Inquiry 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.

My Design and Visual Communication classes at Level 1 and Level 2 are all mixed ability and mixed experience in DVC. 

The students in the Year 11 class mostly had me for Graphics in Year 10, but a few of them did not have any Graphics experience in Year 10.

In the Year 12 class, there are 27 students and only 8 of them did DVC at Level 1 last year. 

It is because of this very mixed reality of my classes that I want to focus on how to SUPPORT my students in any way possible, both in the class and in any forced home situation that might arise.

I want the students to feel like they know what they need to do and how to do it at all times. The main hub for this support will be the class site, but the manner that will take will be experimented on and action will be taken on student feedback throughout the process.

At the moment, the students lack of confidence causes them to come to a halt in the project process too often. They work well when I am with them but I notice that they stop as soon as I walk away to work with another student. My idea of putting enough support on the class site is obviously not enough if it can't help them when they are stuck.

I always seem to choose an inquiry where it is difficult to get hard facts and figures throughout the process and only really have the NCEA results as the "measured" point. I will need to try and build in check points where I can compare the results that students are achieving throughout the year and see if there is any difference in how fast they are being achieved to previous years. Students voice will also be absolutely key to this inquiry as there is no point in me pushing something that they won't use or is no help.

Link to Google Drawing

Manaiakalani Teacher Only Day - My Presentation on using SOLO and Google Drawings.

 Here is my presentation for the Manaiakalani Teacher Only Day about using SOLO Taxonomy and Google Drawings.

Manaiakalani Teacher Only Day

 Today is the last day of term and the whole cluster is spending it together in Professional Development at Glen Taylor School.

The day started with a great keynote by Dr Rae Si'ilata and Kyla Hansell

Are we teaching in a negative language manner. Helping them succeed in English but loosing their own language?

Privilege the native speaker. Highlight the speakers of the language in the classroom.

Integrating the communicative modes - listening, reading, viewing - input channels - speaking, writing, presenting - output channels - the 6 need to be integrated.

ESOL - English For speakers of other languages - it is NOT A PERSON - adding english not replacing their native language.

Ideas learnt in one language can be transferred. Prior knowledge in English only is too limited.

Make meaning in stronger language and cultural world view.

You don't need to know the language - you need to be willing to share the power.

Treat the language varieties, used in context, with respect.

Meaning focussed learning.

Online content - all in English.



I went to two presentation over the day.

Argumentation Boards

Discussion - using their prior knowledge

Unpack the vocab to understand the prompt.

Scaffolded resources and reading - guided reading - lots of element of choice to decide what to look at and read. Taking notes while they read and watch. Maybe scaffold the notes with questions etc.

Output could be an essay, paragraph, screencastify of themselves talking. It does need to be an open debate - small groups/ whole class.

They need to pick a side so they don't end up just agreeing with each other.

They can be easily added to a scheme of work - it is not a huge different thing to do - use it as a hook to a topic.

The prior knowledge section is important as it gives all students a voice to say what they know.

Setting up talk rules - you are arguing against ideas not people.

Link to presentation here to see speaker notes and links

Getting the talk going in reading

Talk shows understanding and level of understanding.

Talking while reading helps them to unpack the text by listening to the thoughts of others.

The best way to communicate is through talk.

Thinking critically is needed more and more as the students get older. Bringing in talk when they are very young will help build this. Play based learning / talk moves / personal interests etc

We all talk while reading with students, but we need to spotlight specific strategies.

Reading to - students can focus on thinking critically rather than worrying about the reading.

Shared reading - support with the decoding - listen and enjoy - there can be a teacher focus while the reading is going on to highlight certain things.

Guided reading - explicit teaching strategies for reading. Rewindable elements so they can look back and remember parts they have forgotten. Use students rewindable items as well as the teachers.

Independent reading - own choice of reading. Good way of upping the reading milage for students.

Question matrix - thinking widely when reading a text.

Link to presentation here to see speaker notes and links

CosPlay Club - Session 1

 I have been talking all this term with one of my Year 12 students about starting a cosplay club. I go to Armageddon Expo every year and for the past few years have been making / assembling costumes to go in. We put out a Google Form and I was amazed at the response. 27 students put there names down.

