Data+Gathering+Processes

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

As Facilitators, when we work with teachers, are these things clear?
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
 * Guiding Questions:**

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:
 * Feedback:**

**Facilitation Strategy:**
Think/pair/share 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?

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

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

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.".