Meet the Board of Trustees. Meet the Staff of ANI. Read our weekly Newsletters online. Important Dates throughout the year. How to enrol at ANI.

Royal Oak Int ms 3. Royal Oak Int ms 4. Royal Oak Int ms 5. Royal Oak Int ms 6. Who can help me? How do I turn it on? How do I keep it safe? How do I make it purposeful? How are we going? Bridging the Gap ICTPD wikispace. Welcome to the Bridging the Gap ICT PD Cluster wiki. Bridging the Gap ICTPD wikispace.

Reflections on leading, teaching and learning. Demonstrate commitment to tangata whenuatanga and bicultural practice in NZ. Use critical inquiry, collaborative problem solving and professional learning to improve preofessional capability to impact on the learning and achievement of all learners. Establish and maintain professional relationahips and behaviours focussed on the learning and well-being of each learner.

As I have now got my own domain name! This site will remain online and will eventually redirect automatically to the new site. This site will no longer be updated. The structure suggested by Cam.

Curating a classroom for a culture of thinking. 8216;Creating a Culture of Thinking. This book has transformed my approach to both leading and teaching in a classroom. One aspect I have been experimenting with is leaving out equipment to generate students thinking and questions. Which beach has the best sand? Viewing the different beach sand. Often to get students to record their thinking has requir.

ManYana Ltd, Achieving Tomorrow, Today. Education, training and consultancy. Tuesday, 29 March 2016. When you set an activity, or tell a story, or show a video to help a child learn one of the inevitable consequences is that they will devote some of their thinking to extraneous matters. Some of these are difficult to avoid. The argument you had with your mate. The fact that the room is too cold or too hot. For the above poster .

All content is viewable and you can continue to use, many thanks. Visit our other Cluster Spaces.

I recently read this blog. By Toby French, in which he shares the tale of his adventures with SOLO in the classroom and how he came to decide, at the end of it, that it was all castles in the air and, actually, nothing is a good substitute for knowledge. It has also been useful as a shorter-term planning tool when putting together schemes of work, particularly because it has forced me to cons.

A journey into the why and how of science teaching. I really do want to teach it better.