Agenda

Welcome

9.30am

Introductions, welcome and mingle


10am Starter Warm-up for the Day:

10:00am Morning tea

10:20am

Shapes activity

Quick overview and introduction of where everyone is at, Year1 or Year3 etc, where are you going?

11am

Section 1: Writing Streamlined Milestone Reports

Workshop Presentation and discussion


12.00pm Lunch

12:45pm

Follow up discussions may possibly lead into Data Gathering Processes

Otherwise continue to meet individual needs with sharing session:

Facilitation Strategy

Give One Get One:

(Dalton and Anderson)

The principle of giving and receiving is at the heart of any community. ‘Give One Get One’ is a strategy that models that everyone in a community has something to learn from each other. Move around the room giving and receiving from as many different people as possible.
Also effective for gathering lots of ideas in a short time and raising energy levels in a group.

1.10pm

Topics of discussion options (from requests from group - names show person who requested topic and does not indicate they will necessarily lead)

  • Current research on interventions and impact on student learning - Angie Simmons
  • Examples of classroom practice - Angie Simmons
  • Outside the flow: How do we work around/with the reality that many families still have no internet access or only dial-up? - Chrissie Butler
  • Beyond the "on button": Strategies for meeting staff where they are at - Chrissie Butler
  • How to set up a purposeful , efficient school infrastructure to effectively meet the needs of all involved - aspects of Martin's digital divide in this thinking - Dave Fletcher
  • Cave space and campfires, developing a digital classroom - Martyn Weatherill
  • Control Technology (Workshop) - Martyn Weatherill
  • Reality Checks - digital is divine but what are the consequences. Dealing with the discrimination of the digital divide. - Martyn Weatherill
  • Infrastructure and system maintainance on a shoe string budget -

Three groups for unconference sharing:
  • 1. Martyn Weatherill and Dave Fletcher
  • 2. Lenva Shearing - How we use Ning in the classroom for file storage and organisation (happy to talk to this) and Lenva Shearing sharing web tools
  • 3. Indira integrating key competencies in schools/research

2.15pm

Notices
  • Module dates and explanation
    • Leading learning - 4th to the 21st of May
    • Strategic planning for physical and technical infrastructure - 8th to the 26th of June
    • Facilitation strategies - 3rd to the 21st of August
  • Upcoming Auckland unconference
  • TakingITGlobal courses - Auckland workshops
    • Date: May 12th Venue: Reremoana School, Scotsmoor Drive, Wattle Downs Time: 9am to 3pm Cost: $80/ participant
    • Date: May 13th Venue: Murrays Bay Intermediate, 37 Sunrise Ave, North Shore Time: 9am to 3pm Cost: $80/ participant
    • Date: May 14th Venue: Renaissance Education Division, Level 4, St Laurence House, 139 Quay Street (5 min from Britomart) Time: 9am to 3pm Cost: $80/ participant

Reflection time and planning for next meeting

Current research to consider:

In terms of Gusky's material. He basically created a model for determining the value and worth of training programs based on the work of Donald Kirkpatrick.
1. The first level evaluates the participant’s reactions. Did participants find the experiences enjoyable and useful? This level is the most familiar and most widely used.
2. The second level measures participants’ learning. Did they increase their knowledge or skill? What new knowledge and/or skills participants gained from the training.
3. The third level makes a shift from the individual learner towards organizational issues. Having gained knowledge and skills, were participants supported to implement their new learning? The impact of organizational support and change.
4. The fourth level asks if participants are successfully implementing their new knowledge and skills. How it influenced what they did on the job. How the training affected their productivity.
5. Finally, and most importantly, the fifth level focuses on student learning. Did the learning have an impact on or affect student achievement?

Some useful links for further explanations and examples:
http://www.wcs.edu/staff/pd/evprdegusk2.htm
http://www.icvet.tafensw.edu.au/resources/pd_evaluation_models.htm

Waimarino Cluster (Judi Buckley and Rochelle Jensen) created an online survey using these ideas and it can be accessed @
http://www.surveymonkey.com/s.aspx?sm=O8tZ0aXzYX1VKCeztK10UA_3d_3d

Teacher professional development
Helen Timperley
Page 20 is particularly interesting

Addtional:
http://www.instep.net.nz/learning_cases/case_4

Hattie's research on Visual learning and the impact of interventions on student learning
Summary of findings

Artichoke on these findings
http://artichoke.typepad.com/artichoke/2009/02/visible-learning-the-gathering-and-what-to-do-when-everything-works-.html
Conversations in Ning
http://elearningresearchnetwork.ning.com/forum/topics/hattie-ict-implications
Additional useful resources to consider:
http://www.teacherstoolbox.co.uk/T_effect_sizes.html
http://www.teachingexpertise.com/articles/teaching-and-learning-interventions-1613
http://leading-learning.blogspot.com/2009/01/making-learning-visible-john-hattie.html