Thursday, November 21, 2019

Autonomous Car - mBlock Coding Explanation

I have been coding my mbot to follow a black line and to stop if something is put in front of it.
Here is all of my code.

Here is a video of my code working (please excuse it's sideways viewpoint)

Here is an explanation  of how my code works.

At the top of my code there is the start up block that lets my mbot know there is a line of code coming.
I then have a wait control block that is connected to a sensor block that is the button on the mbot.
I have added this so that the mbot will not start the coded actions as soon as it is turned on. I can wait till im ready and press the button for it to start.

The next thing is an operator block and a sensor block. This is saying to check if there is anything less than 10cm away from the front ultrasonic sensor.

I then used an "if, then, else" control block.
I used this because it gives the chance to put two different options of actions for the mbot to do depending on a condition.

The ultra sonic block is placed in the if.
This is saying that if something is less than 10 cm away from the ultrasonic sensor, the mbot does the actions in the "then" section.

These actions are:-

  • The mbot will stop, so it doesn't run the thing in front of it over
  • It will show red light to show it is stopping
  • It will make a noise as a warning

The movement around the black line is put into the "else" section of the main control block. This is because it is the other thing the mbot has to do if there is nothing in front of it.

These sections are all put into "if, then" control blocks. This is because there needs to be a condition happening for the action to happen. If that condition is not happening then it will move onto the next code block.

There will be 4 of these and they will be based around this binary information.

Left Right21
Black Black000
Black White011
White Black102
White White113

This works like this ...

The code for this section, with all 4 sections, looks like this, where all of these 4 possibilities are in their own "if, then" control blocks.

While it is following the line, a green light is showing so this is the first thing inside the else section.

All of these "if, then, else" and "if, then" blocks are wrapped by one forever around the outside. This is because I want the mbot to continue to check for these conditions all the time. If the forever was not there it would do it all once then stop.

Wednesday, November 20, 2019

NCEA DVC Results comparisons

Last year, I did a results comparison of my Year 11 class over the last few years. I just did this class as it was my inquiry group last year. Blog post here.

I have decided this year to do a similar thing to track all year groups.
Link to spreadsheet here

I have been trying to see patterns. I have failed at that to be honest.
At Level 2 and 3 the conceptual design standard continues to be poorly attempted. This is on my list to improve next year and I have already made a start on that by redoing the Level 2 planning and have sent it off to be moderated by another Technology teacher.
It is always GREAT to get another set of eyes on my planning as I am the only DVC teacher at Tamaki. When I get feedback that gives input and suggestions about what to add to improve the planning or pointing out tings that I have overlooked, I LOVE it. I always try to treat this planning moderation process as sneaky PD as I learn loads from it. (thanks Terry!) Getting the work externally moderated by NZQA is a whole other story though.
I am so disappointed with the effort overall in the Level 1 course. So much unfinished work. There is a lot in Level 2 as well and it is because of this I have finally got my head around using Workspaces as a means to keep on top of things better next year. My workspaces journey is on this label on my blog.

Things that I am taking forward next year from previous inquiry work.

  1. Use of SOLO structure to support written elements of the design projects
  2. The literacy structure for analysis writing.
  3. The mindset work to improve confidence.
  4. Clear layout of my class site to support project flow.
  5. Rewindable learning elements so students can always look back on what they and the class have done.
  6. Go back to using Google Plus communities (now that Google has decided not to bin it for education) so that students can see each others work and the work of past students. I only used it for my Year 13 class this year as I didn't start it with the other classes due to not knowing if it was going to go.

I find it fascinating that the things I really think will improve outcomes for my students are not related to drawing!

