Monday, October 20, 2008
Nan, Tina
What's on top - Reporter Bag; Room 5/6 do this daily ; kids bring something to school sand put in bag, kids have to ask questions to gain information about what the object might be. The kids are getting better at questioning, now starting to extend questioning, they are more aware of the learning intention. Also listening more carefully "already asked that". Next week we will flip it and we will link to speeches; to assess that they can ask questions we will work on describing features. Nan using "Tony Ryan's - "soft talk" ; tried out with students who are not getting on. This is giving students time to work through how to work things out using "self talk" as a strategy to make better decisions and be positive and confident through the day. Jallen using tool to articulate what he needs to do to be on time at school. The students talk to a "buddy" (soft toy) to "self-talk and make good decisions.
Hellen & Georgia & Andrew
Week one and two has seen us looking at the 6 thinking hats. This has been very interesting as it has allowed the kids (and ourselves) to think about not only the information that we take but the processes that we go through to get the info!
We can see that students are beginning to open up and question thoughts and ideas. They are also becoming more independent when researching on the net and with other resources.
E.G. Room 1 looking at the red and white hats to distinguish between facts and feelings.
During reflection at the end of each day students recognise the hats / inquiry teaching part of their day was the highlight of their day or the part they enjoyed the most.
We can see that students are beginning to open up and question thoughts and ideas. They are also becoming more independent when researching on the net and with other resources.
E.G. Room 1 looking at the red and white hats to distinguish between facts and feelings.
During reflection at the end of each day students recognise the hats / inquiry teaching part of their day was the highlight of their day or the part they enjoyed the most.
Hi from Ani
It's great to see so many inquiry displays up and around our school, well done staff. It's also great to hear the kids speak about thinking hats; that's pretty quick pick up for the start of the year.
Tuesday, September 23, 2008
Muritai Inquiry
Here is an example of an inquiry in a class at Muritai School. Our ICT cluster visited this school in August to gain new ideas about inquiry. Note the topic label "The Power of One", the big idea and the big questions. Next term we will explore our first inquiry.
Down memory lane
Back in April we had an introduction to using our NEW interactives and the Inquiry process from Johnny and Bronwyn Ward. Here are the staff, parents and kids on a Saturday morning listening and waiting patiently to have a tutu on the IWBs!
Tuesday, September 16, 2008
Anaru's thoughts on Inquiry Learning
While i am still unsure with the "Inquiry learning process" it is a process that I am looking froward to with both anxieties and excitement. I do see the great potential in children's thinking and learning that can take place, especially with the great ICT resources we have avaliable to our children here at Foxton Primary School. the shift in power from a more teacher centred to a child centred classroom and learning process is an adventure that will be filled with many bumps and bruises but nevertheless it will, in my opinion, be a journey filled with many intrinsic and intangible rewards for our children.
Monday, September 15, 2008
Thoughts from Tina
Looking forward to Term 4 and trailing our new Inquiry Model. So much to get our heads around but it is exciting to be learning something new along with our students. Thinking Hats are up on the wall, just need to get the associated language flowing in the staffroom and the classroom. We can do it!
Friday, September 12, 2008
Michael Pohl workshop
Last Thursday I attended our cluster worksop at Coley Street School to listen to Michael Pohl. Funny thing was he turned up at my school - he got lost in Foxton (I told him not to tell anyone that), so I took him to Coley Street School. Michael talked to our cluster about developing a classroom culture of thinking. Wow, this guy really knows what he's on about - and he talks really fast. My head was spinning at the end of the day with all his wonderful ideas. He shared with us what to "do" to develop a culture of thinking and our main learning intention needs to be to enhance the questioning ability of our students. I absolutely believe this and remember back to a past staff meeting where we discussed the skill of questioning needs to be explicit and specific, so in order to do that we as "effective" teachers need to become good at questioing too. We need to discuss as a staff what are the qualities and attributes of good thinkers? More importantly for our school - what is good thinking around here? This is an aspect where we will as a staff explore more deeply. On debriefing with staff the next day after they attended the Michael Pohl workshop that afternoon as well, they were inspired by him and also some were buzzing that their practices were confirmed by him - use 6 hats, use blooms taxonomy, use all sorts of tools to enhance students ability to question and therefore to think. I must say the most intriguing part of our day with Michael was hearing how him and his wife survived the Tsunami in Indonesia, now that experience would really get you questioning.....life.
