Monday, March 27, 2017

Teacher Only Day 27th March 2017

We had our teacher only day today.
The focus was on:-

  • Culturally Responsive Pedagogy with Stephen Rowe
  • Wide and Deep Reading with Aaron Wilson
  • An introduction to "Understanding Behaviour - Responding Safely"
Here are my notes. They were hand written on an iPad app called Notes Plus and exported out as images.







Sunday, March 26, 2017

Using Learnings from Past Inquiries

I have spent a bit of time this morning reading through the inquiry blogs of other members of our cluster of schools.
While I was reading, it occurred to me to think about the previous inquiries that I have been involved in and how I am using that information in my teaching now.

Surely the only reason to do an inquiry is to get something out of it that is going to be useful to you?




For two years (2014 and 2015), I have been lucky enough to be involved in the Manaiakalani Innovative Teacher initiative.

2014

Focus
I am looking at how to extend my use of blended learning at Levels 1, 2 and 3 in Design and Visual
Communication, and how this can raise the achievement of the students.

As I have a junior class again, this will also used in the junior school with the target that it prepares students for choosing DVC at Level 1.

In DVC, the students have to produce a lot of work on paper in the form of sketches and rendered drawings. They also make 3D models. I want to focus on how this is blended together with online work and how using more interactive online content can enhance the experience in DVC.

The Manaiakalani research report recommends a focus on accelerating student progress to enable our students to succeed and I want to look at how blended learning can achieve this. I have been working on this during 2013 with the use of cameras, scanning and more use of online design tools so that the students can work at home more.

I want continue working to significantly increase the number of students achieving merit in my subject and up to excellence, by capitalising on the digital learning environment I am building, to accelerate success.


How am I using this now?
We continuously use a variety of methods to "blend" what we do.
As my subject is design, we work in a variety of ways so use cameras, scanners, screenshots, screencasts, online tools to collate all of the work onto online portfolios (Google Sites).
For NCEA, these online portfolios are sent off as links in November for external assessment. I still send the actual sketchbooks so the examiner can see them in real life. 
this is ok as I still don't think that scans give justice to the quality of the student's work. 
For moderation at the start of each year, this is done entirely digitally now via a link to a single document for each standard, which is great.




Focus
I plan to see how the use of online courses ( in a MOOC style ) can affect student outcomes.

This will be in terms of :-

1) Starting the DVC course early, in Year 10.

2) Doing the online components in their own time at Level 1 and 2 and using more of the class time for group analysis work and skills practice, as it is these elements that will gain the higher levels of achievement for the students.

3) Offering the courses to students who do not have space on their timetable due to other option choices.

This is in line with the Manaiakalani goals of ubiquitous learning at any time and of raising overall achievement. It will also give students agency of their own learning as they work at their own pace on the online modules over the year.


How am I using this now?
I am continuously updating my site in regards to this inquiry focus. I never seem to be happy with it. (that's a good thing right?)
I use Google slides to make step by step instructions. I make screen casts for techniques and processes. I use both class Google Plus Communities and Google calendars for lesson instructions.
The layout for the class site seems to be a never ending feast where I am constantly tweaking it to make it clearer to follow without much teacher involvement.

To be honest, I did not get much success in offering the course as an "extra" to the student's standard timetable. Time management and time overload were both big reasons for failure here. 
Where this research has been REALLY helpful has been our move as a school to more rewindable forms of presenting the material for a course. It has given me a lot of background on this so I was able to approach it with a much clearer understanding of tings that could be attempted. It has also helped me in my efforts to support other staff members in this.



Using SOLO Taxonomy

This has been a huge help with how I have been structuring the activities that I get my students to do within a project.
I am still including adding more of this type of structure in every plan that I do regarding pedagogy. It is showing improvement in how my students analyse their work. It is not a magic on / off switch and needs continuous work so it is included naturally as part of the process.




Using Google Plus Communities
This has been a big success as I use these all the time with my students. My seniors are used to using them now and are really comfortable at posting their work straight into the communities so everyone in the class can see their work and give feedback.



