Friday, September 22, 2017

SOLO Poster in Te Reo Māori

In all of our classrooms at Tāmaki College, there is this SOLO poster that I put together a while ago and printed lots of copies for everyone. Blog post here.

After a trip to schools in the South island last week, +Robyn Anderson gave me the words for Prestructural, Unistructural, Multistructural, Relational and Expended Abstract in Te Reo Māori today.
I thought it would be a good idea to completely redo this poster, so I needed more help with all the other words and phrases. With the help of Brent Dunn in the Tamaki College Te Reo Māori Department, I have redesigned the poster.
I have shared this with all the staff at school so they can use it if they want to, or maybe order one to be printed really big on the large format printer so they can display it in the classroom with the English / original version.

If you would like a copy of this poster without our school logo, then here it is ...

Friday, September 15, 2017

First go at making a HyperDoc ...

I have recently been reading The HyperDoc Handbook.
The main thing that caught my notice while reading this was :-

"We want our students to be creative, collaborative, critical thinkers and communicators —and then we ask them to sit quietly while we explain everything and tell them exactly how to do a task." from "The HyperDoc Handbook: Digital Lesson Design Using Google Apps" by Lisa Highfill, Kelly Hilton, Sarah Landis

This stuck with me as I am trying to build a course that supports a multi level / year group situation in my classroom. I want them to be able to know what to do and get on with it with constant teacher input.

I thought I would have my first attempt at making a hyperdoc with my Year 10 class.
I have decided to use Google Drawing to make it ( as it is my favourite Google App!!) and make quite big, chunky task "buttons" for the students to click on. I have kept it simple, to 3 tasks that can be completed in a lesson for our first try.
I will try this out on them next week when I see them and get some feedback from them about what they thought.
I am hoping to get the hang of this so I can use it for the Jump Start students in term 4.

Manaiakalani Google Class OnAir Lesson 13 - Design Analysis of own Design Work

See the whole Class OnAir team here

Direct Instruction

The students are round the front table very briefly so they can be reminded as a group about what we have covered in the design analysis exercises and they can see the relevance to the analysis that they need to do to their own designs now.
Stress is given to the main elements that are important in their analysis, especially the WHY of the design decisions that they have been making.
The students then get on with their individual work where one to one help and support is given where needed.

Here is the direct instruction given to the whole class where we remind ourselves of the work we have covered in the design analysis exercises and stress the important elements that need to be included in the design analysis of their own work.

This is some clips of various lessons where I am working one to one with the students on their individual design work.

Here are some of the students talking about their analysis work.

Detailed Lesson Plan

Lesson Topic :- Product Design Analysis Team Work
Year Group :-  Year 11, 12 and 13
Learning Outcome
The students will be able to analyse their own design ideas using the skills gained in the previous exercises.

Success Criteria
Using SOLO
These have not changed a great deal in the last few lessons as we are still doing design analysis which incorporates the same skills and levels in SOLO.
The focus of this work has been changing and the depth that we have been doing it has been increasing.
The focus is now on their own work so the success criteria is more specific now towards that.

Extended abstract
Students can identify the main parts of their own designs.
Students can describe and list the design elements, properties, how it will be used and materials used in a design.
Students can describe how materials have been combined together on their design ideas.
Students can explain and compare elements of their design ideas to show how they work together and the effects that they have.
Students can explain why materials have been chosen and the properties that they have to make them suitable for the job.
Students can evaluate their own work and reflect on where design decisions have been made and generalise on why they were made. They can imagine where improvements can be made and can evaluate what effects these improvements would have on their design.

Links with the New Zealand Curriculum
Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Outcome development and evaluation
Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue.
  • Thinking - analysing their design work based on a focus.
  • Using language, symbols, and texts - talking about their ideas for the analysis.
  • Managing self - Using the RISE values when doing this work on their own and staying on task.
  • Participating and contributing - Giving suggestions to the whole group. Listening to the suggestions of others. Using these suggestions with their own work.
  • Relating to others - responding to the ideas of others in a positive way.

