Monday, May 21, 2018

Description Burgers

I have been doing product analysis exercises with my Year 11 students all together on the board. What I want to move on to is using sentences rather than stand alone words and comments. We have been reading the exemplars from the NZQA website about the standard we are working on so the students have more of an idea about what the expectations are.
I have been putting together lots of useable worksheets and activities about using SOLO Taxonomy for a while now so I thought I would adapt one of those to use.

I have a blank description burger on a Google Drawing that I thought we could adapt and use for product descriptions. I adapted this burger drawing from one that is in The Writing Book.
I used this to make an example to show the students and take them through the process.

After talking to Cheryl (the school's specialist classroom teacher) about my plan and showing her my initial scribbles on paper,  she gave me some great links and ideas that I could include.
One of these was this document, the Q-matrix, with focus questions.

I used this to help me put together this support document for the students, where they could take questions from here to help them when doing their own burgers.

I put all of this support material into the class Google Plus Community so it was easily accessible. I also supplied 3 simple images that they could choose from for their descriptions if they had trouble deciding on one for themselves. As usual, too much time was spent on this decision than the important parts of the task!
Today was a single period, so the students have not quite completed their burgers. When I see them next, they will finish them off then make short videos on the class iPads, explaining their burger so they are verbalising their analysis and descriptions as well as typing them.

Here is a video of the start of the lesson where I was going through my example.

Here is a short clip of the students getting underway with this exercise.

Saturday, May 19, 2018

Manaiakalani Class OnAir Lesson 4 - Reading NZQA Exemplars

Link to Manaiakalani Class OnAir to see the whole team.

Direct Instruction 

The direct instruction was split into sections on two different lessons. We looked at the NZQA exemplars for the standard we are working on at the moment.

In this session, we read the exemplars for AS91067 all together and compared what the writing for Not Achieved through to Excellence looks like.

In this session, the instructions are about highlighting the texts to show where sections are.
Describing words, reasons why and decisions and links to the architect's work.
Here, the students are brought back together again to talk about looking for where information is shown together in the text rather than in individual pieces.
This video shows some of the ongoing lesson with the students talking about what they were finding in the texts they were reading through.

Lesson Topic :- Reading the NZQA Exemplars
Year Group :-  Year 11
Learning Outcome
To be able to read through one of the exemplars from the NZQA website and pull out ad understand some of the key information.

Success Criteria
Using SOLO

Extended abstract
Students can IDENTIFY the describing words in the exemplars.
Students can DESCRIBE how the achievement levels are different to each other.
Students can EXPLAIN how the achievement levels increase in complexity.
They can ANALYSE the design reasons given in the examples.
Students REFLECT on how the written examples show the links to the work of the architect and EVALUATE how this influence is shown in the drawings.

Links with the New Zealand Curriculum

NCEA Level 1 - Curriculum Level 6

Outcome development and evaluation

Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.

  • Thinking - looking for differences in the achievement levels of the examples. Understanding and looking for examples of description words, reasons and architect links.
  • Using language, symbols, and texts - reading examples from NZQA
  • Managing self - listening when the teacher is reading to the whole class and working in a small team in a constructive way.
  • Participating and contributing - giving feedback as a whole class and in small groups.
  • Relating to others - listening to the opinions of others in the class and their groups.
Prior knowledge
The students have made a start designing their own seating designs based on the work of the architect of their choice.
They have a lot of information about their chosen architect from the previous standard.
Lesson Sequence

Session Outline
Students will be first reading through exemplars from the NZQA website and then picking out key elements from them.
Student Activity
Teacher Activity
  • Sit round the front table all together with own paper copy of exemplars. Read through them while listening to the teacher read them outloud.
  • Read the exemplars through with the whole class.
  • Encourage feedback from the students about the differences they see in the writing of the different levels of achievement.
  • Roam as they work in their small groups.
  • Encourage and question to stimulate conversation about what they are highlighting.

  • Use highlighter pens to focus on describing words used in the exemplars.
  • Look for reasons why decisions were made in the design work.
  • Look for and highlight any links to influence to the architect’s work.
    • Share ideas as a whole class about the differences they see in the levels of achievement in the exemplars.
    • Work together in small teams and discuss what to highlight on the examples.
    Targeted exemplars in a folder in Google Drive - print these out, one for each student.
    Highlighter pens
    Next Steps
    Next Lesson
    We will be continuing with our own design work over the next couple of lessons.
    Further in this project
    We will be using what we have learned from the exemplars to write notes with our own work. We will then read each other’s work in the same way that we have read the online exemplars.
    Reflection and Analysis

    What went well.

