Do classroom environments reflect the learning that is happening? EG Where did we start, where did we go and where are we going?

Facilitation strategies:

As Facilitators, when we work with teachers, are these things clear?

Guiding Questions:
Are learning intentions clear? How have these come about? Negotiated or curriculum documents? What is it we want to achieve? How do we know if we have achieved this? How can we revisit learning to show how the task has be enriched?
Are teaching interventions and strategies clear?
Are thinking interventions clear? Are ICT interventions clear?
Are e-learning practices and processes obvious?

Understanding SOLO Taxonomy

Examples of classes using SOLO tools

Template when working with teachers:
Teacher and facilitator planning template

Making a Difference Wikispaces resources
Target Achievement Rubric

What is data? What is evidence? Why gather data? What will this show? How can we show progress, deeper understandings, student learning outcomes?
Visit following Google Doc:

Facilitation Strategy:

How can this data be analysed when reporting to school wide Ministry targets, to BoTs, annual targets
How can this data be analysed when reporting to ICT PD milestone reports?

What other tools can we use?
Google Docs
Reflective Journal (Orginally developed by Sara Taylor from MIC cluster)
Action research processes

What resources/material/templates are available to us based on this investigation?
Assessment for the new Curriculum wiki
Hooked on Thinking wikispaces

One School's Story: Podcasting at Point England School

Point England School did well to address authentic integration of ICTs to specifically address oral literacy needs. They started with the children, a need, a specific learning intention. They identified student learning needs and ways in which new technologies could engage and enhance learning opportunities.
[[ ]] Post on the Literacy Cycle is particularly interesting.

For a more detailed analysis read Dorothy Burt's e-fellowship research, "The lure of Podcasting"
Dorothy says, ""eLearning when grounded in a carefully constructed pedagogical framework framework is contributing significantly to both engagement AND student outcomes in literacies as tested by asTTle, STAR etc.".