What we have covered so far
Our journey into inquiry-based learning is underway. We have included inquiry as part of our appraisal process and this helps to keep focus with what we are doing and what we aim to achieve this year with inquiry.
At Foxton Primary School:
Inquiry based learning is….
A shared approach which seeks knowledge, understanding or information as you develop a range of processes and skills that can be applied in different contexts. This may lead to an action or the communication of new knowledge.
Inquiry – Term 3
Lots of staff meetings on inquiry
2-3 good readings on inquiry
Email out
Read these
Note down key elements of the report
2 groups
Make a statement about inquiry
Lets make a share statement
What do we want a “Year 8” to leave our skill with
Skills and attitudes when they leave
2 statements
Inquiry – does our vision and our inquiry statement (vehicle to deliver our vision) match up? Are we agreed that inquiry can deliver our vision? (display this)
Year 8 leaver
------------------------------------------------------------------------------------------------
Elements – questioning etc
What are the key elements
Common Understanding
Things to ensure our vision is in line
Model of inquiry
Term 3 explore, Term 4 implementation
Set of thinking tools
3 thinking tools, Term 1, 2009 (i.e. thinking maps, De Bono, Blooms)
Assessment (2009)
Key competencies (2009)
Curriculum development book
Model of inquiry – presentation
Models – directed topic
Jan Marie’s model
Draft model
Define to staff/ presentation
Inquiry model curriculum team : Hellen, Anaru, Ani
Powerpoint
Each stage presented
What will it look like in the classroom? (Jan visit)
Practical side
Inquiry – on wiki
Ready for next term
Ignition – what kinds of things?
Stages, model, planning for Term 4
Sandpit time
Work out together
Week 4, Term 3
Staff meeting on inquiry
Our school inquiry model is under development. We have had several discussions about the components and reviewed our inquiry statement. I shared with staff the key elements and we viewed sites such as sauce and inquiry based learning. This term we are to explore models and decide for ourselves what would suit our school. Anaru and Hellen were to present back to the staff next week their ideas for a model of inquiry created by and for Foxton Primary School. Tina also networked with other teachers and brought back ideas about inquiry models. Anaru and Hellen have agreed to join our inquiry team at our school to be able to bring all these ideas together. We also needed to decide on 3 thinking tools that we would introduce to the students by the end of this year to enable our students to “speak” the language of inquiry as they use the tools.
I attended our ICT cluster day on 14.8.08 and visited Muritai School in Eastbourne. A great powhiri greeted us. Listening to the Muritai Journey from the principal and students was very inspiring. The principal was down to earth and relaxed (I was impressed how he knew all their names) and the students could express easily what inquiry was about for their school. We then got to look around the school and take photos. The photos I take include displays and I have put them on our school server so that teachers can gain more ideas for inquiry, art and presenting displays effectively – this has been the best way to share what I get exposed to and I also spend meeting time sharing back the models that I am exposed to. I believe this will enhance our honing down what inquiry model is most effective for our school because we are looking at lots of different ideas.
Week 5, Term 3
Staff meeting on Inquiry
Tuesday - Hellen presented a powerpoint presentation on a proposed model of inquiry for our school – STRIVE which stands for: Stimulate, Take Aim, Research, Intention, Visual, Evaluate. The staff were inspired and impressed with this beginning. Anaru added to the presentation by sharing graphic organisers that suited each element in our model, again impressing staff with his explanation. Both had complimented each others work by making it all come together and by articulating a very strong understanding of the purpose of each element. Well done staff of Foxton Primary.
Wednesday - Met with Jan and updated where we are at in our journey of inquiry. I was very excited to share with Jan our new model and planning template. We discussed creating a supporting booklet to sit alongside our model. The idea of the support booklet is to help staff to know what they need to know as they work through the inquiry model. Our staff will discuss and develop this together. For our first inquiry we will be taking a whole school directed approach as this enables us all to step slowly through the process together and support each other on the way. We discussed the essential questions, junior/senior theme, focus in staff meetings, blogging, tracking sheets, assessment, thinking tools, gantt charts, planning templates, and the importance of staff speaking the language of inquiry.
Week 7, Term 3
Staff meeting on inquiry
Tina shared with staff about 6 Thinking Hats and some awesome ideas for implementing each hat in our topic study. (select examples from Tina’s papers)
Georgia expressed how she hadn’t found many resources/ books on Maori stories. A suggestion was to have a look online under TKI. We decided to go to TKI and search some resources, and found some sites of interest for her.
