Goal+3

__**Success Indicators:** __
 * 3. Teachers to integrate e-learning effectively in their practice creating an innovative and exciting learning environment for all students. **
 * Students are highly motivated learners who set goals, measure successes and refine their strategies for further learning
 * Teachers see use of ICT as integral in the learning therefore students regularly use ICT across all learning areas.
 * Students share resources, communicate ideas and support others through collaborative problem solving of new software

__Evidence:__
of learning. e.g. Year 1 & 2: [|Junior_learning_rubric_RIMG0004.JPG] Junior students drew a picture to show things they do to show they are a good learner. Their evidence post-it was then placed on the rubric appropriate to their evidence. Year 3, 4, 5: [|Earthsunmoon_rubric_RIMG0001.JPG] - This indicated the next steps for each level of learning of unistructural, multistructural and relational. The teacher was able to see next steps to extend each level and scaffold future learning. Students were also able to reflect on what they knew and what they needed to know and formulate their own next questions and learning steps using SOLO taxonomy. The purpose of the learning was to learn about the cycle of the moon and how it relates to the tides or tidal influences in our world. ||= __Year 6, 7, 8__ s tudents were learning to **use a variety of graphic organisers** to understand and collate information relating to the earthquakes in Christchurch, New Zealand and Japan. The following tasks use the thinking hats. Students were able to begin thinking at a deeper level and appeared to enjoy this activity. After recording this information of a period of days focusing on a particular hat, the students then created a Venn Diagram comparing and contrasting both the Japanese and Christchurch earthquakes. [|Japan_hats_task_RIMG0006.JPG] [|Christchurch_Hats_Task_RIMG0005.JPG] [|Fishbone_-_earthquakes_RIMG0008.JPG] This graphic organiser was another way for students to record and display their information and create different connections. || The teacher assessed the assignment according to the rubric and then each was peer assessed by a fellow student. [|scan0002.jpg] || __3:2__
 * = * **Rubrics** were created during a teaching/learning session by the facilitator introducing SOLO to students. Ongoing reference is made to where each student is on the rubric and how and when they can progress through the stages
 * = * A **student led** the learning with this news item (as a hard copy from a news website) and using the data projector, had each student skim the article and highlight on their copy the 5 W's question starters (one at a time) as a means of summarizing the main points of the article. This was a powerful learning experience for all the students. This encouraged and challenged other students to share their newsboard items in a similar way, presenting opportunities for oral presentations and discussion, active listening and presenting using effective digital technologies with the class. [|Question_starter_newsboard_RIMG0009.JPG] ||= * **A rubric** was used in the senior class (yrs 6, 7, & 8) for assessing a research report that they did on a question of their own choice relating to the human body. They initially used an elimination draw strategy in which they choose four questions then eliminated two of them and then eliminated a further one until they were left with their final question of choice. The rubric was given to students prior to their research so they knew exactly what they had to do in achieving an excellent mark, while still working towards their own goals. This type of rubric worked well and is similar in many ways to what is expected at secondary school for NCEA achievements.