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
Learn through authentic, real life tasks and experiences
Build on what they already know
Relate learning to their everyday lives
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?)
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
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.
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