At Foxton Primary School:
Inquiry based learning is….
A shared approach which seeks knowledge, understanding or information as you develop a range of processes and skills that can be applied in different contexts. This may lead to an action or the communication of new knowledge.
Inquiry – Term 3
Lots of staff meetings on inquiry
2-3 good readings on inquiry
Email out
Read these
Note down key elements of the report
2 groups
Make a statement about inquiry
Lets make a share statement
What do we want a “Year 8” to leave our skill with
Skills and attitudes when they leave
2 statements
Inquiry – does our vision and our inquiry statement (vehicle to deliver our vision) match up? Are we agreed that inquiry can deliver our vision? (display this)
Year 8 leaver
------------------------------------------------------------------------------------------------
Elements – questioning etc
What are the key elements
Common Understanding
Things to ensure our vision is in line
Model of inquiry
Term 3 explore, Term 4 implementation
Set of thinking tools
3 thinking tools, Term 1, 2009 (i.e. thinking maps, De Bono, Blooms)
Assessment (2009)
Key competencies (2009)
Curriculum development book
Model of inquiry – presentation
Models – directed topic
Jan Marie’s model
Draft model
Define to staff/ presentation
Inquiry model curriculum team : Hellen, Anaru, Ani
Powerpoint
Each stage presented
What will it look like in the classroom? (Jan visit)
Practical side
Inquiry – on wiki
Ready for next term
Ignition – what kinds of things?
Stages, model, planning for Term 4
Sandpit time
Work out together
Week 4, Term 3
Staff meeting on inquiry
Our school inquiry model is under development. We have had several discussions about the components and reviewed our inquiry statement. I shared with staff the key elements and we viewed sites such as sauce and inquiry based learning. This term we are to explore models and decide for ourselves what would suit our school. Anaru and Hellen were to present back to the staff next week their ideas for a model of inquiry created by and for Foxton Primary School. Tina also networked with other teachers and brought back ideas about inquiry models. Anaru and Hellen have agreed to join our inquiry team at our school to be able to bring all these ideas together. We also needed to decide on 3 thinking tools that we would introduce to the students by the end of this year to enable our students to “speak” the language of inquiry as they use the tools.
I attended our ICT cluster day on 14.8.08 and visited Muritai School in Eastbourne. A great powhiri greeted us. Listening to the Muritai Journey from the principal and students was very inspiring. The principal was down to earth and relaxed (I was impressed how he knew all their names) and the students could express easily what inquiry was about for their school. We then got to look around the school and take photos. The photos I take include displays and I have put them on our school server so that teachers can gain more ideas for inquiry, art and presenting displays effectively – this has been the best way to share what I get exposed to and I also spend meeting time sharing back the models that I am exposed to. I believe this will enhance our honing down what inquiry model is most effective for our school because we are looking at lots of different ideas.
Week 5, Term 3
Staff meeting on Inquiry
Tuesday - Hellen presented a powerpoint presentation on a proposed model of inquiry for our school – STRIVE which stands for: Stimulate, Take Aim, Research, Intention, Visual, Evaluate. The staff were inspired and impressed with this beginning. Anaru added to the presentation by sharing graphic organisers that suited each element in our model, again impressing staff with his explanation. Both had complimented each others work by making it all come together and by articulating a very strong understanding of the purpose of each element. Well done staff of Foxton Primary.
Wednesday - Met with Jan and updated where we are at in our journey of inquiry. I was very excited to share with Jan our new model and planning template. We discussed creating a supporting booklet to sit alongside our model. The idea of the support booklet is to help staff to know what they need to know as they work through the inquiry model. Our staff will discuss and develop this together. For our first inquiry we will be taking a whole school directed approach as this enables us all to step slowly through the process together and support each other on the way. We discussed the essential questions, junior/senior theme, focus in staff meetings, blogging, tracking sheets, assessment, thinking tools, gantt charts, planning templates, and the importance of staff speaking the language of inquiry.
Week 7, Term 3
Staff meeting on inquiry
Tina shared with staff about 6 Thinking Hats and some awesome ideas for implementing each hat in our topic study. (select examples from Tina’s papers)
Georgia expressed how she hadn’t found many resources/ books on Maori stories. A suggestion was to have a look online under TKI. We decided to go to TKI and search some resources, and found some sites of interest for her.