We had our first meeting today after school. I brought in all the things that I have made and bought over time and showed them, and I showed them photographs of me at Armageddon wearing what I made / bought.

What I want them to think about between now and the next session, which will be after the holidays now, is what they want to make then we can start planning when we start term 2. Lots of ideas already, showing me pictures of characters I have never heard of before!

I wanted a bit of a hands on experience this session so we made small wrist gauntlets out of EVA foam. I have been putting together some how to videos and starting to collect resources on my class site. Link here This will slowly grow over time as we learn more stuff. I found us some videos about working with EVA foam.

I had a bit of a play with some EVA foam yesterday after watching the videos. I soon found where the mistakes could be made - bad cutting, rough engraved lines, squeezing too tight when shaping it with heat and having massive thumb prints left in it!!

Here are my trials.

We had fun today talking about what we might make and having a go with the EVA foam for the first time. I had 18 come today which is not too bad considering I had some say they couldn't make the first one due to Polyfest practice.

CORE Education - Mentoring PD - Session 4

 

Coding Prep for my Y8 class

 I started teaching coding with my own class (not team teaching), last year. My two Y7 classes played with the mBot robots (sorry, we WORKED really hard, no playing *cough*). When we went into lock down last year (twice), my lovely class were still coding with me via Google Meet and they were sending me the code to check on my mBot at home. Crazy, crazy lessons. 

Blog posts with Digital Technologies as a label,  

Blog posts with Distance Learning as a label,  

link to particular blog post about coding the robots in lockdown

Those lovely teams are now in Y8, so we are moving on with our coding. We have done some refresher work from last year (as it was last year and I only see them once a week) and now are moving on. My Dunn wants us to try using a Microbit to code, so I took one home over the long Easter weekend to play with. (*cough*.. work with). There is a simulator on the Microbit coding website with some great step by step activities. I decided to use the TInkercad Microbit simulator though, as it is in the electronic circuits section and we can connect the microbit up to lots of external components and control them them.  I used the learning activities from the microbit site, worked my way through them and then made screencast videos myself as I did the activities on Tinkercad.  Another good reason to use Tinkercad is that I can put my students into a class and they can use the programme without having to make an account themselves. I had used this feature last year with my Intermediate graphics class last year on lock down and it was great and really easy. Blog post here

Link to coding section on my class site.

I have given the coding section on my class site a bit of a spruce up, sorting into sections ( we also had a go at coding the drones round an obstacle course last year  - what chaos that was!!)

I have put a section on for the microbit coding page as well as Tinkercad so the students can have a go at both when they are confident (they don't need a log in for the microbit one, but I cant spy on them either).

On the Tinkercad Coding page on my class site, there are 2 sections, Codeblocks and the Microbit Simulator.

We all had a go with designing with codeblocks to get them confident in using Tinkercad. It also gives them another place to use there great coding knowledge.

On the Microbit Simulator page, I have split it into some Basic Skills, for them to get used to coding and using the simulator. We went through these together last week and then the videos are there for when they forget what I said in the class and look back on it again when they are out of the class. 

Then there is a start at some activities. The first one is to make the simulator play Rock, Paper, Scissors. The students flew through all the skills and were soon on challenging each other with Rock, Paper, Scissors. I had coded the one microbit we have so far with that code so they could play it with a real microbit too.

We are ordering and getting a class set over the end of term holidays s they can all have a go with putting their code on a microbit when we get back in Term 2.

The great thing about the simulator on Tinkercad, is that if we have to go back into lock down, the students can get their code ready at home, check it out on the simulator that it works then load it up when we get back into the class room.

This also fits with my inquiry this year. Even though the intermediates are not part of my inquiry, this way of working, using rewindable learning style videos, is very much part of what I am doing this year.

At the end of the lesson this week, the students had discovered between them that they could make animation on the little 5 x 5 LED screen of the microbit.

Here is a screen. recording of one of them that they made.