Monday, November 18, 2019

Bursts and bubbles: Speaking frame

The catalytic aspect of student learning my inquiry focused on this year was getting my
students to talk about their work and present it to each other and their client verbally.
I identified this as my focus when I noticed that a lot of my senior students lacked
any confidence in their ability to do the work when they come to DVC.
To build a rich picture of my students’ learning I used a series of recordings where
I tracked the progress of how my student's verbal literacy was changing or not.
The main patterns of student learning I identified in the profiling phase were them not
wanting to try the work in case they failed. Students who had done DVC the previous
year could cope better but those who hadn't have a lot of confidence issues.
My profiling of my own teaching showed that I had strengths in making examples,
demonstrating the skills and breaking down what they have to do into manageable pieces.
But that my students would likely make more progress if I developed in how how to use
literacy skills in a way that gave the students confidence to talk about their work.
The changes I made in my teaching were using lots of group activities that were not related
to DVC at all. They were about loosening up and being comfortable with each other. We did
voice exercises and speaking practice.
The literature/expertise that helped me decide what changes to make was talking to
teachers in the English department who get their students to talk and do speeches as part
of their course. I also spoke to the music department about voice and projection strategies.
Readings I have done include, Mindset by Carol Dweck, The Growth Mindset Playbook by
Annie Brock and Heather Hundley and Culturally Responsive Teaching and the Brain by
Zaretta Hammond amongst others.
The easiest and hardest things for me to change were: doing silly group activities that were
not related to DVC was easy for me as we do a lot of talking about non subject related topics
as we are doing our project work normally so this was just an extension of this. Changing how
I do things is easy for me as I am always looking at how to improve and change things up.
I am not so stuck in my ways yet to not appreciate change. Helping the students verbal
literacy was a difficult point for me and I picked the brains of the English teachers A LOT.
Working on the students confidence was hard. I found it so frustrating that I could not get
them into a better head space about their work and effort.
Some changes I made along the way were changing between doing individual talking about
their work to a camera, talking to the group and talking to their client in one to one, group
situations and whole group presentations. I did not start out with a focus on confidence and
mindset but it came out as part of the problem so evolved naturally.
Overall I would rate the changes in student learning as slow and in some cases non at all.
The evidence for my rating is that some of the students did not take what we were trying to
do seriously and were also affected by poor attendance. This then affected what strategies
they were involved in over the year as they missed the morning sessions. We practiced our
presentations and made notes and they were still forgetting structure and content and depth
when their client was in front of them. The presentations were still quite shallow.
On the other hand, one of the students wrote the longest final evaluation of his design work
that I have seen.

The most important learning I made about working on confidence, mindset and verbal literacy
was that there is no set timeline for improvement. It is an ongoing thing that needs a more
extended time and patience.
The most important learning I made about inquiry was the students progress in what I am
looking into does not work to my time scale. I need to continue this for a much longer period
so I can see if what I was trying will do any good over a longer period of time so the students
have a chance to get used to it.
Some learnings that would be relevant to other teachers are don't be afraid for an inquiry to take
an unexpected turn into a direction that you know nothing about and have to up-skill and research.

Tuesday, November 12, 2019

Jumpstart is underway - Playing with gears

We have started our new Jumpstart timetable this week for 4 weeks. The Year 10 students have done their options for NCEA Level 1 next year and have started those classes already for the last part of this year.
I have been working on my new class site for next year and the Jumpstart project was the first one to be sorted out so I could get the planning moderated before I started teaching the project.
This also included making a Hapara Workspace so I can keep better track of the work the students have to complete.
So far, I have seen the students for a single period and a double period. The project was introduced and they seem quite excited at the idea of making a pull along toy on the laser cutter. We have looked at the theme of Steampunk and they have made a mood board about it. I think they like the theme. Steampunk is new to them so it is hard to tell.
Today we had a play with the gear set that was made on the 3D printer. I want them to try and use a bit of extra movement in their toy designs, either gears turning as the toy is pulled along, or something moving up and down on a cam, or offset wheels to create a bobbing motion.

We started with simple gear trains, moved onto compound gear trains and looked at how the speed and direction of movement changes. 
I was videoing their creations as they made and putting them in a shared folder so they can put them into their projects.

Then the challenge was to get the movement to go from one side to the other of two boards together. The boys them made it go round the corner.

To be honest, we were having so much fun today that I'm not sure if the main points of the lesson intentions were learned! I think I will do a Kahoot and find out.

Tuesday, November 5, 2019

Product Design using SOLO Taxonomy

I am busy putting together all my planning for next year so that I can get it all moderated and ready to go in the new year. I am currently working on the product design project for Year 12. They need to look at existing products and analyse them so I have structured this around the SOLO Taxonomy levels. This task then starts with some simple labelling and identifying and slowly builds the complexity of the questions to add more depth as they go.
I am hoping that if this is a smooth process for the students, then we can do something similar in structure along with all the literacy structure for the analysis of their own design ideas. This is the part that they always find difficult and I am constantly working on trying to improve.