Update on Inquiry Journey with Jan
Inquiry Update for Foxton Primary School
Model: The draft model has been designed and has 6 stages.
Implementation: Term 4
Whole school will do a directed inquiry with one over-riding theme. Each team or class will be free to choose one area within the theme if they wish.
Staff have completed work on creating a shared understanding of what inquiry is and what it means to Foxton primary School.
Staff have created a shared understanding of the skills and attitudes that they wish their year 8 leavers to have.
The Principal has identified two staff members as being the ‘drivers’ of inquiry along with support from herself.
Choice of themes: At this stage staff will choose themes for inquiries, but hope to move eventually to having student imput into this.
Length of inquiries: 1 term
Curriculum Coverage: A tracking sheet will be kept with an eventual move to keeping a record on School Master.
Assessment of inquiry: staff are in discussions as to what will be assessed and how it will be assessed. Term 4 will be spent looking at the kinds of things that need to be assessed and term 1 next year will see an assessment rubric being developed.
Thinking tools: Currently a range of thinking tools have been explored: graphic organizers, DATT tools, Thinking hats, Thinkers Keys. Habits of Mind. Before term 4, staff will select 3-4 tools to use in their first inquiry.
Planning: A planning template has been created. Staff will plan 1st inquiry together.
Presentations: Whole school will celebrate and share their 1st inquiries in December after the 1st inquiry is completed.
Language of inquiry: The Principal will ensure that the staff are familiar eith the language of inquiry through shared discussions at staff meetings and that language is shared with the students, in order for them to be able to articulate what they are doing. The aim is to have students articulating the model and the skills, processes and understandings they are learning.
Recording of inquiries: At this stage, most of the record of learning will be on classroom walls, but will move next year to recording middle and senior school work in student clearfiles.
Next Steps:
Before the end of term 3:
A support booklet will be created to support and scaffold teachers in the inquiry approach. This will also assist any new staff in the future.
A selection of 3-4 thinking tools will be chosen for the draft toolbox. As people become more familiar or have more PD on thinking tools, this may change.
Planning for term 4’s inquiry will be completed.
A gantt chart will be created with staff at planning time, in order to scaffold them for time management for their 1st inquiry.
Term 4:
Staff meetings will be focused on the progress of the first inquiry. Staff will be encouraged to share problems, successes etc and a culture of collaboration will continue to be fostered to encourage problem solving of any issues that arise.
Staff will each blog their experience of their first inquiry and will discuss challenges and highlights.
A curriculum coverage sheet will be created for future reference.
2009:
The main focus will be creating an assessment tool.
Staff will create templates that allow students to record their inquiry story and will at this stage be kept in clearfiles.
A set of thinking maps and graphic organizers will be developed to ensure there is a shared language throughout the school.
Thinking tools will explored further and the toolbox will be reflected on as to whether the tools used are meeting the needs of the students.
Model: The draft model has been designed and has 6 stages.
Implementation: Term 4
Whole school will do a directed inquiry with one over-riding theme. Each team or class will be free to choose one area within the theme if they wish.
Staff have completed work on creating a shared understanding of what inquiry is and what it means to Foxton primary School.
Staff have created a shared understanding of the skills and attitudes that they wish their year 8 leavers to have.
The Principal has identified two staff members as being the ‘drivers’ of inquiry along with support from herself.
Choice of themes: At this stage staff will choose themes for inquiries, but hope to move eventually to having student imput into this.
Length of inquiries: 1 term
Curriculum Coverage: A tracking sheet will be kept with an eventual move to keeping a record on School Master.
Assessment of inquiry: staff are in discussions as to what will be assessed and how it will be assessed. Term 4 will be spent looking at the kinds of things that need to be assessed and term 1 next year will see an assessment rubric being developed.
Thinking tools: Currently a range of thinking tools have been explored: graphic organizers, DATT tools, Thinking hats, Thinkers Keys. Habits of Mind. Before term 4, staff will select 3-4 tools to use in their first inquiry.
Planning: A planning template has been created. Staff will plan 1st inquiry together.
Presentations: Whole school will celebrate and share their 1st inquiries in December after the 1st inquiry is completed.
Language of inquiry: The Principal will ensure that the staff are familiar eith the language of inquiry through shared discussions at staff meetings and that language is shared with the students, in order for them to be able to articulate what they are doing. The aim is to have students articulating the model and the skills, processes and understandings they are learning.