Manaiakalani / Woolf Fischer research to inform MOE Learning and Change Networks
June 2014

I was asked to create resources for the LCN presentations based on the finding :-

Behavioural & Cognitive Engagement#12 Synchronising tutoring: the digital environment allows for a much closer match between what teacher and learner is doing – much closer pacing – e.g. teacher can quickly respond to learner demonstration of learning through viewing their work live through a dashboard and give immediate feedback. “a closer dance”

The purpose of these resources is to show how this is being done in a secondary school environment.
This has been really where i have started everything recently. The way we work in DVC has been evolving since this point and it gave me the confidence to know that what I was doing was working and it was OK to try new things.

So, overall...

  • Don't stand still, even when something works, keep adapting it for new situations and new students.
  • If something doesn't work, it's not the end of the world, move on.
  • Find out what the students think about what you are trying.

Thursday, March 23, 2017

Manaiakalani Google Class OnAir - Lesson 3



Direct Instruction

As the students come into the room, they will be all gathered around the front table to receive the same introduction talk.Year 11, 12 and 13 will all be working on a Design Elements exercise and we will talk about what the expectations are together.

Their focus for the exercise will be different in each yea group - the Year 11 focus is on their chosen architect, the Year 12 focus is on their chosen design era and the Year 13 focus is on the abstractions of their chosen starting point.

I want them all to see that the Design Elements are key across the NCEA levels and across all design projects.

Recorded Lesson Sessions




Lesson Plan

Lesson Topic :- Analysis of work in relation to Design Elements
Level 1 - Architect Analysis - AS91069
Level 2 - Design Era Analysis - AS91340
Level 3 - Simplifications and Abstractions from starting points - AS91627
Year Group :- Year 12 and Year 13
Learning Outcome
Year 11
To understand how the main design elements are used in the work of their chosen architect.
Year 12
To understand how the main design elements are used in their chosen design era.
Year 13
To understand how the main design elements work in their simplifications and abstractions.

For both year groups to realise that the design elements are across everything that we do, as they will see them in use in each other’s project work.
Success Criteria
Using SOLO

Uni
structural
Multi
structural
Relational
Extended abstract
To be able to identify individual design elements in the work of their chosen architect.
Can list the design elements that they can see in the work of their chosen architect and describe how they have been used.
Can relate the design elements to where they have have been used and explain the effect it has had in the work of their chosen architect..
Can draw how the design elements have been used in the work of their chosen architect and generalise how they can be used in upcoming design work.
To be able to identify individual design elements in their chosen design era.
Can list the design elements that they can see in their chosen design era and describe how they have been used.
Can relate the design elements to where they have have been used and explain the effect it has had in the design era.
Can draw how the design elements have been used in their design era and generalise how they can be used in upcoming design work.
To be able to identify individual design elements in their starting point abstractions.
Can list the design elements that they can see in their starting point abstractions and describe how they have been used.
Can relate the design elements to where they have have been used and explain the effect it has had in starting point abstractions.

Can draw how the design elements have been used in their starting point abstractions and generalise how they can be used in upcoming design work.
Links with the New Zealand Curriculum
Level 1
Curriculum Level: 6
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: 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.
Achievement Standard: AS91069


Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Outcome development and evaluation
Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue.
Achievement Standard: AS91340

Level 3
Curriculum Level: 8
Learning Area: Technology
Strand: Design and Visual communication
Achievement Objective: Outcome development and evaluation - Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context. Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91627 (external)
  • Thinking
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing
Prior knowledge

Level 1
The students have been working on design developments for the presentation of their architects work.
Level 2
The students have collected a lot of information about their chosen design era, put it in place in a time line and compared it with another era.
Level 3
The students have drawn from their starting points and have been busy creating abstractions and simplifications from their drawings.

