Monday, February 19, 2018

Aiming high....taking the leap

In the words of the fantastic Bruce Lee, failure is not the crime. Failing to aim high is the crime.

In this vain, we are aiming for excellence in Design and Visual Communication and taking that leap of confidence in ourselves.

At the weekend, to celebrate my 50th birthday, I took my own giant leap of faith and did the jump off the Sky Tower in Auckland.

Here is the official video of the jump ....

Here is a video taken from the bottom.

Here are the official photos from the day ...

Thursday, February 15, 2018

Analysis of Existing Products with Year 9

My year Year 9 class are designing fruit juice cartons this year. We will be producing the networks of their designs using the laser cutter with slide on sleeves on the design to create different layers and shapes.
Class site here
Before we get to design work we need to look at existing carton designs to see what is on them.
The first part of this today was a good exercise in resilience and failing. We were trying to do a Google Image search for a picture of a juice carton that is taken apart and folded out flat. We tried "juice cartons 2d", "juice cartons networks", "juice carton flat" .... and many other attempts in between. The students were great. "Try this one Miss"... "no that doesn't work" .... We eventually got some hits with a suggestion from a student "net of juice carton".
They then had to put his on a Google Drawing ready for analysing.
This example here is the one I was working with on the projector screen as the students did theirs.

What the students had to do was identify and label the main elements of the design. We were shouting out ideas for everyone to find that on their example. All the students images were different designs so they had to focus on finding these elements.

I highlighted the SOLO Taxonomy poster on the classroom wall and told them we were working at the unistructural level doing this as we were
I highlighted my example that was being put together on the board they worked in yellow for these sections to match with the poster.

We then talked about which elements had to be included on food packaging by law.
These were highlighted in green to indicate that we had started to describe the different parts of the design by doing this and were therefore in the multistructural area of SOLO Taxonomy.

We had a double period today, but only did this exercise for the first one so it is still unfinished. We did a bit of practical work in the second half and started looking at making 3D shapes and made a cube.

Tuesday, February 13, 2018

Describe with Year 10

My Year 10 class have started their design project and need to do some product analysis of existing products. To help them with this I decided to do some literacy exercises with them today.

I put all of the resources they needed for this on the class site. I have made a space especially for literacy like I have with my Year 11 group. I plan to do this for all year groups to hopefully emphasise the importance of these literacy exercises that we will be doing.

The class had to get into groups of 2 or 3 so they could support each other through this activity and work together.
They had to make a copy of the Google Slide and share it with members of the team.

We were focussing in on the multistructural part of SOLO Taxonomy, so by indicating the poster in my room, we had a discussion about using the word "black" for a colour was just labelling / identifying the colour not describing it. So that was not in the correct SOLO area.

The students worked well on this and tried hard with everything. Here is a selection of the work that they produced today. Interesting discussions / arguments were breaking out with different opinions that were being solved by some searching  / research on the internet.

After that, I gave out paper and pencils and we reversed the activity. I was shouting out words that they had to quickly draw illustrations for. The focus was not on the quality of their drawing skills at this point as I wanted them to concentrate on the words. 
I used words like "furry, spikey, humongous, metallic, square, cuboid, sphere".
If they did not know what a word meant, they were not allowed to ask me, they had to research on the internet quickly. We also discussed words that could be seen in different ways like "flat". Some students saw the paper they were drawing on. Some saw the road outside the classroom. Some saw a singing voice could be flat. 
I then got them to fill in boxes on a Google Drawing to give me some feedback about what they thought about working in teams and what they thought about doing literacy in Graphics.

Describing the objects was difficult because i got confused with shape and form

I think it was easy to work with my group because you don’t have to do all the work

It was algds working in a group because we got to choose who we wanted to work with which made it easy to talk about our ideas.Plus we work more better with friends then with others.

I think that working in a group has helped many students because they get more help and not only that working on literacy work during graphics has helped us not only for this option but also for our main subjects such as english.

I think the other group was copying us and they think they slick because they think they gots aways. 

My group was alguds cause we make the discussion and talk about the shape.

It was good working in a group because you have other people in your group to contribute their ideas.

My thoughts about working in a group was a good choice because you have one another to help you out and this activity was easy to work on in my group because my team and I are scholars.

Monday, February 12, 2018

Team work at NCEA

After experimenting a little with some team work at Level 2 NCEA last year, I got some positive feedback from the students about it. There is some student voice about the first Level 2 standard from last year here.

As part of my inquiry this year, I want to do a lot of literacy strategies to enable the students to achieve at merit and excellence. Within this work, I want to build a lot more group work into the tasks that I set them.
This will give them ~

  • confidence
  • the ability to help and support each other
  • the chance to talk within their teams about the task
  • the chance assign roles within the group / team for themselves
When I tried this last year, I received feedback from the internal moderation process which was really good and helpful. That was to make sure that it is really obvious within the group work which part was completed by each student. This is to make sure that their submission for NCEA is clear and their own work.
I am aiming to do this in a couple of ways. When they are working on practical activities together, they will fill in the spreadsheet and indicate what they did on any given day working as the team. When they are working on shared documents online, they are going to colour code their own work in some way, either by using the highlighter feature or by the note feature.

So far it is going well.
When I asked them today what they thought about working in teams for NCEA ~

  • It is different to last year
  • It is different to the other NCEA classes
  • We like it
  • It's great
We had a great conversation today about who in the group was the watcher, the bossy one, the neat freak, the organiser, the quiet get on with it one, the loud front man ... they were all pointing at each other claiming it was others in the team.
So far so good.

Sunday, February 11, 2018

Google Site set up 2018

This is my Google Site for Design and Visual Communication for 2018.
I have used new Google Sites to make it and the video focuses on the layout of where things are and how Visible Teaching and Learning and rewindable learning has been addressed.

  • Overviews of whole courses
  • Calendars with weekly tasks
  • Deadlines
  • Standard breakdowns
  • Small tasks
  • Drawn examples
  • Screen casts