Ccc teaching As Inquiry Plan Teacher: Jo Harris School: Papanui Primary Date: August 2010 Goal 1



Download 26.54 Kb.
Date conversion01.05.2018
Size26.54 Kb.



CCC Teaching As Inquiry Plan
Teacher: Jo Harris School: Papanui Primary Date: August 2010
Goal 1: Increase capability of teachers and principals to improve students’ learning and achievement through e-learning.


Create a supportive learning environment

Teachers provide opportunities for students to:

  • Be included in all lessons at their level as appropriate to their individual needs

  • Celebrate their learning by displaying a range of their work

  • Interact positively with other students

  • Interact positively with the teacher

Facilitate shared learning

Teachers provide opportunities for students to:

  • Take part in discussions to reach understanding

  • Share and explain their opinions/ideas

  • Question and challenge others appropriately

  • Work cooperatively to achieve group goals

Encourage reflective thought and action

Teachers provide opportunities for students to:
  • Discuss how well they have worked


  • Identify what they should do differently in the future to get better

  • Reflect on their goals to guide their action

  • Use thinking tools to help them learn

Enhance the relevance of new learning

Teachers provide opportunities for students to:

  • Help decide the learning intentions and success criteria

  • Know what they are learning and why

  • Help decide what they are learning about

  • Identify their next learning step using the success criteria

Make connections to prior learning and experience

Teachers provide opportunities for students to:

  • Share what they have learnt with others

  • Learn through authentic, real life tasks and experiences

  • Build on what they already know

  • Relate learning to their everyday lives


Research Questions:

  • What strategies will I use to help my students be aware of and understand the learning intentions and success criteria in my e-learning activity?

      • Have learning intentions and success criteria displayed in the classroom “We are learning to retell a Maori myth through an animated movie”
      • Discuss these with the students and give them the opportunity to add to the success criteria (eg. speak clearly, don’t speak to fast, use a clear, loud voice so I can be heard, make the set and the characters, take photos to put into iMovie)


      • Refer back to them often throughout the learning experience

      • Provide lots of modelling of the different stages as this is a new experience for all children

      • Show them examples of claymations so they get a clearer understanding of the final outcome they are aiming for.




  • How will I gather evidence to show increased opportunities for students to be aware of the learning intentions and success criteria in my activity?

      • Take photos of our Learning intentions and success criteria

      • Student voice –interview the children, asking them how successful they think they are in completing the task. Record their comments (do the students make reference to the success criteria that was provided?)


Goal 2: Integrate ICT into the NZ Curriculum


Integrate ICT

Teachers provide opportunities for students to:

  • Make informed decisions about when to use ICT for learning

  • Use a range of ICTs for communication and collaboration

  • Use a range of ICTs for critical thinking and researching

  • Use a range of ICTs for creativity


Learning Area: English

Concept: Communication

Strand: Creating meaning for themselves or others (speaking, writing, presenting)

Making meaning of ideas or information they receive (listening, reading, viewing)


Context: In our whanau group we are working with the myth ‘Maui and the Sun’. We split the group in half (half making props for the show and half working with me doing claymation). Within my group I split the children into 5 groups and each group took an aspect/scene of the myth which they then would recreate into a claymation movie. Each group had to create their set and make all their clay characters.
Research Questions:


  • What tools and strategies will I use to help my students use ICTs for communication?

    • The students are learning how to create their own iMovie using claymation which will then be shared at our end of term show to our school and parent community.

    • I will show the children some claymation movies off the web so they can visualise the end product

    • We will discuss examples of claymation films such as Wallace and Gromit and Chicken run and discuss how these were made.

      • Each group will create their own storyboard

      • We will discuss appropriate props, different angles, close-ups etc

      • They will set up their own filming area thinking about lighting, fixed space that is easy to recreate next time

      • They will use Photo Booth software on the Mac computers to take their photos

      • With my help…

  • They will import the photos into iMovie and drag them into the correct sequence

  • They will think about what sound effects will be appropriate and insert these into their movie
  • They will write their script and then record this into their movie


  • They will create titles and credits to support their movie

  • I will then save the movies as Quick times so that we can play them in our show




  • How will I gather evidence to show increased opportunities for students to use ICTs for communication

      • I will photograph the children throughout the process (making props, designing backdrops, taking photos and recording their narrations)

      • We will share their movies at our end of term show


Goal 3: Strengthen professional learning communities and increase collaboration within and across schools.
Research Question:

  • How will I share the results of my inquiry with my school and cluster colleagues?

      • I am going to share my findings with my syndicate/ staff

      • I will upload the movies to You Tube and then put the movies onto our school wiki, follow this link to view

http://papanuiprimary.wikispaces.com/Clayanimation+movies


      • What happened as a result of my actions? (Based on the evidence I gathered)

The students could state most of the success criteria for this activity, which we referred back to often throughout the process. It helped to have them displayed on the wall and start each session discussing them. As we went along they could start to identify possible problems in the process that they would encounter (particularly with the sets and the props) and help to solve them.

It was great to see the children working in multi-levelled groups (years 1-6) and each taking on appropriate group roles and supporting each other through the process.
The students were responsible for the whole process from props, taking the digital photos and composing and recording the narrations and so they were highly engaged in the task and very proud of their final movie.
I was impressed and proud of the final outcome as it was a new experience for all the children involved. Most of all I was thrilled that the children had so much fun in a creative environment and they all tried something new that they can be proud of.

Student voice. What did they think?

“Claymation was fun because we got to paint the moon and the background and make Maui out of clay” “I felt proud of our claymation movie because everyone could hear our voices and they liked our sets”

“I was excited to share our Maui story with the audience”

“I liked doing the claymation because I enjoy photography”

“I enjoyed making the claymation film because I like making models and it was something new”

“I felt proud of the props that I helped to help tell the story of Maui”

“I liked my claymation guy, he was cool and he had a flame torch but sometimes he got detached at the legs”

“I liked making the clay people because we could be creative”

“We had to practice a lot to get our voices clear but I was proud because we achieved something big”

“I was feeling proud of our claymation movie because our people were amazing”

“I didn’t like doing the voices on the claymation movie because my voice sounded different”

“I was really proud of our claymation movie because even though it took ages our group finished it”

“I was proud of all the work we did on our movie to make the story seem real”

What are my next steps for teaching and learning?


      • My next step is to give the children another context in which they can then practice the skills again so that they are then able to pass their knowledge and skills they have learned on to other children

© eTime 2010. All rights reserved







The database is protected by copyright ©hestories.info 2017
send message

    Main page