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Recount
     Planning for Real Day

Sonya Van Schaijik

  Lead Teacher
Newmarket School

   6 June 2012

                     2
Hashtag #travelwise




         3
How did we become involved?
•   Connections via Superclubsplus


•   An idea- meeting with the TravelWise Team




                            4
What is the BBC World’s biggest
     Assembly? #BBCassembly

                               -What do young people
                                 like you care about?

                               -What's most important to
                                 you?
Over twenty-four hours, BBC
will provide a platform for
schools across the globe to
debate and discuss, share
                               -Newmarket School
concerns and ideas about
what really matters to them.      5
How did the day evolve?
•   Sharing our story on National Television
•   Sharing our story with the BBC
•   Sharing our story via Facebook and twitter.




                              6
TVNZ Breakfast




• http://youtu.be/KKl01kkud7A
                       7
Our day

•   http://www.newmarket.school.nz/Home/

•   http://wbxapp.com/newmarketschool

•   TravelWise

•   Picasa

•   BBC Global Assembly

•   Children’s Discussion
                            8
Using Social Media



•   As teachers we use twitter, facebook and youtube.

•   The LPG framework that surrounds us in keeping our
    children safe.

•   Most tools are accessible by our teachers to use with
    our children.

                              9
Ongoing professional
             development
•   We check out the tools before using them with the children.
•   These tools we use as a staff.




             WEBINAR: Digital Citizenship -
             Using inquiry to build digital citizenship


                                      10
Nodes between the nodes
•   Relationships and making connections




                                 11
TravelWise & our children




•   Where to next?
•   Building closer relationships with a few schools.
•   Giving the opportunity to practise with new technology.
•   We have built global relationships and would like to build
    Auckland wide relationships.
                              12
Collaboration
•   The National Library are willing
    to support a collaborative
    workshop with our children.

•   We are working with minors so
    straight away many online tools
    are not acceptable.
•   Check do they ask for an
    email?

•   We are still investigating
    Google apps for education but
    at this stage are not yet using
    them with our children.
                               13
Building relationships
Ulearn




Nethui




TravelWise
                   14
Global Collaboration

      http://www.superclubsplus.com


      http://www.bbc.co.uk/worldclass/


      http://www.unesco.org/new/en/educati
          on/networks/global-
          networks/aspnet/



             15
Thank you
Thank you for listening.

@vanschaijik


sonyav@newmarket.school.nz




Are there any questions or comments?
                    16

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TravelWise

  • 1.
  • 2. Recount Planning for Real Day Sonya Van Schaijik Lead Teacher Newmarket School 6 June 2012 2
  • 4. How did we become involved? • Connections via Superclubsplus • An idea- meeting with the TravelWise Team 4
  • 5. What is the BBC World’s biggest Assembly? #BBCassembly -What do young people like you care about? -What's most important to you? Over twenty-four hours, BBC will provide a platform for schools across the globe to debate and discuss, share -Newmarket School concerns and ideas about what really matters to them. 5
  • 6. How did the day evolve? • Sharing our story on National Television • Sharing our story with the BBC • Sharing our story via Facebook and twitter. 6
  • 8. Our day • http://www.newmarket.school.nz/Home/ • http://wbxapp.com/newmarketschool • TravelWise • Picasa • BBC Global Assembly • Children’s Discussion 8
  • 9. Using Social Media • As teachers we use twitter, facebook and youtube. • The LPG framework that surrounds us in keeping our children safe. • Most tools are accessible by our teachers to use with our children. 9
  • 10. Ongoing professional development • We check out the tools before using them with the children. • These tools we use as a staff. WEBINAR: Digital Citizenship - Using inquiry to build digital citizenship 10
  • 11. Nodes between the nodes • Relationships and making connections 11
  • 12. TravelWise & our children • Where to next? • Building closer relationships with a few schools. • Giving the opportunity to practise with new technology. • We have built global relationships and would like to build Auckland wide relationships. 12
  • 13. Collaboration • The National Library are willing to support a collaborative workshop with our children. • We are working with minors so straight away many online tools are not acceptable. • Check do they ask for an email? • We are still investigating Google apps for education but at this stage are not yet using them with our children. 13
  • 15. Global Collaboration http://www.superclubsplus.com http://www.bbc.co.uk/worldclass/ http://www.unesco.org/new/en/educati on/networks/global- networks/aspnet/ 15
  • 16. Thank you Thank you for listening. @vanschaijik sonyav@newmarket.school.nz Are there any questions or comments? 16

Hinweis der Redaktion

  1. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  2. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  3. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  4. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  5. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  6. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  7. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  8. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD
  9. Perceived levels of involvement were closely aligned with all participants stating that they were largely involved. Huge-buy in that was very different from previous PD initiative. Closer network of schools developed Fair ‘young cluster’ – into the second year of the PD in 2010 One leadership strand appeared problematic with principals rating this strand as being less effective than the other leadership PD. In-depth PD for 10 schools, 8 school involved in cluster level PD In-depth focus on Years 1 -4, but other year level teachers involved in cluster level PD