Prior knowledge
The students have been working through a series of exercises about design analysis based on the SOLO taxonomy structure.
They have design developments and / or final designs to write a written analysis for.
Lesson Sequence

Session Outline
This work will start all together to remind the students of the exercise activities we have been doing to build their analysis skills.
They will move onto individual work where they will be writing analysis notes about their own design work.
Student Activity
Teacher Activity
  • Sit round the front table and talk together about the analysis skills that we have been using over the past couple of weeks.
  • Talk through the previous exercises with the students, with prompts to remind them what we did and why we did it.
  • As the students are getting on with their own design analysis work, sit with them and provide one to one help where needed.
  • Check through written work on Google Docs as they are doing it to provide suggestions and support.
  • Scan student's work when complete and upload to the class Google Plus Communities
  • The students will use their own design ideas - both design developments and their final designs, depending on where they are up to.
  • Write analysis notes to go with all of their design work using the skills we have been building.
  • Share ideas to the whole group about what we have been doing to remind themselves and others of the skills we have covered.
  • Design work and notes to be scanned and uploaded to the class community - look at each other's work and read each other's notes.

Google Plus Communities with previous resources in for them to refer to.
A3 paper, pencils, colours, outliner pens, drawing equipment.
Next Steps
The students need to write analysis notes on all of their design developments and their final designs to show their thinking.
Reflection and Analysis

What went well.
The one to one work with the students while they were working on their own design developments went really well as we could dig deep into their individual needs for each design. I could ask them very specific questions geared towards their work, not just generic ones for the whole class. The exercises and work we have been doing to build up towards their own analysis has really helped as they were able to tailor what we have been doing to their own work.

What still needs work.
The exercises and support work we have been doing in the last couple of weeks needs to start much earlier in the projects. We need to start doing this at the beginning of the project when we are starting to look at design work done by others.
Year level specific support documents could help the students while they are getting on with their work. It is difficult for me to get round too many of them during a lesson as the work we are doing is in depth.

Student Work

Class Google Plus Communities

Tuesday, September 12, 2017

Visual Planning

My inquiry this year included this last part :-

The measurable outcome ...
This is targeted towards achieving the school focus of  16+ credits at Level 1 and 14+ credits at Level 2 and 3 for each subject that the students take.
This work is also to enable more access to merit and excellence levels on the NCEA DVC standards.

To this end, I have started planning for next year.
The option choices have started coming in from the students for next year and I am delighted to hear that I am getting and option line that has Level 1 DVC by itself without sharing with Level 2 or 3. This means that I will get my Year 1 group by themselves next year. FANTASTIC news. 

With this in mind, I have tried to plan a year where we focus on a course in depth and with the quality and time allocations needed to get to merit / excellence.
I decided to do my initial planning visually using an iPad app called Mindnode.
I worked out what credits were on offer for each of the standards I wanted to cover, so what time allocation they needed in order to to work.
I work on 10 weeks for each of terms 1, 2 and 3 then another 3 weeks on term 4 before the work gets sent away. So that gives me a total of 33 weeks. 
The figures are worked out on 10 hours per credit and 50 minute lessons 6 times a week.

I have done the same for Level 2 and Level 3.
The difference here is that there is a technology standard in each one that is being covered at the same time as the DVC standard. As most of the work completed in the project covers both standards, I have not given the full 60 hours for them separately, but added time onto that project from the Technology standard so that all elements have time to be covered. (AS91356 and AS91610).

Another difference with the Level 3 course is that the external work is taught explicitly and separately and leads into a design project.(unlike Level 1 and 2 where the work they are doing already in the projects is sent away to be marked for the externals I have chosen to include).
This Level 3 external is what we do first, at the start of the year, as it leads into the first project. So this work needs to be included in the year's time allowance.

Friday, September 8, 2017

Presenting at the Manaiakalani Boards Forum

Last night, I was asked to be one of 6 teachers to present at the Manaiakalani Boards Forum. These 6 teachers represented the 6 achievement challenges for the Community of Learning.
What was really interesting while listening to the other presentations by my colleagues, was the fact that similar challenges to student learning were becoming apparent in inquiries across the cluster. One of these that stood out the most was literacy and vocabulary in all areas. This is definitely something that the future of my inquiry will be focussing on.

We had to put together presentation display boards for the board members to look at. These boards outlined our inquiry to date.

We then took turns to stand and explain our inquiries to the board forum.

This is the slide deck that I presented about for my inquiry.