Friday, March 22, 2019

Inquiry Question 4

Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence.

I have collected evidence on the individual students on my class - blog post here.
I have collected historical data of Year 13 students doing NCEA Level 3 Design and Visual Communication - blog post here

Also, as part of my personal goals this year, I am looking at mindset as a barrier to learning - blog post about my goals here
As part of this, I have been lucky to have received input from Pippa Lawler from Mint Education. She gave me a growth mindset model questionnaire to do with students to see where their thinking is now and where it is later when I have done some work with them about this.
I gave these questions to my students today. Here are the results.



Key competency - THINKING SKILLS
Forms response chart. Question title: Personal Thinking. Number of responses: 7 responses.
Forms response chart. Question title: Recording my thinking. Number of responses: 7 responses.

Forms response chart. Question title: Asking questions. Number of responses: 7 responses.

Forms response chart. Question title: Using thinking tools. Number of responses: 7 responses.


Key Competency - RELATING TO OTHERS
Forms response chart. Question title: Active listening. Number of responses: 7 responses.

Forms response chart. Question title: Group work. Number of responses: 7 responses.

Forms response chart. Question title: Sharing Ideas. Number of responses: 7 responses.

Forms response chart. Question title: Cooperating with others. Number of responses: 7 responses.

Key Competency - UNDERSTANDING LANGUAGE, SYMBOLS AND TEXT
Forms response chart. Question title: Literacy. Number of responses: 7 responses.

Forms response chart. Question title: Numeracy. Number of responses: 7 responses.

Forms response chart. Question title: Making connections to other learning areas. Number of responses: 7 responses.

Forms response chart. Question title: Information retrieval. Number of responses: 7 responses.

Forms response chart. Question title: Production and presentation. Number of responses: 7 responses.

Forms response chart. Question title: ICT. Number of responses: 7 responses.

Key Competency - SELF-ORGANISATION AND MANAGEMENT
Forms response chart. Question title: Showing initiative. Number of responses: 7 responses.

Forms response chart. Question title: Identifying Goals. Number of responses: 7 responses.

Forms response chart. Question title: Personal responsibility. Number of responses: 7 responses.

Forms response chart. Question title: Starter or finisher?. Number of responses: 7 responses.

Key Competency- PARTICIPATING AND CONTRIBUTING
Forms response chart. Question title: School-wide community. Number of responses: 7 responses.

Forms response chart. Question title: Class community. Number of responses: 7 responses.

Forms response chart. Question title: Communicating. Number of responses: 7 responses.

Challenges
Forms response chart. Question title: I feel good when I don’t have to put much effort into things. Number of responses: 7 responses.

Forms response chart. Question title: I prefer to avoid challenges. Number of responses: 7 responses.

Forms response chart. Question title: Failing makes me feel like a loser. Number of responses: 7 responses.

Forms response chart. Question title: I regularly try out things I have never done before. Number of responses: 7 responses.

Forms response chart. Question title: I keep trying even if I fail. Number of responses: 7 responses.

Forms response chart. Question title: If something is easy for me, it means I’m talented. Number of responses: 7 responses.

Forms response chart. Question title: Effort and struggle help me achieve things. Number of responses: 7 responses.

Forms response chart. Question title: It is better to get as task that is too easy than a task that might be too difficult. Number of responses: 7 responses.

Forms response chart. Question title: There is a lot to learn from people giving me feedback. Number of responses: 7 responses.

Forms response chart. Question title: Not knowing something means that I haven’t learnt it yet. Number of responses: 7 responses.

Forms response chart. Question title: If something is easy for me, it means I’ve put time and effort into it and become good. Number of responses: 7 responses.

Forms response chart. Question title: I don’t like others commenting on my work. Number of responses: 7 responses.

Forms response chart. Question title: It can be helpful when others do better than me, as I can learn from their success. Number of responses: 7 responses.

Forms response chart. Question title: Smart people are born more talented. Number of responses: 7 responses.

Forms response chart. Question title: I like challenges. Number of responses: 7 responses.

Forms response chart. Question title: I don’t like when others do better than me. It makes me look stupid. Number of responses: 7 responses.

Forms response chart. Question title: I feel good when I’ve put effort into something. Number of responses: 7 responses.

Forms response chart. Question title: I’m often asking others to comment on my work so that I can make it better. Number of responses: 7 responses.

Forms response chart. Question title: Not knowing something means that I’m not smart. Number of responses: 7 responses.

Forms response chart. Question title: When I get a familiar task, I try new ways to go about it. Number of responses: 7 responses.

Expectations

3 things that I am hoping to achieve are...7 responses
Credits, confidence in presenting, learn new aspects relative to design.
E endorse, Completion in work, Schloarship
Endorsement, UE and Get skinny with a six pack n get bulkier
Credits, Knowledge & better skills
Better Drawing skills, Find what media i like the most, and get all my assessment done.
Drawing, searching and painting
Excellent endorsement, university rank score, money.