Describing the problem

During our CoL meeting today, we were asked to not try to come up with an answer for our inquiry yet but to try and focus in on what the problem is. We were also asked to not think too widely as the problem becomes unmanageable. We need to be more specific with a particular problem that is happening with our students so that we have the possibility of doing some thing positive to solve it.

While I was listening today and thinking about my inquiry the word INERTIA came into my head.

I felt that this really summed up my problem. When I am working with a student or a small group, I am the force that is acting on them and they get along really well.

As soon as I move away from them to help some one else, that force is removed and they stop moving forward.

My inquiry problem ...

• How can I keep the inertia of moving forward going on without me being there as the applied force. 
• How can I make the path smoother so that a movement that has started can keep going.
• How can the movement start if I am not there to apply the force in the first place? (eg, in a lock down)

Verbal Instructions with Mote

After reading the blog post from Robyn Anderson about how she is trying out a Chrome extension called Mote, I thought that this would be a great tool to use as part of my ongoing inquiry. Mu inquiry is based around making my class site a more supportive user experience for the students and this extension will be great for adding short recorded voice explanations. It is great that you can only record a minute and a half as it means you cant ramble on for too long and you have to think about making it short and to the point.

So far, I have had a go at the presentation I have put together for my next cooking session with my Year 9 group. I have recorded myself reading out the ingredients and the method.

I also like that when you embed this presentation into the class site, the links are a single click to hear the audio. Link to where it is on my class site.

This is going to be really useful in terms of literacy as the students can listen to what new Technology terms sound like and can listen to them as often as they need.

Another idea that I have had is to have buttons to different language versions down the side of items of text, instructions etc to help those class members who would benefit from this information in their own language, spoken by a fluent speaker. This will mean me working closely with other members of staff as I did last year when we translated key texts for them. Blog post 1 Blog post 2

Robotics - Learning to fix the mBots

 My Friday morning robotics class are now in Year 8. I had them in the third Technology rotation last year when they were in Year 7, so I know they are super keen robot coders.

This year, I want them to be able to debug their own problems a lot more so the first step today was to understand how the mBots were put together. The most common physical problems come from loose nuts and bolts on the motors, loose wheels or the connections in the wrong places. 

Each student had an mBot and a screw driver tool and we set to taking them apart. I explained how each part was carefully removed and they worked until the robot body was empty and all the pieces were separated on the table. The challenge was to then put it all back together and test it with a simple algorithm to check it can move froward, turn left, move backwards and turn right.

They were surprised when I refused to help them or give any tips on putting the mBot pieces back together and they weren't allowed to sneak a peak at the assembled on at the front of the room. They were allowed to help each other though and there was a lot of that happening. 

There was a LOT of quiet concentration. That only broke really in the second half of the lesson when frustrated noises were starting as the nuts holding the motors in place are really small and fiddly. 

Then they had to load up the coding for the test run and make sure they had put it together correctly.

It was a very successful exercise today and I have high hopes of them now being able to fix their own physical problems with the mBots this year as we work through our coding tasks. There was only 4 mBots at the end that were not quite put together again (job for me!)

Workflow - Feedback from students

As part of my inquiry this year, I am wanting to use my class site as a total support system for my students working through their projects.

In order to help me to move forwards with this, I have asked my Y11 and Y12 students to give me feedback about their workflow at the moment across all of their lessons.

Things of notes from the results

1. Students like quite a varied way of receiving their work
2. They like a website / workspace to be well ordered and visually appealing
3. They like a mix of verbal and written instructions, with examples to look at and refer to
4. They appreciate having instructions and examples rewindable so they can look back at them

Here is the form that I have sent to them.

Here are their responses (so far, as of date of typing this). 

I have made a copy of the actual form response sheet so I can change and remove any reference to particular teachers, subjects or he/she. 