Both groups have been looking for online images that might illustrate a set of design terms - like this example
Lesson Sequence

Session 1
Student Activity - all
Teacher Activity
  • Sit around the front table and look at examples on the screen of a design era image collection and examples of drawing abstractions.
  • Discuss as a group what design elements they can see where they can see them - point them out on the board.
  • Level 2 and Level 3 are doing this together, so although they are specifically focussed on different project elements, the structure of design words is the same and they can see the connection across the two.
  • Sitting with the class at the front of the class leading the discussion about design elements in Level 2 and Level 3 work.
  • Explanation and showing examples of drawn design elements from the project items.
Session 2
Student Activity - Level 1, 2 and 3
Teacher Activity
  • Look at the design elements that they illustrated previously with found images (or they can look at my example or the words on the back wall of the classroom).
  • Using the information they have found about their chosen architect, design era or starting point, draw what the design elements could look like if they were illustrating elements from that work.
  • Label these illustrations and write a brief explanation about how the design element is shown.
  • One to one help where needed to think of where they can get the design elements from their own work.
  • Ideas about what these could look like.
Resources

Level 2 + Level 3

A3 paper
Drawing pencils
Drawing pens
Coloured pencils
Erasers
Previous work from current projects to refer to (images)

Next Steps

Level 1 - Think about / write down a list how these elements can be taken forward and used in their final poster design work.
Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site.


Level 2 - Think about / write down a list how these elements can be taken forward and used in their product design work. (lighting design)
Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site.

Level 3 - Think about / write down a list how these elements can be taken forward and used in their product design work. (shelter design)
Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site.


Teacher - scan their drawings ready to put onto the individual student google site portfolios. Put the scans onto the class Google Plus communities for the students to have access to their work in a digital format.
Reflection and Analysis


What went well?

The students got well underway with this task today.
They were illustrating the design elements with some very good examples from their existing project work.
I was able to include video from both of my senior classes today instead of only one group as they were all involved with the same task.
This gave them all an insight into how design elements can be used across year groups and projects.
It was good to see Year 12 students helping each other with this task and I feel that this is a direct follow on from the group work i allowed the to do in the previous standard.


What did not go so well?

None of the students completed the work today and are at various stages of completion. They need at least another session to get this done and this is an important task to complete as it will lead them straight into their design work.
The Year 11 students were a little slower at understanding the requirements for the task and took a lot longer to get underway with it.

What can I do better?

Make sure the instructions are clear for all year groups.
Provide more detailed examples so they can refer to them (past student examples would be good here)


Lesson Content

Here are the links that the students have been given or are working on and the resources that they need for the lesson :-

Level 1, 2 and 3

A3 paper
Drawing pencils
Drawing pens
Coloured pencils
Erasers Previous work from current projects to refer to (images)

Tuesday, March 21, 2017

Thursday, March 16, 2017

Student Voice - Year 12 First Standard

We have recently finished the first standard at NCEA Level 2 (AS91354), so I sent the students a Google Form with questions on it to get some student voice / feedback about how they thought it went.
I have a lot more students than 7 but these are the answers I have so far....


Quite a large percentage of my Level 2 group are students who did not do Design and Visualisation at Level 1 last year.




I get the impression that they didn't really understand this question!!
I thought it would be good to compare but I obviously need to go over what I mean by this question before I ask a similar one again.




While I am pleased that there is no answers in the 1 and 2 area, I need to put some thought into this as some that are only half way up is not good enough.





What worries me in this set of answers is the 4 sitting on "wait"and I am thinking about this and the previous question about getting enough teacher time.
This has made me think about using "back channels" in the class room. My thoughts are around the students putting their questions / problems out there on the back channel and they can answer each others requests, chat about what they are doing and I can answer their requests there too.
I put this to my group this afternoon and asked them if they used Twitter. About half of them are already on Twitter and when they asked why and I explained the whole "back channel" idea, they suggested google forms, googles docs, the chat feature down a doc and the class community. There were all good ideas and we will discuss this more next week.





Yeah .... there is always something I can be doing better so I think they are just being polite here. I wasn't collecting their email addresses so they weren't worried about me knowing who said what. Maybe giving them a list of possibilities to tick would get better and more helpful results for this.




While I appreciate the little bit of honesty shown here, I think that the next time I ask this question in a feedback form, I will structure it with some possibilities to tick so they have some idea about the direction that I want them to start thinking.







As this was a new thing that I was trying this year, I am pleased that it went down so well with the students. None of them are completely convinced they want more of it in other parts of the course, but after talking with them, it has to do with who they were working with and the amount of effort they felt others put into the team work.




