Friday, November 17, 2017

Manaiakalani Google Class OnAir Lesson 15 - Analysis of Movie Posters using Design Words

See the whole Class OnAir team here


Direct Instruction

The students are to work in pairs or small teams to analyse movie posters. They will be given a set of design words that they have to discuss between them and decide where to apply the words on the poster. They will stick these word labels onto the most relevant place on their movie poster.
They will then find the meanings of the words using dictionary.com and discuss if they think the definitions that they find are able to be applied to how the word is being used on their poster.
They will then write their own definitions to go with the labels on their posters.



Here is some of the ongoing discussion that was happening during the lesson.


Here is the direct instruction for finding the definitions of the design words using Dictionary.com.



Here is the end of the lesson, summing up what we have learned today and discussing the definitions.




Lesson Topic :- Analysis of Movie Posters
Year Group :-  Year 11 (Jump Start )
Learning Outcome
To be able to understand and use some basic design terms related to poster design.

Success Criteria
Using SOLO


Uni
structural
Multi
structural
Relational
Extended abstract
To identify where one or two of the design words are used in the supplied movie poster.
To be able to describe where most of the design words are used on the movie poster to each other in their teams.
To explain how the design words apply to different parts of a poster design and relate how they can be used to describe more than one area.
To understand and apply the design words to the movie poster designs. To be able to use the words in new contexts and understand the meanings and different uses.

Links with the New Zealand Curriculum
NCEA Level 1 - Curriculum Level 6

Outcome development and evaluation

Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes.

  • Thinking - deciding where the words go on the posters to describe the various elements.
  • Using language, symbols, and texts - understanding what the different areas of a layout design are.
  • Managing self - working productively in small teams and staying on task.
  • Participating and contributing - making sure they contribute to the team decisions.
  • Relating to others - listening to the opinions of others that might not be the same as their own.

Prior knowledge
The class have done some graphics work in Year 9 and Year 10.
Lesson Sequence


Session Outline
The class will work in pairs or small groups to analyse movie posters using a set collection of chosen design words.
Student Activity
Teacher Activity
  • Listen to teacher instructions about what the activity is about.
  • Discuss and decide within their pairs / small teams which words go where on the posters.
  • Share out the design words and blue tac between the teams.
  • Make sure each team has access to one of the movie posters.
  • No input will be given as to the meanings of the words before the activity starts.
  • Facilitate whole class discussion of the decisions made by each team and suggestions of any changes that could be made as to where the labels need to go.
  • Photograph the layouts and labels in place and upload them to the class Google Plus Community for the whole class to see them all.
  • Supply description labels and pens for students to add to their posters.
  • Listen to the definitions found and guide discussions about the appropriateness of the description to the task.
  • Put the completed posters / words / definitions on the classroom wall for future reference.
  • Use blue tac to stick the words onto the movie posters in the places where they have decided they will go.
  • Look at the layout / posters / labels of the other teams.
  • Discuss as a whole class each one and decide / suggest any changes that might need to be done, with reasons for their suggestion.
  • Choose one of the words from the labels and look it up on dictionary.com.
  • Discuss in their team if the definition matches how the word is used in the activity.
  • Make a description label to go with their poster for the word they chose.
  • Add the description to the poster layout ready to put up on the classroom wall.
Resources

Coloured pens
Definition labels - cut up coloured paper.
Next Steps
The design terms that they have been using and applying today will be used in their own design work when they get to poster layout design.
Reflection and Analysis

What went well.

The students worked quite well in their pairs and small teams considering this was their first time doing this in the lesson. I was pleased with the level of communication between them when they were deciding where to put the design word labels. They had a really good try with everything I asked them to do in this session and we got through a lot of work today. Some of them were willing to speak their ideas to the whole group. They had a go with all of the word labels they were given, even the more difficult ones.
I am pleased I decided to do this activity over a double period as it gave us lots of time and not rush through any element.

What still needs work.

As this was our first lesson doing literacy, I was over controlling and talked FAR TOO MUCH.  As I get more confident myself in doing this kind of work, I hope I am able to let go more and let the students lead.
There was  little bit of slacking off in the pairs, with a couple of them letting their partner do most of the work.


https://plus.google.com/u/0/+KarenFerguson/posts/h3BS8EaznTE

Level 1
Labelled posters

https://plus.google.com/u/0/+KarenFerguson/posts/EafK96EQZ5Q

Level 1
Definitions

Thursday, November 16, 2017

Bursts and Bubbles - Whole CoL Presentation

It was a great evening listening to all of out Manaiakalani CoL Teachers talk about impact stories from their inquiries this year. We all had 3 minutes to tell our stories and even though we teach different things, in different schools to different age groups, it was fascinating listening to similar problems and "aha" moments.




