Tuesday, August 29, 2017

Priority Students - Is there any shift?

As part of our PLG groups this afternoon, we looked at the priority students that we had chosen at the start of the year and later on in Term 3. We wanted to look at two things. One was to see if there has been any shift over the year and the second was to see how they are doing in all of their other lessons compared to your own.


We then had to make a plan about what we were going to do next and which teachers we were going to contact in regards to those students.

First Group (Term 2)


First GroupReason
Student 1Credits in Maths and BCaTs and none in DVC
Student 2Credits in Science and Maths but none in DVC
Student 3DVC is the only lesson she has no credits in



1st May Total
8Mat-4Sci-0Eng-0Vis-0BCAT-4
8Mat-4Sci-4Eng-0Vis-0Geo-0
14Mat-4Sci-4Eng-3Vis-0PE-3

20th Aug Total29th Aug
22Mat-11Sci-0Eng-0Vis-0BCAT-11Vis-4
39Mat-11Sci-8Eng-3Vis-7Geo-10Vis-10
38Mat-11Sci-8Eng-3Vis-10PE-6

Actions by teacher
Whole classVocabulary exercises all together for product analysis.
Student 1I spoke with his BCATs teacher as he was acheiving and working really well in that class. I visited him in that class too to see how he was working. He was really quiet and focussed. I have been letting him use my laptop as it has the latest version of Photoshop on it so he can finish his project work. I have sat with another group but have activiely monitoring him and "kicking the back of his chair" when he has drifted off task.
Student 2Lots of one to one help and supplying examples of what she has to do. Not letting her settle for "just getting it finished", but making her focus higher. Working with her to show her how to do skills, sitting with her and doing the skill at the same time as her. She has achieved 10 credits at merit as of 29th August.
Student 3Working with her one to one with skills and tasks. Sharing excellence examples of NZQA examples and examples from Tamaki College so she can see that excellence is possible in the subject at TC. Letting her work on a different sequence to the rest of the Level 1 group as she is ahead of them.

Second Group (Term 3)


First GroupReason
Student 1No credits in DVC
Student 2No credits in DVC
Student 3Slow working. Seems to lack motivation
Student 4Slow working. Attendance issues and no work done at home.
Student 5Slow working. Lacks motivation. Won't come in the room.

1st May Total
8Mat-4Sci-0Eng-0Vis-0BCAT-4
4Mat-4Sci-0Eng-0Vis-0Mus-0
8Eng-0Mat-0Aut-0Vis-4Art-0
10Eng-0Mat-2BCAT-4Mus-0Vis-4
3Phy-0Eng-0Mat-3Mus-0Vis-0

20th Aug Total29th Aug
22Mat-11Sci-0Eng-0Vis-0BCAT-11Vis-4
8Mat-8Sci-0Eng-0Vis-0Mus-0
18Eng-0Mat-7Aut-5Vis-7Art-0
43Eng-4Mat-6BCAT-22Mus-4Vis-7
23Phy-7Eng-0Mat-6Mus-10Vis-0

Actions by teacher
Student 1I spoke with his BCATs teacher as he was acheiving and working really well in that class. I visited him in that class too to see how he was working. He was really quiet and focussed. I have been letting him use my laptop as it has the latest version of Photoshop on it so he can finish his project work. I have sat with another group but have activiely monitoring him and "kicking the back of his chair" when he has drifted off task.
Student 2Have sat with her and shown her how to do things but she will just sit and do nothing. Her attendance is very poor at the moment so nothing is being done at all.
Student 3Supplies examples of what to do. Sits with him and goes through with him what to do for individual designs (doing at the same time)
Student 4Make sure I catch up with him when he is in the lesson so he knows where he is and what he should be doing. He has an attendance problem due to working so I dont see him very often.
Student 5Individual task sheet for her to refer to
She does not come into the classroom but sits outside.


Plan for moving forward


Continue to give as much one to one help as I can. Make sure the tasks on the class site are the first thing the students look at when they come in.

The following list is which teachers to talk to about the students as they are doing well in their lessons. The conversation needs to revolve around how they are working with those students and if there are any strategies that they are using that work and could be shared.

Student 1 - Talk BCATs and Maths teachers
Student 2 - Talk to maths teacher
Student 3 - Talk to BCATs teacher
Student 4 - Talk to Maths and Auto
Student 5 - Talk to Physics and Music

No comments:

Post a Comment