I am pleased that they all seem to know what they have to do in the project. Again, I think some tickable boxes here might have gotten some more useful results as to reasons. I am happy that they thought I instructed them well though.



I went over where everything was on the site at the start of the year and I link where I want them to work form on the class community and the calendar, so getting to the work / site pages / instructions should be easy enough. 
It is good to hear from some of them that they think it is ok.
This feedback can be improved by including some options next time. They seem to need more guidance on these type of questions as to the direction I want them to think about.




The attendance is mostly ok. Most of the absences are because of Trades courses and this is a good thing for the students to do and I hope that the course is set up to accomodate this.



I am wishing that I had not included "other" on this question as they have not written in the note section of the other option so I don't know their reasons for this choice.
It is good to see 2/3 have their chrome books most of the time and when they don't, there is the computers in my room that they can use.



No real surprises in their answers here. "Sitting with the right people" was interesting though, especially taken into the context of working in pairs / teams.





This links me back to the "more time with the teacher" and "waiting for attention from the teacher" from previous questions.
How can I help them more?
  • Set up of the site
  • Set up of the instructions / tasks
  • Better use of my time in the class





I love the answer about doing the website. The students all have a Google Site where they put all of their project work as an online portfolio. I love the fact that some of the students like putting this together.




I am pleased with the honesty in the "writing the information" answer. This is exactly the reason that one of the things I am focussing on this year is structuring the tasks around SOLO taxonomy and this will especially help the writing elements of the project work.



One of the senior classes is quiet small. is a mixture of Level 2 and Level 3 and is a quiet, hard working atmosphere.
The other class has a large number of students who are at Level 1, Level 2 and Level 3. It is noisy and if I am honest, rather chaotic. This is obviously something I need to look at as it is getting through to the Level 2 students. 


This feedback from the students has given me an interesting to do list and a definite need to structure the next feedback form with more options for them to choose from and areas to add their own.

Thursday, March 9, 2017

Embedding New Learning ...

With my intermediate class this morning, we were learning how to use TinkerCad.
We went through a simple some simple skills that will take them through more complex tasks :-
  • Workplanes
  • Grouping shapes
  • Using holes
These are the tasks we went through today ...



We made small skill videos with the iPads after this where the students could pick which element they wanted to highlight and record the screen and themselves talking.
We then shared those videos in our class shared folder on Google Drive so the students can see each others videos and remind themselves of what was covered today.
This was a good way to get them to talk about what they had been doing during the session as it makes it clearer to them as they plan what they are going to say.
Here are todays videos :-





Wednesday, March 8, 2017

Manaiakalani Google Class OnAir - Lesson 2


Click on the image to go to the inquiries of everyone in the Class OnAir 2017 Group

Direct Instruction
Students will be instructed as they come into the room to log straight onto their portfolio sites where there is an embedded calendar.
Notes on this calendar will give tasks and links for both groups to understand what they have to do for the lesson straight away without continuous contact with the teacher.
The teacher will then have the chance to give direct instruction, guidance and discussion with the individuals or groups of Level 2 and Level 3 student groups.
Level 2 students are working on AS91340 - an internal DVC standard - working on analysis of a design era.
Level 3 students are working on AS91627 - an external DVC standard - working on simplification and abstraction of their observational drawings.
Students will be given iPads this lesson to record their own content for this lesson. The students will also be able to use this content as evidence on their design portfolios.

Recorded Lesson Sequences

Detailed Lesson Plan

Lesson Topic :- Analysis of Design Eras
Level 2 - Design Era Analysis - AS91340
Level 3 - Simplifications and Abstractions from starting points - AS91627
Year Group :- Year 12 and Year 13
Learning Outcome
Year 12
To understand what the main design elements are in their chosen design era and to be able to link these elements together to produce a cohesive plan that they can use in their own design work.
Year 13
To be able to use simplification and abstraction techniques from their original observational drawings.
Success Criteria
Using SOLO