Thursday, October 24, 2019

Pretty Workspaces

I have been practicing using Hapara Workspaces with my intermediate students. I wrote a blog post about it here.
This week, I have been sat with Lenva getting a bit of PD as I hadn't done anything with the work that the students had submitted till I saw her. I was nervous of doing something daft and loosing the work. Lenva took me through the marking, the spreadsheet that is generated with all the marks on it and how you can send the work back in two ways - one to keep working on it and resubmit and one as the final return. I had been worried that I would loose the connection to the work once I sent it back as this was the main reason I was FINALLY getting my head round workspaces in the first place. Lenva put my mind at rest over that.

While I was with her, she showed me how you can search for other people's public workspaces. Very handy! She then showed me one that she had found that had been made very visually attractive by the use of headers and colour.
This reminded me of a PD Lenva did with us a while back and she gave us a presentation that she had put together of all the card colours put onto proportionally correct pages that can be downloaded as images and used as headers for your workspace cards.

Here is the blank presentation with the colours -

Here is my copy which is quite messy as it has the slides on it that I have copied and used to create header images for my workspace cards.
So far I have been making the first workspace I will be needing with my seniors pretty. This is the jumpstart one which I will need in a couple of weeks time.
Here is the link to the workspace.
I think it makes it much more visually appealing and not just plain boxes with writing in them.
Thanks Lenva.
Here are the other workspaces I am fiddling with at the moment (as of writing, unfinished, just saying)
Level 1 Chair Design
Level 2 Lighting Design

Monday, October 21, 2019

More Maths in Graphics

A while ago all the CoL teachers were asked to reflect on where Maths happened in their classrooms.
My blog post on this is here.
Over the last week, my intermediate classes have been looking at networks. Making 3D shapes out of flat sheets. Link to information on my new class site.
They were given some nice easy grid paper and we made a start making cubes, cuboids and pyramids.

We used grid paper so they could concentrate on the shape and form we were making rather than doing too many skills at once. I have tried doing this activity with plain paper, rulers and pencil before and it was a total disaster as the measuring and drawing of the squares was too hard. With a grid paper, they can count the squares on the grid and use the lines there.

We had a conversation about where the spots on a dice are placed and they found out that the opposite sides of a dice add up to 7.

As they were doing this on Wednesday, their class teacher happened to be in the room and mentioned that they were doing probability in maths in class. PERFECT!
When they completed their dice we had a quick session throwing them and making a note of what number we got.
We then talked about why their results were not an equal 1 in 6 for each of the numbers. They came up with - 30 throws was not enough. The dice is not very heavy or accurate so it wasn't throwing or rolling like a dice normally does.

Not too bad for a graphics lesson! Maths in action!

Thursday, October 10, 2019

Thursday, October 3, 2019

One day in the holidays..

It is Thursday of the first week of the holidays. Last week the students asked me if I was coming in to do classes in the holidays. To be honest, I laughed in their faces. 90% of them are not the most focussed bunnies during the normal lesson time and I live much further away from school than I used to, so the answer was quite a firm no.
I had a slight change of heart though, as I was planning on coming in to school on both Thursdays to do the Community coding course that has been running for the last 12 weeks. I told the students I would do classes on both Thursdays if they wanted. I'm too soft.

2 things came up as topics of conversation today. NZQA and penis drawings.

NZQA came up as a topic of conversation while I was helping the students put their work onto their portfolio websites.
I have been getting my students to put their project portfolios together using Google Sites for quite a while now. I have put a sheet on the front of their sketchbooks with a link to the student's site, so the drawings were still in the sketchbooks which are sent away in November and all they had to do was type in the link to the student websites to see all their notes and research.
Last year was the first year that I had made a account so I could personalise the shortened url links to the websites.
This is when I realised that there was a problem. With an account on, you can see how many clicks you get on the URLs that you make.

As you can see from this screenshot, there were no clicks on the links to last year's project portfolios.

This makes me REALLY MAD...... NZQA are all for "going digital" for the exams but can't get markers to click on links that are sent to them as evidence of project work?
Surely they have a computer in front of them to input marks as they are doing them so why can't they type in a VERY SIMPLE url to look at student's online work?
I went and had a chat with our SLT member who is the principals nominee. We decided that we would do a two pronged attack this year. The site and I am currently busy printing out the research that the students have done online to stick into their sketch books. I thought I was over doing this nonsense!
Here are the girls who were in today cutting out stuff to put in their sketch books that is quite happily sitting on a Google Site that no one at NZQA will see. Ridiculous.

What with this and the moderation debacle over the last couple of years, NZQA is becoming a swear word in my head.

