Tuesday, April 16, 2019

Hapara Workspace PD

Today we were very lucky to have Lenva take us through using the Hapara Workspace.
I had a go using the project my Year 12 students are working through at the moment.


Here is the workspace that I started putting together in the session today. As of typing this, it is unfinished.
Link here

I also embedded this workspace onto my site so it is easily available for anyone who goes onto my class site.

To be honest, I feel at the moment that I am doing the presentation of resources and activities to the students twice as it is all on my site. "Double handling".
The good thing about the workspace is that I can track the activities a lot easier as the students have to submit via the application so it keeps it all in one space.
When I am planning new projects and activities, it will be via the workspace, so that will keep the "double handling" to a minimum, I think.

Friday, April 12, 2019

Thursday, April 11, 2019

Senior students present to Year 7 and 8

Two of my lovely NCEA Level 3 students went to Glen Taylor School today to talk to them about logo design. The Year 7 and 8 students have been designing logos for their school houses and they wanted the advice of some Tamaki College design students about the best way to develop their designs.

Vaifoa and Sella were very brave, standing in front of approximately 80 students in the school auditorium and talking to them about logo design all together. They then worked with smaller groups as the students brainstormed their thoughts.
We looked at famous designs and thought about what made them effective. The students then looked at the designs they have produced already and highlighted all the good parts that can be used in the development stage.
The next step is next term when my whole Level 3 class will visit and help them with their design developments.

Very proud graphics teacher today.






Friday, April 5, 2019

Negative Mindset

This week I made a Towers of Hanoi game on the laser cutter and in the workshop.
It has been sitting on my desk while I build an Intermediate Technology project around it so the students have been seeing it and having a go.

It has proved to be a fascinating insight into the mindset that the students bring to their project work in Design and Visual Communication.

My Year 13 students are a mixed bunch of some who have done NCEA Level 1, Level 2 DVC and those who have not done graphics since they were in year 9 and 10.

My three boys who have not had any NCEA DVC experience were shy of trying the new game. One had a go, one was very reluctant but has a go eventually while hiding behind his sketchbook and one refused to have a go at all.
My two girls with no experience refused to have a go.

To day, student "A" tried again but still his behind his book. Then he hid behind stories of completion and how he made it under the mathematical minimum number of moves. He kept trying. I sat with him and gave him a few nudges, winks and finger points quietly. He made it in the 31 moves with help, then he did it again without hiding, in front of everyone by himself.

I chatted with him afterwards.

How was just now different to yesterday?
"you helped me"
What about when you did it yourself?
"I had practised"
Why were you hiding to start with?
"I didn't want to look stupid in front of everyone"
What about now?
"cos I'm the man miss!"
Yeah, yeah, yeah....

This was a fascinating insight today. This is exactly how they approach their design work.

  • They hide their work by facing into the corner while doing it.
  • They hide the parts they don't like by rubbing them out of throwing them in the bin.
  • They sit and not do the work at all.
  • Occasionally avoid the whole situation by organising something else to do during my lesson.
My next step is to try and get them to understand the importance of the "design journey". It is not all about the finished "polished" product / drawing. They expect everything to be perfect and get very disheartened when it is not.

Saturday, March 30, 2019

Support reading for my Year 13 class

My NCEA Level 3 class are designing a set for their major project this year. The focus will be on Matariki, so for the extra two days away from school they have next week due to Student Achievement Conferences, I have put together some support reading for them.
I have done this in the form of a Google Drawing with hyperlinked images as I really don't like just sharing a load of links (not enough pictures for this Graphics teacher)

Link to the Google Drawing here


Thursday, March 28, 2019

Reading activity with Year 12 DVC class

During our staff PD a couple of weeks ago, we had a presentation from our literacy expert, Mr Marc Milford. We went through some reading and understanding activities ourselves in groups.  What Marc then wanted us to do was to put together the main activity for one of our classes with an emphasis on content from our subject areas.

I decided to focus on my Year 12 group, as they have to write their own overview of the design era they are researching. They always have problems with this ands tend to sneak a lot of "copy and paste" in.
I structured the activity around a design era that none of the students had chosen which was the 1970's.
Here is the link to the hand out that was given to the students to work through.

Here is the link to Marc's site that he shared with us that contains the literacy and reading sample activities.

Scanning
Sort the words into the boxes


Style







Materials
Type of product







Description / Describing
Write a one sentence prediction

I think this text is about










Marc came down to the class to present the activity to the students, which was great as this was my first time doing this kind of reading content with students, so that gave me more confidence.
The class tried hard with the activity and I thought they focussed on it quite well. Both Marc and I were working with small groups as they got on, explaining modelling what they needed to do.




After talking to March both during and after the activity, it is going to be a good idea to do this type of work a few more times with less scaffolding as we go on. They need to be able to read a text and sort out their own key words to guide a summary write up. We are not there yet but it was a good start.

Wednesday, March 27, 2019

Year 13 - Measuring the auditorium

My Year 13 class need to know the size of the auditorium, the position of the doors and the size of the stage. They need this information as part of their research before they start doing their set designs.
I first thought that I could get a copy of the technical drawings of the school, but then decided that they needed the experience of measuring.



They were fairly hopeless at it to be honest. 
  • Understanding of measuring in mm
  • Understanding how to measure something that it longer than the measuring tape
  • Understanding all the information that they need to collect.
  • Working together to measure and record the information.
We definitely need to do more measuring activities so that when they start working out how big to make their designs and making scale models of them, they have a clearer idea of what to do.

We then sat all together in the classroom afterwards and compared notes. The measurements that they took were added to two diagrams on the whiteboard.

This information has started to be put together on a scale drawing using Adobe Illustrator.
This is the plan view that has been completed.



Tuesday, March 26, 2019

Year 13 class meeting their client

My NCEA Level 3 Design and Visual Communication class are going to be doing set design as their first major project. It was time to meet with their client this week so they know where to start taking the drawing work they are involved with at the moment.
We had a lesson on Friday where we sat all together and came up with ideas for questions that could be asked. We shared all of these onto one document so the meeting with the client could be a group experience and not an individual thing.

Client Questions for meeting 1


  • What do you want us to design?
  • Do you have a specific theme that you would like us to work to?
  • Who is the target audience?
  • Where will the designs be used?
  • How big is the area that we need to design for?
  • Is there any specific specialised equipment that needs to be taken into account?
  • How many different scene transitions will there be for us to design for?
  • Will we need to design movable elements?
  • Is there anything that you don’t want or don’t like?

Before our client arrived on Monday morning, we sat together with the printed out questions and decided who was asking what. They then had a practice run through. Everyone was expected to contribute to the interview and ask at least one question.
"do we have to memorise these miss?"
No... It is not a memory activity. It is talking with your client face to face and finding out what they need you to do.


They were quite quiet during the interview and not very confident. They told me they were nervous before our client arrived. There were some "pauses" and quiet gaps but on the whole, it went ok. They now have somewhere to start with their project work.
I have shared this video with them so they can include it on their project Google sites as evidence for the client meeting.

Monday, March 25, 2019

Inquiry Question 5

Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.

Link to Google Drawing here



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.