Inquiry 2023 - Evaluating shifts in Teaching

  Evaluating shifts in teaching

 

Aspect of teaching	Evidence of teaching before intervention	Evidence of teaching after intervention	Judgement about how much you shifted
Reading for research	Collecting resources about materials together in one place on my site so the students can go there to get the information that they need Link to page on class website I would do internet searches for information with the students and if we found something lele that was of use, I would add it to this page for everyone to access. Giving students a template to fill in that has questions to answer about the reading they are doing. These questions are structured around SOLO taxonomy. Link to page on class website With these two aspects, I would let the students read the links that they needed to by them selves and help them individually where needed when they got to the questions.	Information transfer Pulling the relevant information from the internet so it can be focussed on away from distractions. Giving a specific set of questions that are targeted to what information I am wanting the students to get from their reading. Getting the students to apply what they are reading to their particular design problem. Reading with the students Giving words from the reading in advance so they have some vocabulary before they start. Collecting words as we go so we can collate meanings of words we are stuck on. Summary of intervention to date on this blog post for a staff presentation	The main shift within me has been confidence. I feel that I can support the students with their reading in a much more meaningful way. I am now planning for reading within my lessons in a much more structured way. Examples of this are on these links. Blog post - Year 9 Food Blog post - Year 11 materials research Moving forward from this year, I will be able to plan our reading for the start of next year in a much more structured way. Year 11 have to look at designers and Year 12 have to look at design eras. This involves a lot of reading and my learning from this year will enable me to specifically plan for this within my teaching and lesson time.

 

Using SOLO to structure Final Evaluation Questions

My NCEA Design and Visual Communication are up to evaluating their final poster designs. I looked at the support I had included on the class site for this and decided it was not good enough. The students are nearly there with their project and I didn't want them to fall at the final hurdle for want of an evaluation that was lacking depth.
I decided to structure the questions in the evaluation around SOLO so that when they write it, they have a gradually increasing level of depth.
Link to document here

Architect Poster Evaluation

	Describe How many images have you used. How you have laid everything out on your design. The type of fonts you are using for the title and the main information. List The design elements that you have used in this layout design.
	Explain The effect that you have created with the way you have laid out your design. Why you think this effect has been created. Why you chose the images you are using. Why you chose the fonts you are using and what effect they give to the overall design. Analyse How the design elements work together to create the effect you wanted to achieve. How you have reflected your architect’s style in how you have designed your poster.
	Reflect On what you have achieved with this design by giving your opinion on what the most successful and least successful parts are and give reasons for your opinions. Imagine What you could do to improve it if you were to start again. Evaluate How you think people people will react to this poster design - you can ask people for some feedback if you wish to include their opinions.

Possible keywords Colour, Proportion, Focus of attention, Symmetry, Whitespace, Layout, Shape, Font, Balance, Scale, Size, Flow, Hierarchy, Proportion, Visual Impact, Contrast, Position, Alignment Adobe Photoshop, Adobe Illustrator, Architect, Style, Elements

Sentence starters

I have used ____ number of images on my design. I have laid out my design by __________ and by using _________ The design elements that I have used in my layout are __________ The type of fonts that i chose are ______ They look like ________

The effect that has been created on my design is ________ I think this because ____________ I chose the images that I have used because __________ I chose the fonts that I used on my design because________ They give this effect ____________ Design element _____ and ______ work together well because_____ They create the effect of _____________ I have reflected the style of my architect’s work by _________

I think that the most successful parts of my design are ______ I think this because _______ I think that the least successful parts of my design are ______ I think this because __________ If I were to start my design again, these are the things that I would improve ________ I think that they would be an improvement because ___________ This is what people think of my design when they saw it __________

Can an Evaluation Speak for Itself?

A small group of my Level 1 students have being having a go with Explain Everything on the iPads. They have completed their final poster designs on Adobe Illustrator and I wanted to see if we could do the final evaluation as a spoken rather than typed thing.
Blog post about setting up the template here.

Our first attempt last week was a complete disaster, as they could not read the questions and answer them straight away. It was an interesting leaning curve for me, as their teacher, as I realised that they needed the same help and scaffolding when they speak their analysis as I would give them when they type it.

The second attempt showed a really good session at writing the script with help sentences and key words, which was thwarted by wireless issues so we couldn't get the files onto the iPads.

The third attempt was today. We were ready. We had fabulous scripts!! We had wireless. We were good to go.

Here are the 3 that were completed today...

Student 1

Student 2




Student 3




Feedback from the students :-


Which did you prefer ?

• Writing

What was good about writing?

• You have more confidence when writing rather than saying it.
• It's faster because you can stop when you want and you don't have to rewind unlike the video recorder you have to stop and start again every time you make a mistake. 

What was good about speaking?

• You don't need to type.

What were the worst parts?

• Being nervous while speaking
• Having to except the fact that we HAD to record ourselves talking. 

Would you do a spoken analysis again?

• Yes. It is much more better to say than write
• Yes, only if it's to do with credits :D

Key things that were highlighted for me....

• Students were very nervous of doing this to start with. Will they get used to it and find it easier to do?
• Get the image on the right way to start with as once the recording was done, every time we tried to turn it, it went back to sideways on saving.
• Scaffold exactly the same as we would if they were writing the evaluation / analysis.
• It meant that the students actually did BOTH - writing and speaking as they wrote their script.
• Using the teacher dashboard to share the original template file was easy, even though we didn't use them in the end.
• The students saving their work into their drive then retrieving it on the app was easy ( once the wireless was playing ball ).
• We learned how to use the app as we went along, especially when things went wrong. One of the students did a mostly great recording, got flustered and ended that section on a HUGE swear word.  So, rather than him start the whole thing again, we learned how to edit just one section of the recording and delete it. 

I really appreciated these guys giving this a go. It has given me a lot to think about moving forward with this, especially with its use within a totally online course.

Can students record an audio analysis / evaluation with what ever app / equipment they have, outside of the classroom, without on-hand teacher help.