Milestone+5


 * //__Evidence __//**

**Goals 1 & 3: Examples of Student Achievement and Engagement using ICT/eLearning:**

|| **Description of Example** || ** Example ** || - use of sam animation in inquiry learning - photostory - one page wonders - shared google docs pages - virtual school use prior to school wide LMS implementation - expert use of publisher for a school newspaper the 'Citizenship' - comic life - monkey survey (link to teaching as inquiry) - to come.. || media type="youtube" key="ftb7lVL65bQ" height="101" width="134" media type="youtube" key="WFyIG8tFZFY" height="101" width="134" Year 1 use of photostory and sam animation media type="file" key="SAM.wmv" width="135" height="135"
 * **School**
 * Hanmer Springs || Classrooms have been communicating and collaborating using ICT/elearning to improve engagement and achievement with a focus on discerning use. Recent examples include:

[|Techie angels collaboration]

Vitual School communication, collaboration and engagement.

|| http://waikarischool.wikispaces.com/ || media type="file" key="Ernest.mov" width="300" height="300" ||
 * Waikari || Our junior class (Year 0-2) Room 2: //Weka//, have there own 'Look at me sharing page' on our school Wiki site. Each child has a photo which activates their personal page. Within their pages, you can find examples of their recent work like their Term 1 focus: 'Change in our Community'- writing descriptions. Our parent's and local community enjoy and regularly utilise the site to celebrate our student's success across the curriculum. Our student's are communicating, collaborating and connecting with others! || The following link will take you to our school wiki site so that you can access the required page!
 * Greta Valley ||  ||   ||
 * Rotherham || The Senior Room have been creating movies explaining their explorers trip to Antarctica. They made props to help explain the challenges that their explorer faced when they were at Antarctica. They then used Sam Animation to show their journey || Here is an example of one of the groups on Ernest Shackleton.
 * Omihi || Using Scribble press to design and buy books for the students. || media type="file" key="Scribble press.mov" width="300" height="300" ||
 * Waiau || Room 1 - Year 4-6 have been using our ultranet site in their own time to add to a never ending story. The teacher set the rules and wrote the first section. The children have then added to it.

Room 4 - Year 2-3 have been studying myths and legends. Children have accessed the site in their own time to comment on artworks based on the legends. || media type="file" key="Movie on 2012-05-08 at 10.11.mov" width="219" height="219" media type="file" key="Movie on 8-05-12 at 10.02 AM.mov" width="219" height="219" || Teacher Reflections of ideas generated following the SAM Animation practicum || media type="youtube" key="4-7CMMllkjg?rel=0" height="315" width="420" media type="file" key="reflection.mov" width="150" height="150" || Example of one groups Sam Animation Movie || media type="file" key="Elena.mov" width="300" height="300" media type="file" key="Babs Reflection Leithfield.wmv" width="216" height="216" A link to a classroom weebly showing children planning, creating and sharing their Sam Animations || Teachers have created an innovative and exciting learning environment by using SAM animation with student voice. Included is examples of two groups using Sam Animation and creating a movie. || media type="file" key="Room 4 Rocky Shore.mov" width="210" height="210" align="center"
 * Papanui || A group of Year 4-6 children worked with the Christchurch School of Writers this term and together, created a radio play. They collaboratively wrote the script and developed sound effects to complement their script. The students performed their radio play to their parents. To take it a step further, we decided to turn their script into a movie using Puppet Pals on the iPad. Here is the result!
 * Emmanuel Christian ||  ||   ||
 * Leithfield || Two Teaching as Inquiry Plan with student voice and photos
 * Waipara || Two 'Teaching as Inquiry' Cycle Plans showing how the teachers have intergrated e-larning effectively into thier practice.

media type="file" key="rocky2.mov" width="210" height="210" align="center" ||

//Please note: Waikuku, St Patricks Kaiapoi and St Albans have provided evidence on the Virtual Learning Network//

**Goal 2: Examples of application of Hermann Brain Dominance Thinking Preferences**

|| **Example** ||
 * **School**
 * Hanmer Springs || [[file:HBDI for milestone.docx]] ||
 * Waikari || [[file:Having received recent professional development on the HBDI.docx]] ||
 * Greta Valley || [[file:Malin HBDI.docx]] ||
 * Rotherham || [[file:HBDI Thinking preferences.docx]] ||
 * Omihi || As the principal of a small country school the work that we have completed on HBDI has enabled me to be more conscious of colleagues learning styles and has enabled me to be more considerate of their point of view. As a person locked into the blue zone well and truly I have had difficulty in the past appreciating another point of view having devoted endless hours at time to develop strategies to solve problems. Through this work I now understand where other people are coming from in their discussions and they are not being obstructive. In addition I am even more aware of why people have different learning style and endeavour to cater for these in my teaching approaches. I am now more appreciative of all contributions. ||
 * Waiau || [[file:Waiau School teachers were profiled some years ago.doc]] ||
 * Papanui || [[file:HBDI Papanui.doc]] ||
 * Emmanuel Christian ||  ||
 * Leithfield || Being a small school, we only have a small leadership team, being myself and a DP. To this point, we have not had the staff undertake an HBDI but after the lead teacher came back from a support day, where she had worked with the facilitators on a website which gave a profile similar to the HBDI, we decided it would be a good idea to have all the staff profiled. This will be set up for term 2, 2012.

As part of our on-going review, we have reviewed our school vision over the past 12 months. Each staff member was asked to run a staff meeting and to review one aspect of our vision. It was interesting to see the different approaches used by each staff member as they did this. It would be more interesting to have seen their profiles before doing this to see how their approach matched their profile. We will undertake the profiles and then may be in a better position to assign specific tasks or PD depending on strengths. ||
 * Waipara || HBDI Usage at Waipara School

The Principal has not done a great deal to be honest regarding instituting HBDI at Waipara School. All of the staff are very similar, except for one staff member who is very blue. She was chosen to be the Waipara representative on the MOE funded ALiM contract. I suppose the main thing is that there is an awareness of the different personality styles. I intend to look in depth at the staff’s HBDI profiles and do some work from there.

Di Officer ||
 * Waikuku || [[file:HBDI Waikuku.doc]] ||
 * St Albans || [[file:HBDI_StAlbans.doc]] ||
 * St Patricks Kaiapoi || [[file:St Patrick’s Kaiapoi HBDI statement.doc]] ||
 * HBDI Questioning Tool used during Term 2 Practicum (Encouraging Student Reflection Through eLearning) **