Manaiakalani Google ClassOnAir - Lesson 4 (Session 1 of 3)

Click here to see the whole ClassOnAir team 2017

Direct Instruction
This page will highlight on a set of 3 lessons that will focus on my Year 11 group as they complete their first standard for NCEA Level 1 DVC.
As the Year 11 students come into the room, they will be all gathered around the front table as a year group to discuss their particular tasks.
We will discuss as a group what we have to have completed by the end of next week (the end of term) and what they have to do in order for that to happen.
The students will then work independently, at their own pace, receiving support and instruction form me as they need it.

This video is the teacher instruction section at the start of the lesson on the 6th April. This was the introduction to a set of lessons over a few days.

Session 1 - 6th April

The really good thing about how we work in the class is that it gives me lots of time to give some quality one to one or small group work.
This video shows me working with Autymn who is ahead in the Year 11 group and needs to move on in Photoshop.
We had a good amount of time working together to remind her of some skills we had already covered so could go over again at some speed.

Autymn was kind enough to record her whole workflow today on Photoshop.
I have speeded up the recording so you can view it in approximately 6 minutes.

This short section is a view into the ongoing lesson as it happened This shows the rest of the class getting on with what they were set to do while I was working with individuals during the lesson.

Detailed Lesson Plan

Lesson Topic :- Production of final poster to promote their chosen architect Level 1 - Architect Poster - AS91069
Year Group :- Year 11
Learning Outcome	Year 11 To take all of the work, skills and knowledge to date and put it into practice to complete their final poster design.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Produces a simple layout that does not have many parts to it and does not have clear use of design elements. The main features of the architects work have been selected and are shown in the poster. More than one piece of work by the architect is shown. Produces a clear layout for their poster design. Shows use of the design elements that have influence from the architect’s work. Use of the Adobe software shows purposeful selection of which techniques to use to create the impact needed. Produces an effective layout for their poster design that uses the design elements highlighted from the architect's work to show understanding of those elements. There is accuracy shown to achieve a visual impact in the layout Uses the Adobe software in a way that enhances their layout idea.
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
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	Level 1 They have collected information and images about their chosen architect. They have produced thumbnail sketches of possible layouts. They have developed their possible layouts into more feasible layouts using Google Drawings. They have looked at the design elements in respect to their architects work. They have tried out a variety of skills on Adobe Photoshop and Illustrator. They have produced a drawn layout plan in their sketchbooks.
Lesson Sequence	Thursday 6th April Session 1 Student Activity Teacher Activity Sit all together round the front table. Listen to main points of the next week and a half being lated out and what they have to do in order to complete their poster. Sitting with the class at the front of the class leading the discussion about what they have to do to complete their poster work before the end of term. Explanation and showing examples of what they are expected to do this period and in the next week and a half. Session 2 Student Activity Teacher Activity Production of drawn “grids” that will be scanned in and used as layout guides in Photoshop. Moving onto Photoshop when ready to start laying out their final poster design. One to one advice on grid production and where they can get the inspiration for their grids. Help on Photoshop as needed. Scan and share their drawn grids as they finish them. Print any resources they require as needed. Session 3 Student Activity Teacher Activity Students must continue to focus on their poster work as the teacher has to work with and support the other two year levels in the class. Continuing support of Year 11, 12 and 13 students in the class as the double lesson progresses.
Resources	Breaking down the standard Photoshop skills Illustrator skills A3 paper Drawing pencils Black outliner pens Access to printer and scanner
Next Steps	Thursday 6th April The students need to continue from where they get to today in the next lesson (tomorrow)
Reflection and Analysis
	What went well? Thursday 6th April All the students made a good start today on their final layout and most of them have a drawn grid completed. Most of the group have their grids scanned in ready to download them tomorrow and get on to Photoshop. One of the students got onto Photoshop today. They were able to use their knowledge of their architect well when designing their layout grids. My student who is expert at looking busy but not doing much worked really well today. Even the rest of the group noticed and were quizzing him about it. He said he has “changed”... we have just had student conferences with tutor teachers and parents so maybe this is the cause. It was good. I’ll take it. The students did not run out of things to be focussed on in the double period (100 minutes) and were able to get on when the teacher was busy with the other year groups.
	What did not go so well? Thursday 6th April Two of the girls do tend to just sit there and wait for me to go and nag them, but once i indicated what direction they should be going, they got on with it quite well. A couple of students did not have time to get their grids scanned today, but I can do that for them before the next lesson starts so they are ready to go.

Learning Site Content

This is how the information is structured so the students have access to it.

Here are the links that the Year 11 students have been given or are working on and the resources that they need for the lesson :-

Breaking down the standard
Photoshop skills
Illustrator skills
A3 paper
Drawing pencils
Black outliner pens
Access to printer and scanner