Recording of inquiries: At this stage, most of the record of learning will be on classroom walls, but will move next year to recording middle and senior school work in student clearfiles.
Next Steps:
Before the end of term 3:
A support booklet will be created to support and scaffold teachers in the inquiry approach. This will also assist any new staff in the future.
A selection of 3-4 thinking tools will be chosen for the draft toolbox. As people become more familiar or have more PD on thinking tools, this may change.
Planning for term 4’s inquiry will be completed.
A gantt chart will be created with staff at planning time, in order to scaffold them for time management for their 1st inquiry.
Term 4:
Staff meetings will be focused on the progress of the first inquiry. Staff will be encouraged to share problems, successes etc and a culture of collaboration will continue to be fostered to encourage problem solving of any issues that arise.
Staff will each blog their experience of their first inquiry and will discuss challenges and highlights.
A curriculum coverage sheet will be created for future reference.
2009:
The main focus will be creating an assessment tool.
Staff will create templates that allow students to record their inquiry story and will at this stage be kept in clearfiles.
A set of thinking maps and graphic organizers will be developed to ensure there is a shared language throughout the school.
Thinking tools will explored further and the toolbox will be reflected on as to whether the tools used are meeting the needs of the students.
Sunday, May 25, 2008
Habits of Mind
Really informative website with easy to ready explanantions: http://www.habits-of-mind.net/
Learning Circle
Learning Circle Hui 26 May 2008
1. Learning Journey Journals
Ani handed out journal kits and bags of goodies in each kit. Brief explanation about kit contents.
To ue on reflection journals. Reflection time at the end of each hui based around the following questions.
1. Learning Journey Journals
Ani handed out journal kits and bags of goodies in each kit. Brief explanation about kit contents.
To ue on reflection journals. Reflection time at the end of each hui based around the following questions.
- What am i able to take from this session and put into action in my class?
- What is one new idea i took from this session that intrigued me and why?
- Is there anything i might use, change or adapt in my teaching, as an outcome, from this session.
2. Art Costa Notes (Habits of Mind)
Read interview and with a buddy discuss main points from interview.
The 16 habits if mind align closely to Key Competencies, esp Managing -self
Very user friendly.
More thoughts and discussion to follow.
3. Think Pair Share
Another thinking tool. Read or talk about something and share and discuss with a buddy.
Great for shy or quiet children who have plenty to share but not in a public space.
4, Thinking Place Mats
Master sheets to fill and in and share by group.
5. What is inquiry learning?
Read, highlight main points and discuss what inquiry may look like in our school?
Directed Question-Teacher directed
Guided Question- More Collaborative
Pure Inquiry-Student directed
Homework-To look for a model that maybe appropriate for own class.
The importance of the 'essential question' Blooms taxonmy is needed to allow us as teachers become better at asking questions. Further development of Blooms Taxonomy.
The ultimate is aim of inquiry is "there is no right answer"
Y Chart highlighting what an inquiry class looks like, sounds like, feels like.
Time to ingest, digest and reflect on in reflection journals and to share at next learning circle.
6. Reflection time in journals based around above questions.
Thursday, May 22, 2008
I can, we can cluster day
The "I can, we can" cluster day yesterday was very informative and gave an insight to all our cluster members the inquiry journey that Coley Street School in Foxton have been on for the past 4 and 1/2 years. A wonderful example of transformation using inquiry as a basis for curriculum change. We also listened to Ross Kennedy from College Street Normal School in Palmerston North share their journey using Habits of Mind and Hyerle's thinking maps, again another great example of a school's transformation to become more effective centres of learning. On reflection what I would take back to my school is to share the ideas that we heard today and the importance of consistency of thought and process and 'buy-in' by all teachers to make it a success. The benefits to the community locally and to the students are too great to not try Inquiry at our school. The beauty is our school already have a fantastic foundation for great inquiry to occur in that our school culture reflects a positive environment and emphasises Maori tikanga such as tuakana-teina (collaborative learning), whanaungatanga (supportive relationships) and manaakitanga (sharing and caring).
What we will trial at our school:
- Continue with our ICT foundation; having an effective environment for the context of inquiry learning
- Continue with exploring inquiry models, approaches, thinking tools and having ongoing discussions
We will work towards:
- Develop our own Inquiry Model (down the track)
- Visit Inquiry Schools as a staff
- Discuss ways with staff to accentuate displays by incorporating inquiry in these displays/planning with inquiry incorporated.
