Inquiry+T4

= Pay it Forward RTC 7 8 9 = toc
 * Riverslea **** School **** Inquiry Plan Term 4 – Pay It Forward- Manaakitanga **


 * ** Pay It Forward **
 * Manaakitanga ** || ** Insights (What understandings do I want them to take away with them) **
 * ** I want the students to learn the value of giving and how good that can make you feel. **
 * ** I want the students to learn that there are always worse case scenarios and people less fortunate than ourselves. **
 * ** I want the students to know that even as a child, they can make something happen (Inquiry). You do not need to be an adult to make it happen. ** ||
 * ** Skills (LOs) developed during the inquiry process **


 * Key competencies – participating and contributing ** || ** Concepts (AOs) **
 * Children will be able to: talk about what Pay it Forward and **
 * manaakitanga is. **
 * : recognise features about it **
 * : set criteria to be able to assess when and if they **
 * have achieved their goals and understanding ** ||


 * || * **__ English __**

Literacy Links Oral language, Written and visual language

ICT/ ipads/ computers Sports Arts Numeracy/Literacy eg National Standards Communication and relationships with others ||  ||


 * ** Assessment: Understanding **


 * At the end of this Inquiry: I will be able to describe what Pay it Forward is and what it means to me in relation to “Manaakitanga.” **


 * Teacher conference and self assessment (refer below) ** || ** – Be able to say what Pay it Forward means and how we can do it **
 * - Also watch you tube clip on Pay it Forward and see how people are doing it. ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **

Inspiration – Brainstorming
 * Te Ihi Wk 2-3**


 * He Patai Big question /wonderings Wks 2-4**


 * Whaka aroaro ( what can we do now) Wks 4-5**


 * Whakamarama (Enlightened/ research) Wks 6-7**


 * Whai koreo (communicate to peers)**
 * Wks 8-9**


 * Te Mahi ( action)**
 * Wks -9--onwards)**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words **


 * The world and you **


 * Manaakitanga **
 * -Communication **
 * -Relationships **
 * -Caring for others **
 * -Kindness **
 * -Helping others **
 * -respect **
 * -Hospitality **
 * - our place **
 * -special (motuhake) **
 * -(Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * -De Bonos hats **
 * -inquiry ** || ** Resources **

Our community

Our vegetable garden

Our preschool

Local Barnados/Kindegartens/Preschools and schools

Local Old folks home

Our whanau/families ||
 * ** Motivating question/ scenario (Fertile question) – How can we pay it forward help others? **


 * Inspiration / Te Ihi – Play the movie ‘Pay It Forward’ pausing at the crucial times talking about what is happening along the way. How it relates to Inquiry. **
 * Assignment – You and the world, realm of possibilities, anything is possible. Learn to love words and their meanings. How can you change the world? ** ||

** Context for Learning and what we did **

 * Plan of Action- Pay it Forward**
 * As a school we decided to Pay it Forward to others.**
 * We saw the movie first and then R2 looked at a video of a sequence of 12 people paying it forward.**
 * This started with a boy falling off a skateboard and a road worker helping him up.**
 * Then the boy who was helped up, payed it forward by helping a lady with her groceries. She, in turn, helped a woman with her car etc.**
 * It continued until a waitress who was given a tip saw a man working on the road and gave him a glass of water.**
 * He was the original man that had picked the boy up off the skateboard,**
 * and so 12 events had happened in Paying it Forward and came back to the original person.**
 * The class enjoyed it so much that we replayed it 3 times so that they could rewatch it.**
 * We then decided to think about who we could pay it forward to and discussed what Manaakitanga ** **was.**
 * We did our planning and ended with a keynote presentation about what we had done,**
 * which we were to present as reporting back to the school.**

** Our Planning **

 * We did wonderings based on Kiplings 7 servants to help us plan for Paying it forward to others.**
 * This was so that we could record all our knowledge and ideas and plan what we might do and who to**
 * and who they might help as part of paying it forward. We used an Inspiration map to record our ideas.**
 * We also looked on google, the search engine, to see if we could find out more about paying it forward and**
 * Manaakitanga. **



** What I did and what the children did as a result. **

 * I guided the children in this plan of action. They all chose someone to pay forward and then thought about what they**
 * could then do to pay someone else forward. Most children chose to do chores such as helping with the dishes**
 * or as one boy put it,"help my Daddy get rid of all the spiders in the house."**
 * They then asked their whanau what they would to pay it forward and then what that person could do to pay it forward with someone else.**
 * I helped guide the children with ideas when they got stuck.**

** Impact of that learning(Evaluation) **

 * The children learnt to reflect on their paying it forward and follow a plan of action.**
 * This showed them that learning has outcomes, not just learning for the sake of new knowledge.**
 * Also that plans of action from Inquiry can be followed through and have successful outcomes.**
 * They were proud of their different attempts to pay it forward to others and could say what they had done**
 * and how it had helped someone else.Then how that person had then payed it forward to someone else.**
 * They were also able to relate this to the concept of Manaakitanga. **
 * For example,Soul had helped his Dad clean up the house and his Dad then helped his Mum by paying it forward at her house with some handyman jobs.**
 * His Mum then helped her Mum with some jobs around the house and his Nana then helped her friend by driving**
 * her up town to get some groceries. The friend then helped her family by cooking them a nice meal and they payed it forward by doing the dishes.**
 * In class we also payed it forward by helping each other on the ipads when building their dream school.They payed it forward**
 * because it gave the children new ideas and then they, in turn, helped other children and showed them what to do on the new app as well as share ideas.**
 * Below are some examples of children in the class paying it forward to each other on the ipads.**
 * Also examples of children helping pay if forward with reading and writing. I have helped them so they are helping a classmate.**
 * Two pictures are of R4 children paying it forward to me helping me sharpen pencils and tidying up my Maths table.**

** Evidence **






** Where to next? **
**We will continue to pay it forward to others and encourage others to do so too.** **We will explain and demonstrate how to pay it forward to new class members and people that we come in contact with eg friends and whanau that do not know what it means.** **We will reflect on its success children will record this in their stories, on quick voice or video each other or take photos of people paying it forward to each other.** **We will continue to use these relections as a basis for new learning for Inquiry and plans of action for future endeavours, events and learning.**

** Teacher pedagogy **
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks: > This //focusing inquiry// establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. > In this //teaching inquiry//, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. > In this //learning inquiry//, the teacher investigates the success of the teaching in terms of the > prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
 * Teaching as inquiry **
 * ** What is important (and therefore worth spending time on), given where my students are at? **
 * ** What strategies (evidence-based) are most likely to help my students learn this? **
 * ** What happened as a result of the teaching, and what are the implications for future teaching? **

Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world.
 * Making connections to prior learning and experience **