Staff PD - Understanding Executive Functioning

 

Planning Support - Card Game

 I have blogged about my planning support work with my 4 teacher trainee mentees before

Planning Support

Planning Support - Help Videos

Since then, I have started talking to them about Teaching as Inquiry and about how it should be an ongoing thing. I spoke about this to the whole staff during our last CoL presentation.

Staff PLD - CoL Presentation 2

Since then, my 4 mentees have been working extremely hard as they have a pile of deadlines coming up for university. This got me thinking about doing something fun when the deadline is over so I have tried to design a card game based on thinking about your planning.

I have put all of the resources for the game and the instructions on the planning site that I have made for them - link here

I am hoping that we get something out of this activity, being honest with what we think about planning and have a bit of fun while doing this.

The Game Cards

This presentation is set up to print 4 cards on A4 paper, back to back, so you have the card info on one side and the game logo and coloured background on the other side.

The Instructions

Reading for Planning

 I have been working with Marc to produce some reading strategy support. My inquiry group is my Year 11 class this year but I have been trying things out on my Year 9 class. This post is from one of the sessions with Marc

In that document, we were reading the method for the food we were going to cook later in the week.

This term, one of the Technology COs we are assessing on in the junior school is planning, so I thought I could combine what I had already done with Marc with planning. I have used the same SOLO colours to show where it fits in - yellow for identifying the items, green for listing from the method and blue for relating the jobs to how long each one will take.

On the gantt chart page, I have put the method in a scrambled order, so they have to read carefully to work out the order. If they like, they can also compare to the method that is listed on the page before - this still requires them to read it to compare.

Link to document

Staff PLD - CoL Presentation 2

  In today's staff PLD session the CoL teachers presented the progress so far of our inquiries.

Here is my section - which includes what I went over in the last presentation - blog post here

I then spoke on how to think about in a day to day way

Here is the whole presentation from everyone today

Using the Cricut Machine

 Subsequent to our Manaiakalani Teacher Only day where I presented on how to use the Cricut machine, most of my group have met twice this last week to continue learning.  We will continue over the next couple of weeks.

PLD - Manaiakalani Teacher Only Day

 

Inquiry 2023 - Baseline Testing

 My Inquiry group this year are my Year 11 Design and Visual Communication class. The focus of my inquiry is reading. 

Today, I did a baseline piece of reading and writing with them. I explained what we were doing and why

• A teacher has to inquire into something to improve over the year
• The thing that I had chosen was reading
• The reason I chose that is the work that is required to move from achieved to merit and excellence involves a lot of research, reading and writing and their design work.
• A baseline piece of work is required so we can see if any improvement is made over the year due to what the teacher is doing differently
• No help is given during this baseline piece of work so it shows what the students can do now, by themselves.

This is the piece of reading that I gave the students. I asked ChatGPT to give me information about stainless steel. They had to read it then give two summaries - one about how stainless steel would be good for their chair design and one where stainless steel would not be good for their chair design.

Here is the writing that the students did today based on the reading from this document. We wrote it by hand so they would not be able to use the internet for anything. They had about 20 minutes to do this.

3D Printed Cookie Cutters

My Year 7 class this tech rotation are having a go with Tinkercad to design and make some cookie cutters that we can use to make some sugar cookies in the kitchen.

They are not my class at the college, they come from a local intermediate for their Technology lessons. Luckily on Tinkercad, you can make classes so it is easy for them them to get into the class and start work. 

It also makes it easy for me as the teacher to see the work they have been doing as I have access to it on the dashboard.

I had set the work up onto my class site so I could include examples, information and videos.

Link to class site

I have made some example cookie cutters for the students to see the process and we worked through the first one as a class.

We worked through the first, basic design together last Friday so I thought I would print out those ones for them before they come back this Friday to try the more complex ones. We will then make the cookies with them on Friday next week.

Staff PLD - Reading Skills with Marc

 Following on from the department PLD with the school literacy specialist, Marc, we have had a whole school PLD session. Blog post from the department session here.

Today, Marc wanted us to choose a piece of writing that a junior class would have to read. I chose the method for making Teriyaki Chicken as that is what my Year 9 class are going to be doing this week.

Marc has spoken about using images and stimulus to understanding and jumpstarting any prior knowledge. 

