LT2010day1

Welcome Back

(Clumps, Grouping)
 * Rua paki

Number Rua, Toru etc corresponds with how many people go in the particular group and the number of claps that the group echos with the leader. Everyone repeats the chant.

If your class was playing netball and someone made a good shot, the leader would call, Rua paki, good shot. The group would clap twice and all say "good shot".

The clap is to get the groups attention and raise the level of energy in the group, you can just call numbers to group in and then have the group clap them and move to the groups of ???.

Number off- always good to get the group to number off so you know how many in the group and what multiples you can work with for smaller group work. || Holiday Discussion


 * 1) Best day on holiday
 * 2) Funniest thing that happened
 * 3) New thing you tried or something you hadn't done in a long time.
 * 4) Something you did on holiday that you would never do again.

Choose the best story from each person and use Shape Collage to display your group's holiday snaps. ||
 * Stuff we need to go through ...


 * Emails for teachers, changes with staff. Sarah- Skype
 * Changes to Website- Please go through this with staff
 * Programme for 2010
 * Expert Workshops - Feedback and Suggestions? Changes
 * Expert WorkshopsRegistration process (Issues)
 * Sort out "In School Support" facilitator days
 * Awesome tool []
 * Anything else, anything people need to clear up, ask about???? || [[image:wall_wisher.jpg link="http://wallwisher.com"]] ||
 * = http://wallwisher.com/wall/ltd-day1 = || Todays Wall (Walls can be embedded) ||
 * Inquiry vs Integrated Curriculum

Please fill out this before we begin our work on Inquiry

Read this document using the below Reading strategy and then use creately to define Inquiry learning, what is distinct about this approach.

tick ! ? key - Reading strategy (Use the annotate tool in the tool menu- colour code these) Each participant has a reading. Explain the code to use to annotate during reading: Tick for things you agree with ! for statements that make you wonder or disagree with ? for questions that arise from the text. After a minute or so of reading call out 'Say Something' each person in the pair then shares something they have coded and why. Participants are then instructed to return to the reading and the process continues.



How are Integrated and Inquiry learning different and similar? Perkins

|| FOOD FOR THOUGHT

media type="custom" key="5282053"

[|Inquiry at Weber School]

||
 * Click image below to link to Inquiry Resources on wiki**
 * **Partners (rua paki)**

With your partner discuss...
 * Do people need to be explicitly taught to learn?
 * Would a curriculum of completely self directed learning experiences be ok?
 * What are the dangers of child centered teaching/ learning?
 * Are some things more appropriate for explicit teaching?
 * Does it depend on learners age? stage?
 * What do successful learners know and do?? Are there strategies where direct teaching should be focused? Discuss, justify and explain how this could be done... ||  ||
 * Connections project

__**Lead Teachers in three groups trial these tools**__ Can use rather than Skype and wont have to join up- if schools have had problems getting Skype to work?? [] [] and [] []

Competition rules and entry form- lead teachers develop this in their small groups, then compile the ideas on a goolge doc. Go through the Google Apps, especially feed reader. New feature - folders and Document viewer (PDF)

media type="custom" key="5392715" || Resources for Connection/ Collaboration

Resources for Skype on our wiki.

Don't forget Dabbleboard, using a co-authored wiki/ blog

[|American Website Info and tips for online collaborations]

[|Developing teachers PLN and projects to get involved in]

For teachers who can't think of anything... An example of an [|organised collaboration] you can just join, (this might be good for teachers who are not feeling confident to do as a team for real-life support and discussion)

Or a [|huge list] of organised collaborations to choose from. ||