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=Middle School Maestros=

Term 3 X-Cluster Project Overview
Please upload your sharing to your named page ready to be viewed in week 3, term 3
 * Prestructural || Unistructural || Multistructural || Relational || Extended Abstract ||
 * Here learners are simply acquiring bits of unconnected information, which have no organisation and make no sense. || Simple and obvious connections are made, but their significance is not grasped. || A number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. || The learner is now able to appreciate the significance of the parts in relation to the whole. || The learner is making connections not only within the given subject, but beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. ||
 * || * define
 * identify
 * do simple procedure || * define
 * describe
 * list
 * do algorithm
 * combine || * compare/contrast
 * explain causes
 * sequence
 * classify
 * analyse
 * part/whole
 * relate
 * analogy
 * apply
 * form questions || * evaluate
 * theorise
 * generalise
 * predict
 * create
 * imagine
 * hypothesise
 * reflect ||
 * ~ Input : in this case from teacher to student or teacher to teacher or facilitator to teacher or lead teacher to teacher ||~  ||~   ||~   ||~   ||
 * || * "Each one teach one" or "three chair" method used to share with students how to write an email or add to a wiki discussion
 * Rochelle to share instructions on how to add to wiki discussions ||  || * Teacher/child/lead teacher/facilitator to introduce different ICT programmes and their use in the classroom. ||   ||
 * ~ Process: what will be observed to show the process of achieving the outcomes below ||~  ||~   ||~   ||~   ||
 * || * || * Define map
 * Brainstorm possibilities
 * Questioning framework used with a focus to find out "how" via email, texting, faxing, skype or wiki discussion || * Making comparisons between using other programmes || * Reflecting before, in and after the process
 * Hypothesise and investigate alternative uses
 * Invention key used
 * Interpretation key used ||
 * ~ Output: what will be observed as a result of the above ||~  ||~   ||~   ||~   ||
 * * Teachers/children watch/observe that which has been shared on the wiki space || * Teachers/children identify a purpose for using the shared technique in the context of their learning || * Teachers/children list how it might be possible for them/their class to use the shared technique
 * Teachers/children find out and follow steps of how to use the technique from the class who shared. || * Teachers/children have identified the preferred programme of choice to meet the identified purpose that was shared. || * Teachers/children have used the observed technique and modified to suit the classroom context
 * Attempts are shared back with the cluster middle school classes along with reflections. ||

A visual recollection
media type="custom" key="639259"

Kia ora Rochelle, thanks for sharing this. We loved the UNITY sculpture and the bus with kids at the windows, would like to find out more to the background of those - cheers Horohoro