Wednesday, October 18, 2017

Warm Up Activity for Jump Start

Our Year 10 students start their Jump Start courses in week 5. This gives them a chance to start their NCEA Level 1 courses for 4 weeks before next year.
I am going to do the following warm up activity with my class when I get them.
It is based loosely on Pictionary, where the students work in pairs and get a photograph of an object that they then have to describe to their partner without using the name of the actual object. Their partner has to guess what they are trying to describe. Once they have guessed correctly, they can move on to the next image.
There is two rounds of this so they can swap and both have a go.

What I like about this is the fact that the students are describing products / objects and using verbal literacy and thinking skills without knowing that we are focusing on this.

Link for Round 1

Link for Round 2

Wednesday, September 27, 2017

Reading Activity Planning for Jump Start

As part of my inquiry into literacy and vocabulary in Design and Visual Communication, I am putting together activities for my Jump Start students in term 4.
The standard that they will be doing involves making a poster about an architect's work and this will involve them reading, understanding and extracting useful information from a variety of websites and sources about their chosen architect. There are 4 literacy credits on offer for this standard too, so it is well worth doing as thoroughly as possible.

I have taken some information from the internet for them for this first try at this so we can focus in on a small part of the information that is out there.
The original source for this information is linked at the bottom of the document.

I have had some success with a similar style with my Year 10 group recently, so I thought that I would adapt this approach to see if it would help my students understand the written information about their architect's work any better. Blog post here.

Link to the activity here

I want them to mainly READ the information about the Chrysler Building. They then have to pull out some identified pieces of information and colour code them in reference to SOLO levels of unistructural, multistructural and relational. This will mean they have to read through the information a few times to find the bits that they need to highlight. This reading is key to their understanding of the work they are looking at as the students are really good at collecting information but not really knowing what it is about as they have not read it.

They are then going to collect the words that they don't understand and put them together with the rest of the class in an Answer Garden. They can then see all the words that everyone is having problems with. I am planning an activity after this one to work on understanding this collection of words together as a class.

Everyone's documents will also be shared in the class Google Plus Community so they will all be able to see each others' work and see parts they have missed.

This exercise will be filmed for Manaiakalani Class OnAir,  so I will be analysing how this went in term 4

After sharing this document this some colleagues in the English Department, the suggestion was made to put an example for each one in place for the students to see, so I have included that in the template.

Later on in the same project, they are required to analyse what they have found and pull out key features to rewrite in their own words. They can't do this if they have no understanding of the information they have been collecting together. This exercise is the first of quite a few steps I am planning to get them to have a few strategies that they can use.

Tuesday, September 26, 2017

Manaiakalani Google Class OnAir Lesson 14 - Design Portfolios

See the whole Class OnAir team here

Direct Instruction

The students are gathered round the front of the class room very briefly for instruction. They are to use the site template that they started at the beginning of the year to put all of their project work on.
Work that is online needs to be put into their subject folder and this whole folder made public. This will ensure everything embedded on their site from this folder will be able to be viewed by anyone.
The students are to ensure that their sketch book work has been scanned and uploaded to the class communities so that it is available to be included on their sites.
Anyone who does not have a portfolio site is to sort out time with the teacher in order for that to be sorted out as soon as possible.

This is the whole class chat about using the Google Sites that they made at the start of the year using a template supplied by the teacher.

This is the direct instruction to one Year 11 student who has not set up their Google Site yet.

This shows some of the students working on their portfolio sites and a couple of them talking about putting the site together.

Lesson Topic :- Portfolio Sites
Year Group :-  Year 11, 12 and 13
Learning Outcome
The students will have presented all of their up to date project work on their portfolio site (Google Site)

Success Criteria
Using SOLO

Extended abstract
Students will have identified all of their online work and will have filed it in the appropriate folder in their drive.
Students will have scanned their sketchbooks and will combine these scans with their online work in their folder.
Students will embed their online documents and their scanned designed work onto their Google Site in an order that makes sense so that the project flows and each part relates to the next in sequence.
Students will use their Google Site to present all of their project work together to create an online portfolio.
They will use presentation skills to create an online portfolio that shows them and their work in a good light.

Links with the New Zealand Curriculum
Level 1,2 and 3
The students put all of their project work over the year into a portfolio.
This used to be all on paper and posted to Wellington in November. It is now a combination of a portfolio site in the form of a Google Site and their sketch books with their original drawings in. The Google site has all of the online documents that the students have completed for their research. It also has scans and photographs of
The link to the online portfolio and their sketchbook are sent away together and the external components of the projects are marked.
  • Thinking - making sure they have everything sorted out ready to include on the site. Use the class site as a guide to know what they need to have.
  • Using language, symbols, and texts - visually presenting their work in the correct order on a Google Site.
  • Managing self - using the RISE values when doing this work on their own and staying on task.
  • Participating and contributing - helping others when stuck with how to put content on their site and with what understanding what work needs to go where.
  • Relating to others - responding to the ideas and help from others in a positive way.

