swellresearch.blogspot.com
Swell teacher research: February 2009
http://swellresearch.blogspot.com/2009_02_01_archive.html
Feb 25, 2009. Using 'Fishbone' Organisers in our School Production. Managing Self: To investigate ways to improve student capability to manage self including student awareness of and ability to use key learning tools for their achievement level e.g. organisational and thinking tools. Question 1. Implementation: How can students be supported to develop their ability to use a ‘fishbone’ graphic organiser through repetitive use in the class writing programme? Success Criteria for Knowledge. Be able to analy...
swellresearch.blogspot.com
Swell teacher research: May 2008
http://swellresearch.blogspot.com/2008_05_01_archive.html
May 22, 2008. Participating and Contributing at School Camp. Question 1. Implementation:. How can students identify key knowledge, attitudes, values and skills that could be addressed through a programme of work. Question 2. Engagement:. How engaged are students when they are involved in identifying knowledge, attitudes, values and skills that enable them to operate successfully at camp. Question 3. Knowledge:. Question 4. Competency:. GENERIC SWELL KNOWLEDGE SCALE. Recognise the link between independenc...
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Swell teacher research: September 2008
http://swellresearch.blogspot.com/2008_09_01_archive.html
Sep 24, 2008. Chalk and Talk" versus "Cooperative-Expert Jigsaw". To investigate ways to improve student capability to participate and contribute; particularly student ability to work cooperatively. To do this children learnt using a 'Chalk and Talk' approach:. Teacher talks - children listen. A brief visual presentation. Children read some text. Children do a follow-up activity about the text. Eacher and children have a brief discussion about what they did. Hildren form 'home' groups. SUCCESS CRITERIA F...
swellresearch.blogspot.com
Swell teacher research: March 2009
http://swellresearch.blogspot.com/2009_03_01_archive.html
Mar 17, 2009. Co-constructing success criteria in a new entrant - year one class. To investigate ways to improve student ability to develop assessment criteria for key learning intentions. To investigate ways to improve student capability to mange self, particularly their ability to use Learning Poutama. Question 2. Engagement: How engaged were students as they developed and started to use a Poutama when establishing expectations and routines at the beginning of the year? Success Criteria for Competency.
swellresearch.blogspot.com
Swell teacher research: 'What's the Plan Stan?' Does working in 4s result in an increase in topic knowledge?
http://swellresearch.blogspot.com/2009/12/whats-plan-stan-does-working-in-4s.html
Dec 15, 2009. What's the Plan Stan? Does working in 4s result in an increase in topic knowledge? Participating and Contributing (in co-operative groups). Implementation: How can students be supported to participate and contribute through the use of small group work? Engagement: What impact does the use of small group work have on student’s engagement during topic lessons? Knowledge: What impact does working in groups of 4 have on their topic knowledge? Success Criteria for Knowledge. At the beginning of ...
swellresearch.blogspot.com
Swell teacher research: December 2009
http://swellresearch.blogspot.com/2009_12_01_archive.html
Dec 15, 2009. What's the Plan Stan? Does working in 4s result in an increase in topic knowledge? Participating and Contributing (in co-operative groups). Implementation: How can students be supported to participate and contribute through the use of small group work? Engagement: What impact does the use of small group work have on student’s engagement during topic lessons? Knowledge: What impact does working in groups of 4 have on their topic knowledge? Success Criteria for Knowledge. At the beginning of ...
swellresearch.blogspot.com
Swell teacher research: April 2009
http://swellresearch.blogspot.com/2009_04_01_archive.html
Apr 22, 2009. Peer Conferences Improve Quality of Writing. Kathryn Smith and Christine Sangster. Student awareness of, and ability to use, key learning tools for their achievement level (e.g. organisational tools, process tools, thinking tools, learning habits, technology, presentation tools, etc). How can we implement a successful writing programme, within our classrooms? How can we help students sustain motivation for writing throughout the process? Success Criteria for Knowledge. Can explain how the p...
swellresearch.blogspot.com
Swell teacher research: August 2008
http://swellresearch.blogspot.com/2008_08_01_archive.html
Aug 14, 2008. Learning to Manage Ourselves from the Bottom Up. Student awareness of and ability to use key learning tools for their achievement level - organisational tools and thinking tools. Context: Managing self and Thinking. Related to work being done using Habit of MInd THINKING ABOUT OUR THINKING and strengthening weaknesses identified when tested with Gardiner’s Multiple Intelligences as part of their Inquiry Learning understandings. HoM: THINKING ABOUT OUR THINKING (METACOGNITION):. What growth ...
swellresearch.blogspot.com
Swell teacher research: June 2009
http://swellresearch.blogspot.com/2009_06_01_archive.html
Jun 25, 2009. St Francis de Sales School. Jacinta, Nik, Marilyn, Lisa. Managaing Self in Literacy (Writing). Question 1. Implementation: Are students' learning outcomes in writing enhanced through using a rubric? Question 2. Engagement: Do students use the rubric to assist their learning? Question 3. Competency: Did the students use the rubrics effectively to increase their learning outcomes? Success Criteria for Competency. 3 Beginning: Able to use rubric and can identify their next learning step. 2 Pro...
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