are required to include an ICT component in their class assembly to showcase to the school community students use of ICT. This usually includes powerpoints, imovies, photos, garageband songs and podcasts made by the students.

__E-AsTTle (year 4-8)__ The school has moved to online summative and formative assessment practices using e-asTTle. Parents are informed of this change over from paper based assessment and have access to the parent information page on TKI. https://e-asttle.education.govt.nz/StudentWeb/login.faces || This has challenged students to keep progressing in maths and is engaging for both teaches, students and parents. Teachers, parents and students are provided with ongoing feedback and feedforward in relation to maths achievement.

This is a very effective way of showing the community what the students can do with the ICT tools to support their classroom programme.

This has been effective in cutting down the paper usage for assessment and provides a quicker and more efficient marking criteria for teachers. Student results can be viewed online by students and their parents immediately after the tests have been taken. Next steps for learning are clearly identified in student 'speak' enabling student to design a rubric in SOLO for their progress in reading and maths (this will be our next step in SOLO for students). ||