Across all of your classes, which is the way you find your work most often?	Of the choices listed in Question 1, which do you prefer. Why do you prefer these methods?	What is the best way to make work clear to you?	Can you please explain why you chose the answers in Question 2.	Of all of the teachers websites / class sites that you work from, which ones do you find the easiest to follow, find your work, understand your work. Please also explain why you chose these ones and what it is about them that makes you choose them.
Shared directly from the teacher	The first	Verbal instructions	It is easier for me to understand	XXXX The Colours
Shared directly from the teacher	Gmail because its much easier to fund the work	Verbal instructions, Having it demonstrated in front of you	Because it makes more sense and more understanding	Not sure
Shared directly from the teacher, From workspace, Printed out and photocopied, Written on the board	because there all the most easy ways for me to do work	Worked examples, Written instructions, Having it demonstrated in front of you	because there ways that work best for me	idk
Shared directly from the teacher, Printed out and photocopied	I prefer these methods because it is easy for my to do the work	Worked examples	So it can be easy for me to understand the work	XXXX
Shared directly from the teacher, Written on the board	Because it's much easier for me.	Worked examples, Written instructions	Much easier for me	XXXX because XX sets out the work on XX website all organized.
Shared directly from the teacher, From workspace, Printed out and photocopied, Written on the board	There easy and faster for me to work with	Worked examples, Written instructions, Having it demonstrated in front of you, Being able to ask questions one to one with the teacher, Doing you own research to work it out	Because it works for me and it's more efficient
Shared directly from the teacher	yes is more helpful and i like discuss something with my teacher.	Worked examples	This is because it will make me realize what is the actual work is .	I usually like discussing with my teacher about a event and i got more information from that teacher than doing it online .
Shared directly from the teacher, From the teachers class site, From workspace	Shared directly from the teacher	Worked examples, Verbal instructions, Having it demonstrated in front of you	Those are the easiest ways for me	Having it demonstrated in front of me is the easiest way because it easier when the teacher explains then we go on about our day
Shared directly from the teacher, From workspace	on the work space (this is because I know that it will always be there)	Having it demonstrated in front of you, Being able to ask questions one to one with the teacher	Im a visual learner, but sometimes i need clarification from the teacher too.	every site is difficult in different ways. some sites are easy because they clearly show where everything is. and some sites are confusing because of the many numbers and other things.
Shared directly from the teacher	easy access	Worked examples, Having it demonstrated in front of you	Easy instructions	XXXX, instructions are easy to understand
From the teachers class site	written on the board. because when it written at the board the teacher explain clear	Worked examples, Having it demonstrated in front of you, Being able to ask questions one to one with the teacher, Doing you own research to work it out	understand better when we ask question if we don't understand and follow by the introduction.	find your work and understand your work. because we have to find the work so you can work on it and understand the work
Shared directly from the teacher, From workspace	workspace, its easy to access, when i start a task, it shows i have started it, and when i am done i am able to submit it to get it checked, its a much more simple process	Worked examples, Written instructions, Verbal instructions, Having it demonstrated in front of you, Being able to ask questions with the whole class	I find it more comfortable and more easier to understand.	Its hard to say as i find both XXXX and XXXX website easy to follow,find and understand. XXXX also make examples which help me understand further. XXXX examples gives me the basic idea and understanding as to what i have to and need to do. XXXX website/workspace is easy to follow, we have our work spaced out in catergories and XXXX gives us daily reminders on our class calendar if we are stuck. we can also ask XXXX and XXXX when we are stuck aswell
From the teachers class site	Because it’s easier and saves time	Worked examples, Having it demonstrated in front of you	Easier and faster	XXXX because it’s always updated and it isn’t confusing compared to the other subjects.
Shared directly from the teacher	One not sure why i prefer it maybe just used to it	Written instructions	So if i forget i can go nack and read what to do	XXXX i think one of the only ones that use it
Shared directly from the teacher, From workspace, Printed out and photocopied, Written on the board	Shared directly from the teacher because I tend to open the email straight away and not leave it until later to open it.	Worked examples, A screen cast video with a rewindable instruction to watch, Having it demonstrated in front of you, Being able to ask questions one to one with the teacher	Worked examples gives me a clear understanding as to what is expected to be done. A screen cast videos allows me to rewind back anytime. Having it demonstrated in front of me gives me a better understanding. Asking questions to the teacher helps me to know that I am right on track.	Gmail and workspace. I can easily access emails from the teacher and on workspace, it has a combination of help videos uploaded and you can access it whenever.
From workspace	Because its easier to find access.	Worked examples, Verbal instructions, Having it demonstrated in front of you	Because it makes way faster and easier.	Hapara workspace
From the teachers class site	Its easy	Verbal instructions	Its easier when someone explains it	XXXX
Shared directly from the teacher	easierto get access	Worked examples	easierto look at one that is already done so i can get some ideas of what to do to my own	not to sure