Uni
structural
Multi
structural
Relational
Extended abstract
Individual pieces of information about design era - written on hexagons - individual task.
Lots of bits of information about the design era - written on hexagons - get together with a partner and see where double ups are.
Making connections between hexagons and grouping them according to connections. Explain what the connection is.
Repeat this with different connections.
Use the connections / reasons to start an additional specification about their product design. This can be added to the specification that they already have produced from the previous standard.
Use of a single method to simplify their original drawings.
Use of multiple simplification and abstraction techniques, both in 3D and 2D.
Writing notes with their drawings that explain the main design elements that they are pulling out of their work.
Ongoing manipulation of the source material for their own project needs.
Links with the New Zealand Curriculum
Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes.
Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91340

Level 3
Curriculum Level: 8
Learning Area: Technology
Strand: Design and Visual communication
Achievement Objective: Outcome development and evaluation - Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context. Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91627 (external)
Thinking
Relating to others
Managing self
Participating and contributing
Prior knowledge

Level 2
The students have already collected images to do with the design eras that they had to choose from, so they have a bank of resources that they can call on for this activity.
Level 3
The students have a collection of observational drawings now that they are using as reference for their simplification work.
Lesson Sequence

Session 1
Student Activity - all
Teacher Activity
  • Students welcomed into the room.
  • Students reminded to check the calendar embedded on their portfolio sites for lesson details.
  • Both groups to read details and move on to appropriate links and help that has been set up.
  • Use the class site and the calendar for instructions and examples.



  • Making sure all students are online.
  • Reminding students where the instructions and examples are.
Session 2
Student Activity - Level 2
Teacher Activity
  • Sit together briefly to chat about design elements and what they are.
  • Students to take a couple of SOLO hexagon sheets and fill them in with individual items about the era they are working on.
  • Cut out the hexagons.
  • Find someone else who is working on the same era
  • Discard any hexagons with elements that are the same.
  • Discuss with partner and put the hexagons together in groups that have things in common.
  • Record on the iPads their discussions about the reasons they are putting the groups together.
  • Repeat with different groupings.
  • Looking at results of various groupings and start to put together ideas for an”era specification”...share on the class community.
  • Sit with students at the front of the room and go over the Design Elements resources that are available to them.
  • Rotate the groups to give input where needed.
  • Help with ideas for specification points that can be shared with the group.
Session 3
Student Activity - Level 3
Teacher Activity
  • Students to continue with simplification / abstraction work from where they are up to.
  • All students are at slightly different places within the process now so they need to continue with their personal process.
  • Refer students to exemplars in the class community
  • Individual help where needed on skills or process, as required.
  • Photographs and uploading to the G+ community when 3D work is produced.
Resources

Level 2
Scissors
Pens / pencils
iPads for group recordings.

Level 3
Pencils
Drawing pens
Variety of coloured papers
Card
Scissors
Glue
Next Steps

Level 2
The students will now compare their chosen design era with another, so the design elements that make their era unique become increasingly more obvious to them.
Level 3
The students need to draw from any of the 3D models that they have made and still continue to write notes that explain the effects that they are achieving in terms of design elements.
Teacher
Upload the videos that the Level 2 group have made about their analysis to the class Google Plus community - they can embed these on their portfolio site.
Make sure all photographs taken of Level 3 sketch models are uploaded to the class Google Plus community for them to access.
Reflection and Analysis

What went well?
All students knew what they had to do during the double session and the teacher had plenty of opportunity to give one to one help during the lesson.
The group work went quite well with the Level 2 students and they were able to support each other in the activities and the recording of the analysis.
The students are becoming  lot more confident in talking about what they are doing and why they are doing it.

What did not go so well?
One of the Level 2 boys was on a course today, so there was not much choice in the groupings. A couple of the boys ended up working individually and the other two worked together. This did not stop them from supporting each other in the process though.

What can I do better?
More discussion of the reasons why elements can be grouped together so we get a little more depth of thought with that element.






Student Voice



Learning Site Content



Here are the links that the students have been given or are working on and the resources that they need for the lesson :-

Level 2


Printed SOLO hexagon sheets
Scissors
Pens / pencils
iPads for group recordings.
Design Elements
Level 2 G+ Community

Level 3

Pencils
Drawing pens
Variety of coloured papers
Card
Scissors
Glue
NZQA Exemplar
Tamaki College Merit exemplar
Tamaki College Merit exemplar
Level 3 G+ Community
Simplification
Abstraction