Link to my document - I have given the words to link to the images, started the information transfer with a couple of examples and colour coded the work to link to all of the templates I have made for writing that use the SOLO structure. (the yellow and green sections where they are identifying and listing)

PLD - Understanding the PAT Results with Marc

Non Fiction Reading Skills

Link to document

Example - worked through with Marc using data transfer and summary techniques.

TOD - Planning for DVC NCEA Level 1 2024

 Today we were given time on Teacher only Day to plan for next year when the new NCEA Level 1 standards start.

Prior to the day, I had found some useful links and saved them onto Google Keep

Design and Visual Communication
https://ncea.education.govt.nz/technology/design-and-visual-communication?view=assessment

Materials and Processing Technologies
https://ncea.education.govt.nz/technology/materials-and-processing-technology?view=assessment

Electronics - Level 2 Unit Standards
https://www.nzqa.govt.nz/framework/explore/domain-full.do?frameworkId=278802

Understanding NCEA Changes
https://ncea.education.govt.nz/understanding-how-ncea-requirements-are-changing#:~:text=guidance%20as%20well.-,In%202024%3A,a%20new%2060%2Dcredit%20qualification

I has also prepared the standards into breakdown sheets similar to how I have them on my class site at the moment.

Year 11 2023 example - AS91067 - where it is on the class site

I always find making these sheets extremely useful as it makes sure that I am preparing work up to excellence level. As this is the case, I thought this would be a good thing to do with the new standards.

Here are the prepared documents.

DVC Level 1.1 9000 (internal)

DVC Level 1.2 9001 (internal)

DVC Level 1.3 9002 (external)

DVC Level 1.4 9003 (external)

Before I could start these, I looked at the 3 suggested course outlines that are on the website. I printed these off so that I could read them properly and decided to look in depth at two of them. 

Link to Annotated Course Outline 1

Link to Annotated Course Outline 2

My next steps are to choose one of the course outlines, make sure it is adapted and suited to me and my students and then fill in the standard breakdown sheets with the types of activities that we could do next year.

The course will consist of the two internal standards and one of the external standards for a total of 15 credits for the year. 

The students do 5 Level 1 courses over the year so this will give them a potential of 75 credits, where they will only need 60 to pass NCEA Level 1.

Inquiry 2023 - Question 3 - Tools, Measures and Approaches

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

Planning Support - Help Videos

 I have written earlier in the year about being a mentor to 4 trainee teachers this year. Link to blog post here As part of that, I have been making some help videos to support them in the use of Google Sites and Hapara Workspaces. These are both requirements for teachers to use in their planning and presentation of work to students.

I have made two pages on the Planning Support website, where I have included links out to other sources of information and help and short help videos that I have made. I have kept the help videos short, so that a specific topic can be watched without looking through lots of other information and they can get that information quickly.

Link to Google Sites Help page

Link to Workspaces Help page

Staff PLD - Polynesian Panthers and Walk the Wall

 Links to Readings provided for the two days

Link to doc

Topics and Links

Racism: A framework Levels of Racism: A Theoretic Framework and a Gardener’s Tale. Kamera Jones, American Journal of  Public Health, 2000 Aug;90(8):1212-1215.  Levels of racism: a theoretic framework and a gardener's tale (aphapublications.org) If you want to learn more about this article listen to this podcast - The Gardeners Tale: https://www.bing.com/videos/search?q=a+gardener%27s+tale+camara+jones&qpvt=a+gardener%27s+tale+camara+jones&FORM=VDRE

Te Tiriti and Pacific peoples The Treaty of Waitangi and the va between Māori and Pacific peoples in Aotearoa, New Zealand. In PMN Opinion piece, Melani Anae, 4 February2021. Listen and read about Dr Melani Anae, Associate Professor Pacific Studies, University of Auckland, who explains why Pacific people in New Zealand should take an interest in the Treaty of Waitangi. The Treaty of Waitangi and the va between Māori and Pacific peoples in Aotearoa, New Zealand | Pacific Media Network (pmn.co.nz)

Blackbirding in the Pacific Listen to the podcast: https://www.rnz.co.nz/international/programmes/datelinepacific/audio/2018648756/blackbirding-in-the-pacific-and-the-search-for-lost-family Read this: https://www.matauala.org.nz/blackbirding-slavery

Polynesian Panthers and the Dawn Raids  The Panthers telling their history in their own words:  https://interactives.stuff.co.nz/2021/06/once-a-panther-activist-history-podcast/  Ministry for Pacific Peoples resources about the Dawn Raids and recent apology can be found here:  https://www.mpp.govt.nz/about-us/dawn-raids-apology/ A Māori TV segment here… Polynesian Panthers reflect on 45 years  and dawn raids stuff here… Dawn Raids Television (Full Length) – 2005