Prior knowledge
Most of the students made their Google Site at the start of the year by using the template supplied by the teacher.
They have completed most of their project work ready to go onto the sites.
They have used Google Sites before and are aware of how to embed things onto the pages.
Lesson Sequence

Session Outline
The students will mostly be working at their own pace, online. They will be finding all of their work in their drive and adding it to their Google Site as an online portfolio.
Student Activity
Teacher Activity
  • The students will sit round the front table and listen together to the teacher outlining what to do and reminding them of what to put on their Google Site.
  • Remind students that we made Google Sites at the start of the year by using the supplied template made by the teacher.
  • Go over what needs to go where, what the headings and tables of contents on the pages mean and what they should be embedding.
  • Point out where online help is in the form of the portfolio help page on the class site - this is for when they forget how to embed items etc…
  • Scanning of drawn work in sketchbooks where needed.
  • Individual help and support where needed.
  • Help with students who don’t have a Google site yet.
  • Find all of their online work and make sure it is in the appropriate folder on their Google Drive.
  • Get their scanned work from the Google Plus Community.
  • Present all of their project work on their Google Site.
  • The students need to make the folder they have put their work into is public so that everything in it is public and able to be viewed by anyone viewing them on their site.
  • Make sure the Google Site is public.
  • Share the site on the class Google Plus Community

Google site templates
Google Plus Communities Level 1, Level 2, Level 3
Next Steps
The students need to continue to add work to their portfolio site as they finish it to keep the sites up to date.
Reflection and Analysis

What went well.

Having the students find all of their online project work and make sure it is in their class folder was a good way of refreshing their memories on what they have completed over the project time.
They then had to make this folder public. This was very useful as it stops them having to remember to make each individual document public so that they are viewable when embedded on their sites.
Reminding the students at the start of this activity what to do was useful as although they all know how to “do” sites, it has been a while since we were last on them and it is not something they are doing every day, so they forget.

What still needs work.

There were students who started a little late into the year so had not made the portfolio site at the start of the year like the rest of the group. I had to sit with these students individually to go through what to do and how to do it.  It would have been better if
I had sat with them when they first joined the class, so they were ready to go with the sites when the work was done and ready.
I need to get the students to keep their sites up to date as they complete elements of work within the projects. This will then stop the need to do this in a big session at the end of projects. This is important as if the students do not come to class as often towards the end of term 3 and start of term 4 due to a variety of reasons, then their sites are up to date and ready to be sent away in November for external marking.

Student Work

Autymn - Level 1
Max - Level 2
Alex - Level 2

Class Google Plus Communities

Monday, September 25, 2017

Vocabulary Activity Planning for Jump Start

When our senior students leave next term, our Year 10 students start their new NCEA Level 1 courses. They get and early "Jump Start" for next year.
The first project that my NCEA Level 1 students do is AS91069 - Promote an organised body of design work to an audience using visual communication techniques. I have them do this by looking at the work of a selection of architects and then design a poster to promote that work, with the layout of the poster being in the style of the architect.
I have planned a basic overview of the course using the schools Unit Plan template. What I want to add into this now are activities based around literacy and vocabulary. I have written a blog post here about why my inquiry has made a move into the area of literacy. Part of my thinking and planning for literacy has involved me visiting the class of +Robyn Anderson , which I have written about here. I have used a number of ideas taken from this visit with my planning.

I will get the students to work in pairs - this will be the start of my using small group work to support their confidence. They will get a film poster and a set of 10 words. (in the yellow diagram above). I will not be giving them the meanings of the words and I want them to discuss between them in their pairs where they will stick the words on the poster (just by using blue tack).
I will then use a list created on to let the students research what the words mean. They will then get a chance to move the words around on the poster if they decide they need to after reading the meanings.
Green laminated cards will be available for the students to write meanings in their own words to go with the words.

I have purposefully made the initial words cards yellow and the meaning cards green to link to the colours on the SOLO Taxonomy posters in the class room.
Yellow for Unistructural / Labels.
Green for Multistructural / Describe.

All of the work that the students do for this activity will be put up on the class room walls for them to refer to afterwards so they can easily remind themselves of the first 10 words we have used to describe parts of a design.
I intend to keep adding vocabulary words to the wall as we use them to build a growing bank that they can refer to easily.

I intend to film this activity as part of my Manaiakalani Google Class OnAir work next term, so will be blogging about how it goes then.

I have put all of the resources for this activity in a folder on Google Drive. Link here.

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 ...