What we will trial at our school:
- Continue with our ICT foundation; having an effective environment for the context of inquiry learning
- Continue with exploring inquiry models, approaches, thinking tools and having ongoing discussions
We will work towards:
- Develop our own Inquiry Model (down the track)
- Visit Inquiry Schools as a staff
- Discuss ways with staff to accentuate displays by incorporating inquiry in these displays/planning with inquiry incorporated.
Thursday, May 15, 2008
Beginning of Term 2
Teachers are exploring Inquiry Models and incorporating Inquiry-based learning into their major study topic this term. Although this is still a trial period to give teachers an opportunity to research and learn about Inquiry-based learning there is already a significant change in dialogue and discussion surrounding this approach. One teacher has begun a "wonderings wall" where the students questions are displayed. Teachers shared PMI's (Positive, Minus and Interesting) reflecting on our school noho marae at the end of last term. Another teacher has been introducing CAFs (Consider All Factors) to help her students identify factual information about a particular issue/event. Another teacher is exploring the 7 servants (6 Ws and 1 H) to build up questioning skills. These are all great tools to help learners focus their thinking skills.
We have an inquiry folder on our server at school and staff can access interesting readings, or add useful information for others in there.
We have also started an inquiry folder on our new school website, this will also have links added later to really informative websites about inquiry-based learning.
Questions we will be contually reviewing are:
What does inquiry-based learning look like, sound like and feel like at our school?
How is inquiry-based learning going to engage my students in learning effectively?
How is inquiry-based learning going to raise achievement at our school and what is the evidence for this?
A website for thinking tools:
http://www.ltag.education.tas.gov.au/effectteach/Thinking/thinktools.htm
We have an inquiry folder on our server at school and staff can access interesting readings, or add useful information for others in there.
We have also started an inquiry folder on our new school website, this will also have links added later to really informative websites about inquiry-based learning.
Questions we will be contually reviewing are:
What does inquiry-based learning look like, sound like and feel like at our school?
How is inquiry-based learning going to engage my students in learning effectively?
How is inquiry-based learning going to raise achievement at our school and what is the evidence for this?
A website for thinking tools:
http://www.ltag.education.tas.gov.au/effectteach/Thinking/thinktools.htm
Tuesday, May 6, 2008
Inquiry - Based Learning
Inquiry-based learning is new to our staff. We have had an introduction to inquiry-based learning by Jan, our ICT facilitator at a staff meeting which was very helpful. Reflections from this workshop showed that one teacher was very keen to begin her journey and implement inquiry in her class programme. Other teachers are still exploring what inquiry is to them and what does inquiry look like in action.
Jon & Ani have also attended an ICT workshop delivered by Jan-Marie Kellow from Opoutere School who shared with the cluster her school's Inquiry-based learning journey and also work she has completed through her ICT fellowship. We are now at a stage to trial our own Inquiry-based learning approach/ models and through trial and error design a model that displays our school's vision for learning through inquiry.
This term we will implement some of the ideas that Jan-Marie shared with us, also look at some inquiry models that we may adopt or adapt, we also are exploring some thinking tools that we can trial/ practise. Lots of new learning.....
Jon & Ani have also attended an ICT workshop delivered by Jan-Marie Kellow from Opoutere School who shared with the cluster her school's Inquiry-based learning journey and also work she has completed through her ICT fellowship. We are now at a stage to trial our own Inquiry-based learning approach/ models and through trial and error design a model that displays our school's vision for learning through inquiry.
This term we will implement some of the ideas that Jan-Marie shared with us, also look at some inquiry models that we may adopt or adapt, we also are exploring some thinking tools that we can trial/ practise. Lots of new learning.....
Foxton Primary Inquiry-based learning Journey
Tena koutou e te iwi! He mihi mahana tenei no Te Kura o Te Awahou ki nga roopu katoa e whai ana i te kaupapa rangahau, hei pakari i nga tamariki katoa o tenei ao hurihuri.
Kia ora from Foxton Primary School. We are starting our Inquiry-based learning journey, and will be updatiing you with the latest events at our school, here on our school blog.
Kia ora from Foxton Primary School. We are starting our Inquiry-based learning journey, and will be updatiing you with the latest events at our school, here on our school blog.
What is inquiry-based learning? Go to this link to find out:
http://www.galileo.org/inquiry-what.html
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