Educate to Liberate ‘I am Who I am: Pacific tertiary students and the centrality of ethnic identity for successful outcomes’. M. Anae in Mai Journal, Volume 9, Issue 1, 2020, pp.38-48. I am who I am – Pacific tertiary students and the centrality of ethnic identity for successful outcomes | MAI Journal

Topics and Links

The NZ Company and the Wakefields including Edward Gibbon Wakefield  Edward Gibbon Wakefield Biography  If you want to learn more about the Wakefields, listen to these podcasts: https://www.rnz.co.nz/programmes/black-sheep/story/2018755209/colonial-mastermind-the-story-of-edward-gibbon-wakefield-part-1 https://www.rnz.co.nz/programmes/black-sheep/story/2018755896/colonial-mastermind-the-story-of-edward-gibbon-wakefield-part-2

Māori and the vote (if you’re feeling creative, make voting cards and get people to vote at imaginary polling booths in different era…) Scroll down this page for disparities in the Māori and European electoral systems: https://www.parliament.nz/mi/pb/research-papers/document/00PLLawRP03141/origins-of-the-m%C4%81ori-seats  Watch this 5-minute Spinoff video on The Māori seats

Passive resistance of the prophets Te Whiti and Tohu culminating in Parihaka Day, 5 November 1881 6-minute Spinoff video on The invasion of Parihaka and why it needs to be remembered:  Pages 5-6 and 10-17 of Te Ture Haeata ki Parihaka 2019 (Parihaka Reconciliation Act 2019)

Rua Kēnana's arrest at Maungapohatu Watch this 6-minute video on Rua Kēnana narrated by James Belich:  There’s a PDF at this website, which includes the history and an agreement to provide a statutory pardon for Rua Kēnana

Te Puea Hērangi’s stance on conscription  Read this Māori and the First World War – Māori objection to conscription and this: Māori soldiers' Great War battle for equality

Funnelling of Māori Kids into State Care Try googling the 20 June 1954 ‘Petone Incident’ where you’ll also learn about the Mazengarb Report  Listen to Dr Stanley’s lecture Acknowledging State Abuse in New Zealand – Elizabeth Stanley    Have a look at this 13’ min documentary on Oliver Sutherland

He Taua and ‘the Haka Party Incident’  Mocking the haka: The Haka Party Incident and ‘casual’ racism in New Zealand

My notes from the two days

Readings - Cross - Curricular Literacy

 Cross-curricular literacy – All subjects need lessons in reading

Why does literacy matter in different subjects?

Introduction to literacy in Design and Technologies

Reading - Student Voice

 My inquiry this year is going to be based around reading. I wanted to see what the students in my Year 11 Design and Visual Communication class think about reading at the moment.

What do teachers in your other subjects do to help you with reading? Why do you think this works for you?

• Not sure.
• Teachers told me to read
• They don't help me because I can read fine.
• I really don't know, They just tell me to read more... but I don't
• Well, what my teachers do to help me with reading is that in class they will go through it with me individually and also with the whole class. So when reading, if there is a word that I don't understand and the others, my teachers help me by breaking down that word and explaining it. I feel like this works because as a student it makes me comfortable and it is clear to understand when they're reading it.
• They help us improve what were tryna explain
• The other teachers help me with reading by helping me understand some of the text that is written on other sites for information and this works for me because i didn't understand some text that was there on the site and had the teacher explain it to me thoroughly
• interesting subjects.
• I'm not sure.

What do you think your DVC teacher can do to help you with the reading that is needed this year?

• Not sure, I think I can read alright.
• Help to understand my tasks
• I don't need help.
• maybe just giving us more tasks that include reading
• - Probably just visit me and ask if I need any help in reading. - Possibly if it's something for the whole class to hear. If you could read the text and break it down to our whole class this will also help me.
• nothing
• Nothing really
• not sure

It is interesting to see that non of the class realised how much reading there would be in the DVC course.

Help that the students are appreciating from other teachers is breaking down meanings of things as they go. They are also liking when teachers help them to understand what they find on the internet in terms of how it is written ( I had a brief conversation with the student who put that answer to get more clarity)

They are liking more interesting topics as it helps them want to read.