2 things that I am most worried about are....7 responses
Level of achievement may not be suitable to me, and having to miss out on 10 days of school work when I'm out for Spirit Of Adventure.
My laziness/distraction, not achieving my goal
not achieving it and dying
Getting feedback & not finishing on time
My confidence in drawing and my drawing it's self
Working
failing, not reaching the rank score



1 thing that is most important to me in this course is...7 responses
It will help me develop the skills and knowledge I need for what I want to become in the future.
Scholarship
Growth
Getting familiar with the topic and it's physical attributes
Getting better at drawing.
Doing graphics
Passing



Building success

3 things that will help me to be successful and achieve in this class are...7 responses
Guidelines, detailed information, friends/classmates.
listening, doing my work, asking for help
Discipline, Dedication and Sacrifice
My teacher, my work ethic & my support from my friends ahah
You do to learn, you keep going to learn and you live and learn.
Focus, listen,pay attention
Listening, positive mindset, encourgment


2 things that teachers need to know to understand me are...7 responses
I'm a quiet achiever, I can observe and learn
i am easily distracted, but i try my best
Takes time to understand, I work hard if you stay on me
I get distracted easily when tired
when im not good at the particular topic i shy away from it
my confidence in drawing and my lack of responsibility.
Reapeting it again
nothing, nothing



1 thing that is most important to my learning is..7 responses
My chromebook
succeeding in difficult times
Getting Something out of it
Passing and enjoying the subject while im at it
To appreciate my own drawing
Working
passing



Forms response chart. Question title: My attitude to this class is most like. Number of responses: 7 responses.

Thursday, March 21, 2019

Inquiry Question 3

Explain why you judge this to be the most important and catalytic issue of learning for this group of learners this year (In chemistry, a catalytic substance one  which increases the speed of a chemical reaction).

The students need to get ready for their presentations which will happen at regular intervals throughout the year. Their work needs to be ready to be put on show and their analysis needs to be done so they can talk about it. I am hoping that this will give them the impetus to keep their work up to date as they all need to hit deadlines throughout the year to enable this to happen.
As they are preparing their analysis to present to the rest of the class they know that they are going to have an instant audience, not just themselves and the teacher. They will be comparing themselves to the rest of the class during this process and they can draw ideas and inspiration from each other as they go. They are going to support each other with questions face to face that need to be answered straight away, not having the luxury of being online and time available to think. The act of questioning each other is also higher level, extended abstract thinking too as they have to understand what is being presented and apply to to their own thinking in order to ask questions that are meaningful and pull out more detail.

Inquiry Question 2

Describe how and why you have selected this challenge of student learning. Locate your inquiry in the context of patterns of student learning in Manaiakalani overall. 

Last year, my inquiry was about written literacy with my Year 11 students. We concentrated on analysis of their design work so that the achievement level could be increased. Blog post about the results of this here.
It is literacy that enables the students to gain those higher levels as it is the quality and depth of their analysis writing that enables this.
I want to put what I learned last year into practice with the rest of my classes but especially my Year 13 class. I also want to expand on this to verbal literacy as i want them to be able to talk about their work in front of the rest of the class. It they can analyse their work then present this to the rest of the class in a way that is clear and in depth, it will help with their understanding. They then get to react to questions from the group.
This is how they will be expected to present their work if they do any kind of design course once they leave school. Critiques in front of the rest of the class are fairly standard.
The skills I hope they get from this year are :-

  • Analysis
  • Written literacy
  • Verbal literacy
  • Listening skills
  • Questioning
  • Reacting to questions
  • Presenting to a group


As they are Year 13, I hope they can then take these skills into any interviews for courses, jobs, apprenticeships etc that they might go to.

The reality of my class is that I have some students who have done NCEA level 1 and 2 DVC with me and some students who have not done any graphics since Year 10. As this is the case, the students lack confidence in their work and themselves. They literally say to me “miss i can’t draw” as soon as they come in the room. I want to work on helping them get over this deficit way of thinking as this stops them from progressing.

Inquiry Question 1

Summarise the challenge of student learning you plan to focus on in this inquiry. Be as clear and specific as you can about the evidence you have about this to date.


The group that I am focussing on is my Year 13 class. They are doing NCEA Level 3 Design and Visual Communication this year.

This chart shows the pass rate for the internal DVC standard that we have done since the standards were changed. Apart from 2016 (when I only had 3 students), the rate is low for an internal standard and most of the achievement is at achieved level with only a handful of merits.


I want to focus on this group as I want the overall pass rate to be higher and for the standard of work completed to be at a higher level. I also want to get them to work at a faster rate to keep up to date and complete all the work set. The work being incomplete is another reason for the poor pass rate.


This chart shows the pass rate for the external standard.
After 2014, and two years of zero percent pass rate, I visited another school to talk to the teacher there about how she approached the external. I have had some progress and some higher achievement levels, at merit, but it is still not good enough overall.


Some initial data about my inquiry group

Wednesday, March 6, 2019

Appraisal Meeting 1 - Goal Setting


Date of meeting - Thursday 28th February with HOD Technology, Hinerau Anderson

Individual Goal 1.
(Maori Achievement)
By the end of term 3 2019
I am…
Working with my Year 13 students on their literacy skills both written and verbal.
So that…
Their project work is complete and of a high standard.





Individual Goal 2.
By the end of term 3 2019
I am…
Going to work with the students on having a positive mindset towards their work
So that…
They feel better and more confident about completing their design work.



Inquiry

Focus -