    Lesson Content :- Having the exemplars prepared and printed worked well and really got the students to focus on them

    Lesson Pacing :- I think splitting the tasks between two lessons was a good idea as it meant not spending too much of one single lesson doing this and the students were more focussed in the shorter sessions.

    Lesson Delivery :- I have not read to my class before so this was a totally new thing for me. I enjoyed it more than I thought. This was helped by the nice reaction of the class.

    What still needs work.

    Student Understanding :- The were not always clear about when they were reading reasons why design decisions were made. This is definitely something I need to spend more time with them on.

    Student Outcomes :- There was not as much talking between the students as I wanted to happen during the highlighting exercise. Hopefully when we do more of this and with our own work, there will be more talk.

    Other Comments.

    Having the exemplars printed out from the whole project made it easier to focus in on particular designs. Typing them out for the students also helped as they did not have to try and read the handwriting on the examples. This made it much easier for them to compare the achievement levels.

    Wednesday, May 16, 2018

    Planning for Teaching and Learning

    At the moment, the principal and other members of the senior management team are meeting with all of the Heads of Department to keep a constant overview on how things are going across all of the departments in terms of student achievement.
    As a result of this, the Technology Department was complimented today on our pedagogy tables. When I asked the principal which tables she was referencing, it was the work in the Department Portfolio that we did as the beginning of the year.

    This is my section that I filled in about DVC. I have copied this from the department portfolio and I have not linked to everyone's sections as that is their own work.

    The review section is normally done at the end of the year, but I thought seeing as it had been highlighted, I would see where i am up to at this point of the year.

    1b. Planning for Teaching and Learning

    Teaching and Learning Strategies : The Keys – Effective Pedagogy

    Design & Visual Communication (DVC) - Graphics : Ferguson

    Click image to link to document

    Tuesday, May 15, 2018

    Culturally Responsive and Relational Pedagogy - Session 2

    Reading - The Writing Book

    I have just started working through my copy of The Writing Book, by Sheena Cameron and Louise Dempsey.

    I am in one of the first sections of the book where they are breaking down a modelled approach to writing. They are balancing the level of teacher support and structure to the level of independent student writing.

    It is split into what the teacher does, what the teacher does with the whole class and smaller groups then what the students do by themselves.

    Modelled writing

    They are keen that you plan what you are going to say here, which I don't think will match with how I do things. I am more of a "wing it at the time", kind of presenter on the day ( but I am organised with what I present about !! ). What I liked though, was the planning to make sure you are covering the criteria of the specific task.

    Also, they are wanting you to let the students know what the criteria are that the piece of writing is aimed towards.

    My questions on my pink sticky note - when we I do the product analysis activities all together with my Year 11 class, should I have one completed (about a different product) to show them before we start so they know what we are aiming for. I do this when I an doing drawing activities - I always do the activity first and have these examples that I have done to show them before we start. Why did I think it would be any different for writing?

    Shared Writing

    I was pleased when I read through this section as it seems to fit quite nicely in what we do when we sit round the front desk and do product analysis all together.
    I started doing this last year as an experiment and am continuing with it this year 

    What I need to include more of when we are doing this is the actual structure of how to write the sentences. Do one example and instead of just allowing them to shout out the words and disjointed parts, get them to say exactly what we are going to write in a more structured way. It will take longer but it will be worth it.

    I need to look more into "think, pair, share" to see if I can use it to any advantage.

    Guided Writing

    My thoughts here, when I am focussing on my Year 11 group, is "chunking" up the analysis and helping small groups / tables of students with each chunk. I can do this while they are working on their drawings. We can look at more analysis examples in smaller groups, talking about them together.
    These chunks are based on the SOLO levels that we follow when working all together on the analysis.

    • Identify and label
    • Describe and list
    • Explain and analyse
    • Evaluate

    Independent Writing

    This is what i want them to do when they apply what we have been doing all together on their own design work. Now i am thinking that the exercise time might be extended into them having more products to analyse like this but on their own as practice.

    I liked what I read about "peer check" as this is what I saw happening in Robyn anderson's classroom when I went to visit last term. Blog post here.

    Just reading this small section at the start of this book has given me loads to think about and do so I will definitely be spending time working my way through this book.