Milestone+3-+Goal+3


 * Students are highly motivated learners who set goals, measure successes and refine their strategies for further learning
 * Teachers see use of ICT as integral in the learning therefore students regularly use ICT across all learning areas
 * Different learning styles are catered for and students develop strengths across all styles and media. || * Students select appropriate technologies to support their learning.
 * Students share resources, communicate ideas and support others through collaborative problem solving of new software.
 * Teachers learn with and through their students.
 * Students are active learners within global communities
 * Students are inquisitive and have effective strategies to source and process knowledge. ||  ||


 * [[image:paeroacentralmilestone/Elephant_having_a_shower_story_3rd_March_2011.jpg width="322" height="241"]] || __**Visual Oral language ( Learning to use the Mimio to motivate the writing for 5yr olds.)**__
 * To use the question starter "What" to introduce brainstorming to 5yr olds.
 * To model how to use the words they gave to write sentences.
 * Connected prior knowledge with current graphic..
 * Next step to extend children's learning using the" 7 Servant Question Starters" with different images.
 * Lessons learned -
 * how hard it is to use the pens and not to use a red pen over an image
 * provide opportunities for teacher and students to practice using the board and pens ||

To use the questioning matrix to form questions from our first impressions of the image uploaded from a NZ news website (which was displayed on the newly installed class data projector). The next stage involved students choosing another student's question (from the post-its) and forming their answers following critical analysis of the image. Possible answers were presented as statements. Students are more aware of the importance of how we form good questions. They are also using better strategies to create good statements that show their understanding of what is needed to answer the question. ||
 * [[image:paeroacentralmilestone/DSC08020cp.jpg width="203" height="313"]] || __**Questions and Statements:**__
 * Purpose** - using visual images to stimulate interest and discussion and gain information and understand the difference between statements and questions
 * Outcomes **

To use a news article to skim and scan for information. Students highlighted the who, what, where and when aspects using a different coloured pen for each aspect. Students learning to focus on isolating specific question aspects in order to gather relevant information to gain important information by summarizing the article.
 * [[image:paeroacentralmilestone/DSC08022cp.jpg width="224" height="311"]] || **__Newsboard__:**
 * Purpose**:
 * Outcome:**
 * Next steps:**
 * provide a variety of news articles to develop this skill
 * use images to analyse in the same way but to write statements for each question starter. ||

**Purpose:** Following the news article activity (above) the students were required to formulate their group PMI on the topic of 'Should Paeroa Central have an extra playtime too?' **Outcome:** Students discussed and noted good thoughts - both positive, negative and issues they would need to discuss further. Students used effective strategies to process the ideas from the article and make comparisons so they could then decide whether the idea might be possible at their school. ||
 * [[image:paeroacentralmilestone/PMI.jpg width="400" height="275"]] || __**Use of graphic organisers:**__

Students select appropriate technologies to support their learning/ in this case the Paint programme. <- First attempt/ practising using the mouse as a drawing tool. NB the choice of three colours, no connections to complete the flying fox. -> Assessment after 6 weeks practise/ he has made connections, hugely improved mouse control, appropriate colouring and it's obviously a monarch caterpillar on a leaf. As a result of computer work his fine motor skills have shown great improvement. Teacher has introduced rubrics using the SOLO taxonomy and in analysing these graphics: __* Students are active learners with global communities __ __The Year 7 writing group turns their stories into sound bites at the NGA IWI FM radio station__ __Teachers evaluative record__ All students on the intervention are Maori. At our school 94% of students are Maori. After the two day introduction course at the Waipuna Conference Centre the proposed teacher Mrs Karen Short planned to do an intervention based on local Maori legends. As Principal I also attended the training. In the last week of Term 2 Mrs Short became very unwell and had to take 5 weeks off. Because I had attended the training, and was interested in the Intervention I took over the teachers role and taught the students throughout Term 3. I used Mrs Short's planning for the first writing topic and we started with a Gavin Bishop book and each student wrote their own version of the creation story. The students chose the best version which was Coel's. We went down to Nga Iwi FM the local radio station and the boys recorded Coel's story. He had included a lot of direct speech so there were parts for all of them. Next I invited Hariatta and Reg, the grandparents of another student to come and speak to the boys. Hariatta brought an old painting of an ancestor Teraia who was a paramount chief, a cannibal who didn’t sign the Treaty of Waitangi. He had a large waka that went up and down the Ohinemuri River to Waiomu on the Thames Coast. The taurapa from his waka he gave to the first pakeha family the Thorpes, and three generations later the Thorpes gave it to the Paeroa Museum. Te Papa in Wellington had then requested it but Hariatta had refused as one of the leaders of the local iwi. We all hopped in our cars and went to the museum and looked at the taurapa. The boys wrote up the story, descriptions of Teraia, opinions on who should look after this fragile piece of carving.Pakeha, Maori, Paeroa Museum, Te Papa. Whose taonga is it? After this topic they then began to write about waka, their own experiences of travelling in them and their own experiences of the river. Each child also recorded their best story from this set of writing at the radio station. The radio station has played these stories and interviewed the boys on air about writing them. The last lot of writing has been the boys own choice. Each day's writing sparks the next. They are authors now and underway independently. What motivated the boys? Working in a small group. Going to the radio station and being coached by the staff there. Using new and different technologies. Having the local community hear their work and giving them feedback.
 * [[image:paeroacentralmilestone/RIMG0001.JPG width="251" height="308"]] || __**Using and developing the PAINT programme in the learning with new entrants:**__
 * Purpose:**
 * Reflection:**
 * initial attempt - placed at multistructural - lots of "things" that may be on a flying fox but nothing connected.
 * 6 weeks later (following lots of practicing) - placed at between relational and extended abstract - details, colours and size all connected and easily identifed. Also the addition of the leaf shows that the child knows the need for leaves in its environment. || [[image:paeroacentralmilestone/RIMG0002.JPG width="240" height="309"]] ||

**__Students use of blogs to share ideas and photos to communicate and pass on knowledge gained on a regular basis__**