Cluster Share

Cluster Share 2009

Mellons Bay - Term 1
Hot Issues

Reflections - Mellons Bay School ICTPD Staff Blog

1. How can Key Competencies drive the learning
2. I only have one computer in my classroom, how do I integrate it into my programe?
Bucklands Beach PD
3. I just don't feel confident enough to do ICT with my students, what can I do?
4. How do I fit it all in?
5. I am only timetabled once a week into the computer lab/suite, how do I help my students learn with ICT?
6. How do I manage student engagement and keep it all going?
7. I don't hold the ICT budget, how do I get the ICT tools.
8. When do blogs and wikis work best?
9. I can integrate ICT in topic but how do I do it in reading and other curriculum areas?

Cluster Sharing at Mellons Bay Term 1, 2009

The ICT Cluster Sharing and Collaborating with Web2 tools

Monday 23 March
BB Cluster Staff Meeting

Facilitators locate their room and set up.
Note: Be prepared for slower download times with us all trying to access the internet at the same time.
5 min
Welcome to Mellons Bay School Hall; toilets, explanation of the afternoon organisation.
5 min
Break into 9 groups [of about 10-11 teachers] and head to the allotted rooms around the school.
See page 2
10 min
Facilitators give the group the brief; to report back to the cluster solutions and ideas on their given hot issue via a selected Web2 tool.
1. Share the issue
2. Clarify the issue with the group What is being asked here?
3. Generate ideas
[Three to eight practical ideas for others]. You might like to break your group into smaller groups of four for 5 minutes to achieve this.
20 min
4. Share your Web2 tool and demonstrate how this can be used to collaborate and share with others, by publishing the group’s ideas.
5. Link your group’s ideas to either the cluster wiki or email the web link to

5 min
6. Send your group back to the school hall.
20 min
All generated solutions and ideas on the hot issues will be attempted to be shared by opening up your web links.
Note: These web links and/or the Web2 tools will be accessible through the cluster wiki.
6. Facilitators might like to a give a 1-2 minute summary of their Web2 tool to the cluster as we attempt to open their link from the cluster wiki or email. [If the link cannot be opened, facilitators will be needed to share their groups hot issue ideas orally]
All facilitators are at the front of the hall for sharing and/or link support at 4.05pm please.
2 min
Lenva to share cluster wiki as a resource

Macleans Primary- Term 2

Trevor Bond

Pigeon Mountain - Term 3

Questioning – Monday 14/9/09
Trevor Bond presented a workshop on questioning – not teacher’s questions but rather student questions. He stated that thinking starts with a question and that in order for us to think we have to ask questions. Trevor stated that “Children start school as a question mark and leave school as a full stop.”

What happens to our students in those years? It is usually teachers who ask questions, and yes asking students the correct type of question does promote deeper thinking, but the ability to formulate questions is an essential skill for students too.

Trevor defined an as ‘Effective Questioner’ is one who can:
 identify an information need
 pose a range of ‘relevant questions’
 take them to a variety of appropriate sources
 edit questions where necessary
 persist until they locate the required information.

We have been lead to believe that the “good” questions are those that have multiple answers and lead us to deeper thinking, but Trevor stated that a yes no question can be the right sort of question to ask in certain circumstances. This caused a stir in the audience as stalwart believers in rich and fertile questions wriggled in their seats.

Trevor asked the audience to write questions on questioning at the beginning of the session. These questions served a dual purpose; Trevor was able to answer these and he used the questions to analyse and place into his questioning matrix.

The questioning matrix is used to assess the types of questions students ask. It is a well thought out matrix and has been used in schools with very good results.

Click here to read more about Trevor’s questioning matrix.

It was a thought provoking session. It wasn’t until a few weeks later that I had a discussion with a fellow cluster member who said they couldn’t stop thinking about Trevor’s workshop; it obviously made her ask a lot of questions in her own mind about questioning.

Linda Lowden

Below is a link to Trevor’s questioning wiki

Trevor’s website

*Knowledge – Episodic – Behavioural – Conceptual – Linguistic – Factual

*Understanding occurs at the intersection of Knowledge.

*Understanding comes form relationship with subject matter, doing, applying and interacting reflectively with others.

*Questioning is our prime intellectual tool – suggested.

*Questioning is at the heart of what we understand.

*Questioning is our most important intellectual tool. Neil???

Learner Questions

What are the core skills of an effective questioner?????

-Establish the known
-To identify contextual language
-To persevere
-To identify the unknown/need
-Risk taking

Chunking – To chop Skip Jack Tuna into inch chunks and feed them into the water. Put a hook through one and catch a Yellow Fin Tuna. Bingo

What is a good question?

Open questions are not necessarily better than closed questions. A good question is a question’s that fills my need.

-It is relevant?
-Can be taken to intelligent and non-intelligent sources?
-Gets you the information you need?

What makes a poor question?

-Where can I find it?
-What skills do I need?
-How do I get there?

By answering poor questions instead of teaching students to ask better ones we also promote poor questions.
e.g Is Jarred there?

Inquiry Strategy – Have a “wonderings” sheet – I wonder…

Stage 3
*Ask yes/no/maybe questions using relevant key words and/or phrases. (is, can, does, could, may, would etc)

Stage 4
*Uses the seven servants (who, what, when, where, how, why, and which) – These don’t return a yes/no answer
*And the key words to write relevant questions.

Stage 5
*Use the seven servants, - Old Trev was to quick on the slides missed this part.
*Put questions as phrases when searching on google – makes the search more refined

Stage 6
*Uses relevant synonyms of key words to edit key questions.

Stage 7
*Uses multiple questions words to create a probing question when interviewing an “expert”