The second topic of conversation came up as the students asked me if the examiners looked at all the blank pages in the sketchbooks. I confirmed this as they regularly come back with the "nzqa assessed" stamp on all the blank pages too. This is to make sure that they don't miss any work hiding in the middle of the book.
I have this conversation with the class at the start of the year when I give the sketch books out. I ask THE BOYS not to draw anything (like penises) on any of the blank pages, as it will give the examiner a bit of a shock! I say the boys, as I have taught in two countries now and it is always the boys who feel the uncontrollable urge to draw penises everywhere they go! I tell them I have scrap paper at the front of the room of they are feeling the need to draw them. It gives them a laugh at the start of the course.
The girls offered to go through the books to check them (to save me doing it this year). So armed with a roll of white sticky labels, they checked through all the pages in all the sketch books.
They only found a couple which is not too bad. They have been covered over with white labels.
 Teenage Boys!!

Thursday, September 26, 2019

First go with Workspace

Other teachers at the college have been using Workspace from Hapara for ages. I haven't. I have been to PD on how to use it. Forgotten the PD. Generally avoided the whole thing.
Recently, we got the message through that we could start to use workspace with our intermediate students. Now this made me perk my ears up as I have been keeping track of the intermediate work by them linking their documents onto a shared spreadsheet. This had positives and negatives, but the main negatives for me were the nagging to get them to link up their work and the fact that they could all fiddle about with each other's links on the spreadsheet. The idea of using Workspace to be able to have access to all their work in one place was a definite bonus for me.  (as Tech teachers at the college, we can't see the student work on Dashboard as they are not "our class's" )
Having a go with Workspace with the intermediate classes was a good plan for me in other ways too. It means I can practice with them before I try it with my college students next year ( a kind of no pressure, no judgement environment as we are all learning how to do it together ), and I can use it next year to keep track of my senior students work as this has been a major issue with me this year.

I have set up a Workspace for my Wednesday and Thursday intermediate classes and we had our first "play" this week. ( thank you to the teachers of these classes as they had to put the students into the groups on my workspace for me)

Link to workspace here

So far, we have filled in two templates from the workspace to see how to go through the process.
It went quite smoothly. The problems came from me not the students (no surprises there). They were calling "I have submitted!" and I was getting totally over excited to see the work come through on the activity summary tab.

I have embedded the workspace into the new class site I have started for next year and I have started putting together workspaces for the Year 11 and 12 students for the first projects that they do when they come back in the new year.

Next steps - sit with a member of staff who has been using workspaces for a while and bend their ears with the list of questions I have got after our first play this week, with assessment and marking being top of the list.
Learning... learning.

Monday, August 26, 2019

Y9 Rocket project with Science

My new Year 9 group are using the design process to design a rocket with the science department.

They have had a meeting with their client where he made clear what the expectations are for their rocket designs so they had an idea of a design brief and specification.
Williams blog post here explains it

We has some test rockets to fly so they could see what they were aiming for but we had to wait a week as the weather was terrible.

We then go into teams, came up with team names and while we were waiting for the weather to sort itself out, we did some research about different parts of the rocket and what the different shapes and designs were.
Some blog posts here ...   Dallas     Malae     William
We did this work in our teams.
We spent Friday's lesson trying out different wing shapes, nose shapes and wing to body ratios. In effect, throwing paper aeroplanes all over the class.
They had to fill in this template to analyse what was going on with their different plane designs.

Dallas has a blog post about it here.

Our next steps are to make card 3D models then convert these into digital modelling on Tinkercad. I want them to work as teams through the whole process so each team member can be in charge of a different element of the design.

The plan is to print out the designs on the 3D printer and fly them.

Friday, August 23, 2019

Where do I use Maths?

In our CoL meeting at the start of this term, we were asked this question ...

For our next PLG - One key strategy in reading and maths that you know works in your practice
- be specific, what do you do? (Russell is asking other Outreach clusters to do the same.)

We will all commit to trying these out at a Manaiakalani and Outreach level

It has been 5 weeks since then and I was blank about it till this week when I was working with my intermediate classes. They have been designing games and we needed to work out what their requirements were for the board for the game. These sizes will then be put into the laser cutter for their board to be produced.

After thinking about this CoL question, I was quite surprised at the maths that crops up in graphics.

In this example with Year 8, we were working out the size of the centre piece based on the size of the individual board squares. We then had to work out the overall size for the  base square.

