This document outlines a school's plan to develop thinking skills for students and teachers through various teaching and learning activities. It discusses incorporating strategies like thinking maps, graphic organizers, and Bloom's taxonomy. The school has attended professional development workshops to learn new ideas and determine what works best. Over three years, the plan was to introduce thinking skills, use online resources, and update ICT and curriculum to prepare students for the 21st century. The school strives to do its best with limited resources as a small, rural school.

6. We needed to plan for and engage in
teaching and learning of thinking skills for all
students and teachers.
We Designed teaching and learning activities
that:
• engaged
• created
• provided
• promoted
• Assisted and
• encouraged…

7. • Articulate different thinking types.
• Include a variety of strategies and
approaches.
• Provide opportunities for students to
construct knowledge for themselves,
participate in higher-order thinking
and facilitate divergent thinking.

8. • Question Matrix
• Six Thinking Hats (De Bono)
• Thinking Maps (David Hyerle)
• Graphic Organisers
• Bloom’s / Anderson’s Revised Taxonomy
• Thinker’s Keys (Tony Ryan)
(Just to name a few)

10. Extended Abstract:
I can create new ideas, processes or actions in response to
stimulus
Relational:
I can elaborate on ideas in response to stimulus
Multistructural:
I can generate many different ideas in response to
stimulus
Unistructural:
I can generate ideas in response to stimulus
Prestructural:
I need help to think creatively

11. • We have attended as many of the professional
development workshops and hui as practicably possible
• To up skill ourselves by learning and sharing new ideas.
• Working out what works for us and what doesn’t.
• Create continuity, stability and sustainability within our
teaching and learning programme for 21st century learners
• Incorporate and Integrate our plan for teaching and
learning with;
• ICT
• The NZC
• Inquiry Process
• Thinking Skills
• And The Hauturu School Curriculum Document

12. Year One Year Two Year Three
1. Inquiry Process 1. We added Thinking 1. We are continuously
Planning for Skills to our planning updating our school
teaching and for teaching and curriculum to include
the use of ICT, Inquiry
Learning learning SOLO
and Thinking Skills to
2. We can use MS 2. We now use online e- cater to 21st century
Word, Power Point learning sites and learners. Construction
and Excel downloadable of our e-Learning
3. We share programmes to framework. Up date
information with our teach, learn and cyber user agreements.
community by share 2. The ICTPD and
newsletter, phone 3. We text parents and Workshops continue to
up skill us
calls and face to face our community can
3. Investigation and use of
4. We use mainly digital visit our wiki’s and e-portfolio’s for staff ,
cameras to record BLOG’s and leave students and parents
and share events comments 4. Stocktake and update
5. Professional 4. We utilise digital equipment to ensure
Development cameras, flip mino’s, sustainable teaching
iPods and learning with the
5. Professional support of ICT tools

13. • A shift in thinking – Some people just aren’t
ready to move or they move at a slower pace
because of time, confidence and teaching and
learning style or just aren’t ready to change?
• The Government is expecting huge change in a
small amount of time e.g. National Standards,
Performance?, School Closures, NZC,
Expectations, Budgets are smaller and needs
are greater, Broad Band, Charter Schools? etc…
• Being a small rural school at the end of the
food chain

14. We strive to do the best we can with what we have
We continue to teach and learn new things and
Up skill ourselves and the 21st century learner
IT WAS REALLY IMPORTANT FOR HAUTURU
SCHOOL TO BE A PARTICIPATING PARTNER IN THE
KING COUNTRY ICTPD CLUSTER
Toi te Kupu Toi Te Mana Toi te Whenua