CORE Education - Mentoring PD - Session 2

 

Inquiry Question 2 - Inquiry Focus

 From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

My inquiry is based on accelerating student achievement through differentiated, multi-modal learning via the subject website.

I have been thinking about how to combine all that I have learned through previous inquiries, in CoL, Class onAir and Innovative Teacher 2014 and 2015

Historically, what has been happening in my class is that I do a lot of one to one work with students and while that is happening, there is a lot of nothing going on with the rest of the class. They lack confidence to continue on their own so drift off to doing not a lot.

My style of teaching is whole class demonstrating then on to one to one help where it is needed. 

The make up of my senior classes is always mixed. Mixed NCEA level, mixed experience in the subject (NCEA Level 2 and Level 3 students who haven't done it before) and mixed ability within all of that.

My thoughts were around creating an environment with my class site that will support the students to continue with their work in a self motivating way. They need to be able to get on with the work without the teacher being there next to them the whole time. This will be good both in the class and if they have to work from home ( for example, during any lock down experience again).

I want the site to make the students feel they have the confidence to know what they have to do, how to do it and where to go to get help. 

Initial Plan

Ways that I am thinking at the moment that I could use ...

• A layout that is easy to understand and follow
• Examples made so they can see what they are aiming for
• Step by steps either in screen shot form or screen cast video form
• Everything in one place so they know where to go for whatever they need
• Links sent through from calendar invites so this becomes the normal place to find the day to day instructions - this also lets them see what has been done in previous lessons
• Structure and templates available for written analysis based on literacy and SOLO research over the past few years
• Allowing group work to happen during some tasks to build confidence
• Developing a positive mindset

Goals

This addresses the school goals in this blog post here in the section where I was talking to the Deputy Principal

1) Maori achievement

2) numeracy and literacy

3) student well being

4) teacher wellbeing.

Inquiry Question 1 - Inquiry Focus

 Brainstorming student inquiry foci - Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.

My Initial thoughts

My general idea is to use what I have learned from previous inquiries, class on air and innovative teacher and combine them with my class site in a way that can support students in a much more comprehensive way than it does at the moment. 

At them moment in my class, I spend a lot of time helping students one to one as their projects are very different and so they need individual help. While this is happening, the rest of the class are not necessarily doing what they should be doing and staying on task. This has an overall effect on how much work is completed and how long everything takes.

I have instructions and examples on my class site, but I feel it is not substantial enough to fully support students to work through tasks in a more independent way in the class and this became extremely apparent during last year and into this year and the lock downs we have gone through.

Collaborating

I have spoken to 3 members of Middle Management and Senior Management about my initial inquiry thoughts.

Below is an outline of what they said as i was explaining what I thought my inquiry could be this year.

HOD Technology

• Differentiated Learning - pace, depth, multi modal
• Enabling student centred learning
• Pedagogical - allowing students to achieve, accelerating student achievement through differentiated learning.
• The depth comes through from those students who are hitting the higher levels. Achievement is accelerated both within a level and over different levels.
• It is very teacher dependent at the moment which means that if the teacher is not there, the work stops.

Deputy Principal

• The school goals are based around : 1) Maori achievement,  2) numeracy and literacy, 3) student well being, 4) teacher wellbeing.
• Are you identifying Māori students in the classes - is there things in the website that link to them? Partnership, participation, protection
• Partnership - are the students working in partnership with you or each other during the project work?
• Participation - How are they able to participate with the work and how can they put themselves in it ?
• Protection - how is their identity as Māori able to come through in how they are doing the work?
• Literacy has been built in from the previous work done that you have done.
• The work is accessible at school and at home. Multi faceted work which is a bonus. Having the support available at all times without the teacher. They always know where to get help.
• A resource to build on once it has been set up. It can be improved as time goes on but there is peace of mind that the work is all there. Work can easily be set for a reliever if the teacher is not there or if we go back into another lock down.