With my Year 13 class, we have been doing measuring of large space when we measured the auditorium. Blog post here. We then used this information to make sure the work we were doing was to scale.  We cut pieces of MDF to the correct proportion fro the top of the stage so they could work out how big their design elements were in relation to the position and people.

So I think to answer the original question, I don't actively "do maths" in my lesson but it seems to crop up in the natural course of a design project. When it does, I am sure to point out that "this is where they use their maths skills " .. "maths is not just for maths lessons".

Thursday, August 8, 2019

How has my teaching changed since "going digital"?

I was asked an interesting question this week. How to approach the upper portions of the SAMR model in technology. I put a comment on the blog post with a few suggestions and it got me thinking about how my teaching has changed since going digital.

The first time I looked at what I was doing in regards to SAMR was quite a while ago. Blog post here.

Instead of students looking for how-to videos on YouTube, get them to make their own. They can use their chrome books to record video and then edit it together in their YouTube accounts as they don't need fancy editing software to do that and the editing tools in YouTube will be enough.
You could get them to help you build your site in this way - with their own content explaining how to do things - this is then available for you next lot and then they can be improved / replaced. (students teaching students using the tech)
I did this as part of my MIT2014 research. Since then, I have got my students to make their own How-To's about a number of topics.

Team research using Google tools - information and collation from the internet - this is the same information for all of them so why not get them to do it in small teams to give them confidence - the shared spaces on Google can enable this really well - the teams can share folders or individual documents to collate things together. If each team has a slightly different focus, they can then share their research with the whole class and everyone has access to all the research they need.

Google plus communities are a great way to share information / examples etc with the class. They can then share their work into the community and everyone gets to see everything that everyone does. This is a link to my Level 3 community of you want to go and have a look.
Level 3 DVC Community
The other good thing about this is that if you keep the same community going you can collate years worth of work for the students to look through when they join your class.

My students make online portfolios of their design work using Google sites. This enables them to collate three years worth of NCEA work in one place (if they choose DVC at Year 11, 12 and 13).
I have put an example here of a current NCEA Level 3 student. This does not shw his previous work as we have moved to new Google sites this year.

All of my planning is now totally visible in terms of the class Google Site. I remember this being so scary at first and I have to keep reminding myself of that when I am helping someone new to putting it all out there on sites.
I don't think I could go back to photocopying everything for a lesson now after having everything on sites for so long. There are instructions, links to extra information, links to examples, my own examples, literally everything is on there.

The fact that lessons / tasks / skills are now so rewindable is an extremely key point. 
During last year, when my inquiry group was my Year 11 class and I was doing Class OnAir, I experimented with a "Rewind to Remind" section on the class community. I had the video camera always available that year due to doing Class OnAir so it was easy for me to do extra videos of my instructions. I have been slack this year about doing this and need to think about it again as the students found it useful. If I set up the webcam on my desk so it is easily available, this might make me start doing it again.

I don't print out all the research that the students do anymore to send to NZQA at the end of the year for project marking. I send them the links to the student's portfolio sites stuck on the front of their sketch books. I am not totally convinced that they look at them though as last year I used personalised Bitly links to make it easier for them and I could see that there had been zero clicks on the links.
Digital portfolios are also useful when it is moderation time of the year. Links can be sent away for planning and work, so no posting is required.

There have been a lot of changes and it continues to change each year and the technology improves and more things slot into place.

Tuesday, August 6, 2019

Getting to know my new Tech rotation

This week is the week that the timetable switches round for the final time for the Year 9 and 10 students. They all rotate round to their final tech session for the year.
This means I have to get to know two new classes. This is a difficult time of the year to be getting a new set of relationships going with new classes so I decided to try and make them feel more at home in the classroom. I like to start a rotation by doing a quick getting to know you exercise called "Me".
It is basically a Google drawing with a collage on it full of stuff that they like and do.

I show them my example after explaining whereabouts in England I come from and comparing all the words we say differently due to our different accents.

I usually keep this as an online thing and get them to put them on their blogs, but decided to do it differently today. They shared them with me and I printed them all out onto A3 paper and put them up on the wall.
I was surprised at how keen they all were at this happening and were really happy to see their work put on the wall on the first lesson.

Monday, August 5, 2019

STEAM Project with Y7 and Y8 - Week 2

Today for the STEAM session, Robyn supplied the students with long dried pasta, tape, marshmallows, card and 3 paper cups.
Their challenge was to build the tallest tower.

After a quick review of what they learned last week about triangulation, the students got into their groups and made a start.

I gave them a "top tips" session ..

