This post is focussing on the starting point at the beginning of the year in March.
Here is the link to the doc with this information on it.
Inquiring into my teaching. Teacher: Karen Ferguson Group: Level 2 DVC Department: Technology - Design and Visual Communication School: Tamaki College Date: March 2016
What does the data say? Who are our target learners? What do we know about them contextually, socially etc?
What are our learners saying? What can they do? How do we know?
Level 2 DVC - 19 students
What does “achievement” at this level look like?
What aspect of their learning should the change in my teaching focus on? How will we know they are on track?
We need to break down the specific requirements of each standard to make sure we are covering everything to the required level. This will give students the opportunities to work at a higher level.
The focus needs to be on deeper thinking with their research and designing phases of the projects. This will enable them to achieve at higher levels. SOLO taxonomy structure will be key to this.
How will we ensure quality teaching practice as a result of our inquiry?
I will use SOLO to support and structure the planning of my Level 2 course.
How will I monitor the progress of the target learners?
What is happening? How do we know?
Developing a hunch:
What are our hunches about what has happened for our learners?
How can we check our assumptions?
How is my programme/lesson planning and delivery contributing both positively and negatively to my learners’ progress?
So what action (strategies or practices) will be taken (SMART goal)? What will we focus on in our cycle of inquiry?
Ongoing support with project work ...
Specific - Organise the class google site so that there are screencasts and videos of how to’s and skills to support the students when they can’t get face to face time with me.
Measurable - Ask the students in the form of specific questions on a google form that can be repeated at intervals over the year to see if there is any change. Sticking rigidly to deadlines throughout the year to ensure that the students have the opportunity to cover all the work for the standards / credits offered.
Achievable - realistic time scales for project work over the year in the form of deadlines and ongoing support in terms of examples so they know what they are aiming for.
Realistic - working with the students on their project work - having examples ready for them to see, both done by me and other examples. Doing the work at the same time as the students, with them, so they can see it being done in real time and can see that it is doable.
Time frame - ongoing till the end of term 3.
What theory or research informs our learning as teachers?
Here is the basic group information as of the start of the year.
|Ethnicity||Level 1 Credits||Lit / Num|
|1||Maori||22||No / No|
|2||CI Maori||77||Yes / Yes|
|3||Maori||58||Yes / Yes|
|4||Tongan||67||Yes / Yes|
|5||Samoan||111||Yes / Yes|
|6||Maori||47||No / Yes|
|7||CI Maori||31||No / Yes|
|8||Niuean||59||Yes / Yes|
|9||CI Maori||80||Yes / Yes|
|10||Tongan||120||Yes / Yes|
|11||Maori||71||Yes / Yes|
|12||Maori||72||Yes / Yes|
|13||Tongan||101||Yes / Yes|
|14||CI Maori||91||Yes / Yes|
|15||Samoan||48||Yes / Yes|
|16||Maori||70||Yes / Yes|
|17||Niuean||28||No / Yes|
|18||Maori||56||Yes / Yes|
|19||Maori||56||No / Yes|
I sent out a Google Form to get some student voice at the start of the year.
Here are the results from last year to give a comparison.
Here is the tracking sheet used over the year to keep check of where they are up to.
(the names and assessment sheets have been removed from this sheet )