Im my senior classes, I always have a range of students.
- Year 11 - depending on the curriculum lines in Year 9 and 10, they may have had some graphics for both years, one year or non.
- Year 12 - they may have done NCEA Level 1 DVC at Year 11 or not.
- Year 13 - they may have done Level 1 and Level 2, they may have just done one of them or they may have done no DVC at NCEA level at all.
- Some have chosen DVC because they want to do it.
- Some are in the DVC class as there was nothing else on that option line that they felt like doing.
These situations create a wide range of experience and motivation in my students. I have a blog post about student voice about where they sit on this continuum here. I have students who want to do their absolute best through to students who are there to hang out and every where on the continuum inbetween.
- I find that mindset is a huge barrier to learning in my subject. As soon as the words "I can't do this, I can't draw" come out of them, the student builds their own barrier and this is one that is the most difficult to get over.
- Concentration is always a barrier to learning and being off task. Students are progressively over time having a shorter attention span and get sidetracked very quickly. I find this to be a problem as they have to spend extensive periods of time on the same project for DVC.
- Students unable to come into school due to COVID restrictions and because they have had to get jobs to help their families has been a big problem. If they are not in the class but are still on the school role, then they are still on my list so my responsibility to teach somehow.
- Students having a very disjointed school, learning experience over the past 2 and a half years has meant it is very difficult for them to settle into the routine again.
My inquiry this year has its main focus on motivation. I will need to keep all the barriers to learning in mind when planning any interventions.
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