We talked about which one was the most stable and why, and the fact that they can include the triangle as an overall shape not just an add on to another shape.

I did a little bit of help as they went along, by building some structures myself to show them some different ways of thinking about the problem.
At the end of the session Robyn went over with them what had gone really well - 
The team work, the discussions and talk in the teams, the trying of new things, the willingness to fail.
We also talked about what they could consider for next week's challenge, which was looking at and thinking about the usefulness of all the materials they are supplied with.
I gave them two new words to think about before next week - tie and strut.

Starting the Tracking of Change

My last blog post spoke about the need to be able to see if change was happening with my Inquiry group and the need to be able to track that change - link here to blog post

Today we had out first session at trying to do this. The students read through my prepared piece a few times by themselves then they did their recordings.
The plan was to use the Chrome extension mentioned in the last blog post but that plan was soon thrown in the bin when that extension appeared to be blocked on the student Chrome books. (note to self - go see Dev and get it unblocked).
We used my mac book instead. I set it up in my back room and they went out there one at a time to do their recordings.

While they were practicing in the class room, I took a short video as it was very entertaining hearing the repeats and seeing the concentration.

Here is the tracking sheet for this so far ... the girls were not in today.
The colours indicate whether I have completed it or not and what I have to catch up on.
Link here

Thursday, August 1, 2019

Inquiry Question 10 and 11

Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you doing differently)

Describe how you will keep a record of each of the above in a manageable way (‘cos you won’t otherwise remember all your many micro-decisions and why you made them)

I had a very profitable meeting with Fiona Grant today. I wanted to check in with her after our last CoL meeting in regards my next steps in my inquiry.
We talked about what those measurable steps could be so that any changes in achievement could be seen in the work of my students.
We also discussed how I had noticed changes in the students presentation quality and confidence in the three check points that there have been already. These were noted on my blog but I need a consistent way of recording and assessing change.

Inquiry Group - Baseline presentation

These are the decisions that I made today in relation to Inquiry questions 10 and 11.....

  • I will check in with my students approximately every two weeks (possibly weekly, this is all new!!)
  • We will use the Alice Keeler Webcam Record chrome extension or Screencastify to mainly focus on recording their voice. 
  • They will prepare and read out a 30 second explanation of what ever work they doing at the time of recording. 
  • The focus will be on use of appropriate vocabulary, clear and coherent explanations that make sense, confidence and clarity of verbal presentation.
  • I will save all of their recordings as links on a spread sheet.
  • I will use a marking grid to check off the attributes they have shown and how well they have shown them.
The first practice of this when we start will be this example that I have put together.
They will practice this a couple of times then make a recording.

Here is the rubric that I will use to check their recordings against.

30 Second Ted Talk Checklist

Can you hear what they are saying cleary?

Do they use subject specific vocabulary?

Does what they are saying make sense?

Do they use topic specific vocabulary in a way that in clear and coherent?

Do they speak in a measured, timed way so you can hear each word?

I have included all of this on the class Google Plus Community so they know it is coming up and they have access to all the information and documents.

Tuesday, July 30, 2019

Designing with a Client

Part of what my senior students have to do as part of their project work is work with a client. This is great experience for them as they are not designing what they want but have to take the needs and wants of someone else into consideration.
I have worked with clients a number of times doing my own design work. It is always an interesting experience, as I tell my students, as the client will never like the design that you do!

Over the last couple of years of being a CoL teacher in the Manaiakalani cluster, I have done a few pieces of design work for them. This experience has been even more interesting as there are viewpoints coming from a number of sources, not just one. I think this is good for me as it means I am walking the talk when I force my kids to do it.

Part of the process of working with a client is the back and forth. You send them ideas. They make decisions. You work on their decisions and send the developments to them. It is a process of developing and receiving feedback then working on that feedback and making changes until the client is happy.

The first one was an overview of Learn / Create / Share to showcase the Manaiakalani inquiry structure.

The second one was to go with the focus on Create last term. This came after input from teachers in the cluster about what they thought create was. We decided to go with just images to represent different aspects of share as there were so many written ideas.

The last one is the most recent, and it is to go with the focus for this term of Share. Again we went with just images as there was a lot of feedback from teachers in the cluster about what they think share is, so there would have been too many words to include.
We stayed with the circular design too with the words around the edge so that they look part of a "set" when used together.
What amused me most about doing this design was the amount of time it took doing a view of the world from the New Zealand side. They are difficult to find.