Executive Dean

• Meeting the learning styles of all students - visual, kinaesthetic, listening.
• Developing on prior knowledge skills and consolidating new learning.
• Non threatening learning style - can approach it how they like.

After having these talks I am able to state what my inquiry will be in a more concise way.

My inquiry is based on accelerating student achievement through differentiated, multi-modal learning via the subject website.

Lock down video help for NCEA classes

 Last year, while we were on lockdown, I trialled making screencast videos for my seniors to explain step by step how to complete tasks. Link to blog post

I know that the students used these videos as I load them as unlisted on YouTube so the video viewing stats are from where i have shared it.

As part of my inquiry this year, I am planning on seeing how effective using rewindable videos are in my mixed level / mixed ability senior classes.

Thanks to two lock downs before March, this has been forced a little earlier than the initial plan.

Examples are here of what I have put together so far for my Y11 and Y12 students. In both classes I have a mix of students who have done graphics and some who haven't. These links go to my class website.

Year 11 Design Elements

Year 11 Types of Seating

Year 12 Image Collection Research

Year 12 Design Elements

Year 12 Timeline

Year 12 Compare and Contrast

Considering that we are in the middle of the second lockdown this year already, the class spreadsheets are not looking too bad. (I have screenshot them without the names for privacy)

Intermediate Technology - With No Contact

 We have gone onto a week long Level 3 lock down in Auckland this week. Last week was the first time we saw our Intermediate classes for technology this year and now we won't see them this week. When we were on lockdown last year, our Intermediate classes got all of their links to our class sites and work from a central hub site so it was easy for the Intermediate teachers to send to the students at home. 

For this week, we will not be seeing them on an online meet so our work needs to be easy to access and understand with no input from the technology teacher. Their class teacher will be giving the students the hub site link to access at home and out work needs to go straight from there.

I have decided to give them work that we would be doing anyway in the project, just not yet if things were normal. We are designing and making models of pop up books in Graphics and one of the things the students need to do is think about different themes for their book. This is an easy task to do online on a Google Drawing and the students all know how to use them. I have included a short help video, just to go over the task in a screen cast and to show them a quick tip to get images with transparent backgrounds.

Link to page on class site

Know your students - Ethnicity - NCEA 2021

 

My Mahi PD

 

CORE Education - Mentoring PD - Session 1

 

Bursts and Bubbles 2020

 

Bursts and bubbles: Karen Ferguson

The aspect of student learning my inquiry focused on this year was having all of my class working at scholarship level to try and improve the standard of work of the whole class. This then shifted to be how to support them in terms of mindset and feeling like they can complete the work.

I identified this as my focus when I noticed that I would have four of my target Year 13 students who were capable of trying for a scholarship this year. They would still be in the normal Year 13 class so I started to wonder if the quality of work for the whole class would improve if they all worked at this higher level. It would involve a lot of mindset work to underpin this new standard of working. This became especially important after lockdown.

To build a rich picture of my students’ learning I used their previous NCEA results and student voice through a Google Form. 

The main patterns of student learning I identified in the profiling phase were that even at Year 13, only a couple of them had any confidence in their work. When we did a mindset profiling activity, quite a few of them were not in a growth mindset at all in the way they thought.

My profiling of my own teaching showed that I have strengths in being open to trying new things and not being precious about how we approach anything.My students would likely make more progress if I developed positive self talk for myself. When my teaching was observed it became clear that I am always being negative about myself and I can’t expect my students to have a positive mindset if I am not modelling that in my own behaviour.

The changes I made in my teaching were getting training sessions right at the start of the year for both me and my students. We all worked to the same high standard throughout the year.I also got my students to monitor my self talk and pull me up on it if they heard me saying anything negative. A few of them were really good about doing that and were very supportive about it.We did mindset activities and games throughout the year with games where you lose a lot and team activities.