Burst and Bubbles

The entire CoL is getting together this afternoon to talk about where we are up to in our inquiries.

Here are the main points from my presentation, which also includes information from the previous 2 blog posts,

Visible Learning Accelerates Shift PD Session






Tuesday, November 14, 2017

Visible Learning Accelerates Shift PD Session

We had our whole staff Manaiakalani Professional Development session this afternoon about Visible Learning Accelerating Shift. 
Lenva presented how this needs to look in the classroom and we had great group discussions about how it is happening in classrooms at the moment.
We each filled in a feedback sheet about what we are doing and how. Here is a copy of mine.


Link to document

Monday, November 13, 2017

NCEA Internal Results Analysis for DVC 2017

I have looked at my NCEA Level 1, 2 and 3 internal results and how they compare to last year.
My inquiry for this year is outlined here and this has been the focus of most of my analysis. This is the reason I have compared this year to last, to see if my inquiry has had any effect. Overall, I can see the start of improvement in achievement and there is a lot to build on for next year.

Overall :-
What went well?
The structure of using SOLO taxonomy really helped the students build the complexity into their work slowly and in stages so they could understand what they were doing and why.
Working together on certain elements of the work gave them a lot more confidence to move into their own individual work.
What needs work?
In class and out out of class support, especially for when they are either not there or are in a very busy, mixed level class situation. This could be in the form of more online tutorials the can refer to in their own time.
The not achieved results this year are not through lack of quality in the work produced, but in not finishing work. We need to stick to the time plan put together at the start of the year to enable time to complete everything on time. The knock on effect of spending more time on earlier elements to get them finished was not good for the last projects in the year.

Moving on?
As my inquiry has spiralled into literacy and vocabulary, this is the area of focus for next year, while still using SOLO to structure it. I hope this will continue the shift into merit and excellence.

Level 1 Design and Visual Communication



What went well?
All of the students completed the project and achieved the credits that were on offer (4 credits ).
There was a shift into getting merit and excellence and this trend needs to continue next year. The use of a lot more structure in the research for this project gave the students a better understanding of the design elements used in their architects work.
What needs work?
More emphasis on analysis of what they are doing and literacy will enable more shift into higher levels of achievement. More structure that uses SOLO taxonomy to slowly build more understanding.



What went well?
All students got the 3 credits that were available for this project. There is a move into merit and excellence. The structure that was put into the research of the poster project has meant that the students have a good understanding of the design elements in the work of their designer that they have to use in this project.
What needs work?
A number of students took far too long on this project and this had a knock on effect to completing the next one.



What went well?
Unlike last year, all the students produced work for this standard. The quality of the work produced was improved. The rendering skills sessions that we did as a class prepared them well for the needs of this standard.
What needs work?
Only 3 students managed to produce work for this standard in 2 different projects as too much time was spent on the first one.



What went well?
There was work produced that is in the merit and excellence area of achievement. Doing concept ideas and development work in 3D modelling worked well as the students could see what they were trying to achieve and were then able to draw from the 3D models.
What needs work?
Far too many students started this project but did not complete it due to running out of time. Attendance is part of this during the second half of the year and spending far too long completing the previous project. We need to focus on the time plan set at the start of the year and try to stick to it as this will enable us to complete the whole plan.



Level 2 Design and Visual Communication


What went well?
The students did some of this work in small teams and this gave them a lot more confidence. Using SOLO taxonomy to structure their research enabled them to build the complexity slowly so they understood what they were doing.
What needs work?
Making sure all students complete the work so there are no not achieved results.





I have put these two standards together as they are the same project, the Lighting Project.
What went well?
The students understanding of their design era from the previous standard was very clear to see and they used what they knew well.
They worked through the design process well and linked everything clearly through to the final design.
What needs work?
The not achieved results here are about the quality of work, but simply through not finishing. This is mainly through lack of attendance in the latter part of the year. Again, as in Level 1, we need to stick to the time plan at the start of the year in order to complete everything.




There is no comparison on this standard as it is the first time we have done it in the Design and Visual communication course. Overall, I am pleased with the level of achievement and the ability to gain merit level form some students. They worked in small teams for some of it and this strategy worked really well. The not achieved is purely from lack of attendance.


Level 3 Design and Visual Communication

For the two internal standards that we do, the results last year were 100% at achieved level for both standards.
These graphs are for this year.





There were a lot more students doing Level 3 DVC this year compared to last year. It was very pleasing to have a merit for one of the Level 3 internals this year.
What helped a lot this year was having exemplars from Tamaki College to show the students where they could see how the work for the external standard flowed into the product design for the internal standard. These exemplars were at  both achieved and merit.
What needs work is offering the students who do not attend as often as others the ability to complete their work (after school, holiday sessions, online tutorials etc... )