The literature that helped me decide what changes to make were books about Mindset - Carol Dweck, Mary Cay Ricci, Daniel Willingham.

Expertise that has helped me has come from PD sessions with Pippa Lawler, a Technology teaching expert. I have had help in house at Tamaki College from the head of PE talking about Mindset and from Mele and Gene helping me to let the students analyse their work in their native languages.

The easiest things for me to change were the structure of the course and work. This is easy for me as I am always open to change and trying to make things better. 

The hardest things for me to change were how the students saw themselves and their work. It is really hard to get someone to feel more confident about themselves and it takes more time than just a few months. 

Some changes I made along the way was a totally different way of structuring projects and building in time during the week for mindset.

Overall I would rate the changes in student learning as a good start. 

 The evidence for my rating is that there was a definite change in the quality of the work being produced and if we start earlier, like Year 11, and work like this consistently, there will be a change in outcome at Year 13.

The most important learning I made about getting the whole class to work at the highest level we can was that they really got what we were trying to do and tried hard. 

The most important learning I made about inquiry was letting the students know what we were trying to do and why. They really stepped up to the challenge. 

 Some learnings that would be relevant to other teachers are to aim for high levels for all students and let them know what you are doing and why. Build in time for mindset and support.

Monitoring evidence, Sharing and Interrogation

I do not have specific, measurable data at this point to share about my students. The work that we do at NCEA Level 3 takes sooooo long to complete that I will not know till the end of this year and the beginning of next year when the results come in. My feedback for this check point is qualitative rather than quantitative. 

At the start of the year, the whole class and I had a great training day, with my scholarship group staying for the whole day. Blog post here.

My approach for the whole class after that was to always prepare work that was to the highest standard I could to try and up the quality / standard of the work for the whole class. Blog posts about this preparation here.

What I have observed in the students -

They did not shy away from the challenge. They all responded well to aiming high.

One of my students is now confident in drawing in 3D for his design ideas. He has been with me since Year 10 and has always lacked confidence and got me to draw with him so he could copy. It has always taken him a few tries. This year, he has had a real breakthrough with this and we celebrated with fist bumps when he showed me 3D drawn work that he had done with no input from me at all. I know this one has been a really slow grower but it was so worth the look on his face when he cracked it. This has further underlined for me the importance of not worrying that the effects of an inquiry be seen after that short space of time of less than a year. It takes time for effects to come through and be embedded in how the students work.

When lockdown happened, the focus of my work with the students was on supporting them feel confident about their work and how they were doing. My blog posts about distance learning and how we did it in my subject are here. I felt that this was a more important direction to go in as everything else would come from that.

While we were on lockdown, I started making support videos for my inquiry class (the Year 13 students) to help them work through the design brief activities. I did this so they could work through the design brief activity in small chunks, that had videos and talked through examples at each stage. Blog post about it here.

When we got back to the class in person, I asked the class how they were finding the help videos. Were they helpful at all? Were they using them?. I got a mixed response at the time. 

"I didn't really watch the videos, but the examples are useful"

"I watched the first video. It was ok"

"They were useful. No they weren't too long. Yes I could understand what you were saying"

When we got to the end of this part of the work and there were no more videos, I started getting different comments from the students.

"Is there any more videos miss?

"I've just watched the last video miss, did you make any more?"

So I think that the videos were more useful than we originally thought and they gave them more support than we thought, which is good as that is what I was aiming for.

When I had my lesson observed for patterns of behaviour in myself, blog post here, it became clear that I needed to lead from the front in terms of self talk and thinking positively. I asked my students to monitor me on that and they were good to their word and 2 or 3 of them are really good at picking me up when I do negative self talk - "miss, remember" ... "miss, don't be negative remember" ... "that was a bit harsh miss". It has got to a point where I have received unasked for feedback from my HOD about this where she has noticed that I am a lot less negative about myself when I am talking, which is great. I still need A LOT of work on this but it is a good start. I will get next year's students on board with this straight away and we will monitor each other as the year goes on. I can't expect my student to be positive about themselves if I am not modelling it myself.