VTaL - Reflecting on School Goal 3 in Term 1 for NCEA Level 2 DigiTech Students

by - 16:50

The following is a breakdown of strategies that I've applied during Term 1 to enable Level 2 DigiTech students to achieve NCEA Level 2 as their minimum qualification.

School Goal 3 Transition

That 95% of the Year 13 cohort achieve NCEA Level 2 as their minimum qualification.

DigiTech NCEA Level 2

By navigating to the NCEA Level 2 > Overview and Calendar section in my DigiTech with Ms Anderson website, the first project that the Level 2 students could work on is either 'Create a Webpage', 'Create a Program', or 'Use DCTs'.
I entered all of the students into the 'Create a Webpage Unit Standard 25655 worth 3 Level 2 credits, to build on their website development knowledge from NCEA Level 1.
The following is the credit breakdown for DigiTech NCEA Level 2 at the end of Term 1. The sections that follow the breakdown, are the updates throughout the term, as well as the strategies and interventions that were applied to enable students to achieve.

Term 1 Week 3 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 3 Update - Strategies and Interventions

The Strategies and Interventions that I applied after the Week 3 Update includes:
  • Student 1
    • 22 Feb - Meeting with student. Determined that the student was working on stakeholders in Task 2
  • Student 2
    • 22 Feb - Meeting with student. Workspace has been working since yesterday. Currently working on Task 2 Resources. Wants to create a website about Rugby League.
  • Student 3
    • 22 Feb - Meeting with student. Working on stakeholders in Task 2. Wants his website to be about Rugby League.
  • Student 4
    • 22 Feb - Meeting with student. Submitted Task 2 for marking. Unsure about Task 1 in terms of readiness for submission. Will check Task 1 and start Task 3.
  • Student 5
    • 22 Feb - Meeting with student. Working on stakeholders in Task 2.
  • Student 6
    • 22 Feb - Meeting with student. Needs to finish Task 1 Testing Procedures. Currently also working on Context Brainstorm.
These above mentioned meetings are not the only interactions with the students, so don't include informal Q & A throughout the lessons. These are formal meetings in an informal setting with each student, to establish points of reference; where in the project is the student currently working, and what needs to happen to progress forward.

Term 1 Week 4 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 4 Update - Strategies and Interventions

At this stage, students were falling well behind the due dates for individual tasks to be completed.
The Strategies and Interventions that I applied after the Week 4 Update includes:

    Term 1 Week 5 Update - NCEA Level 2 Create a Website 25655

    Term 1 Week 6 Update - NCEA Level 2 Create a Website 25655

    Term 1 Week 6 Update - Strategies and Interventions

    At this stage, students were falling well behind the due dates for individual tasks to be completed.
    The Strategies and Interventions that I applied after the Week 5 Update includes:
      • Student 1
        • 20 March - I rung home and left a message on parent's mobile, explaining that Student 1 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 1 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete their work.
        • 21 March - Meeting with Parent and Student about the current assessment, and what needs to happen to achieve.
      • Student 2
        • 20 March - Student Absent Q.
        • 21 March - Student Absent Q.
      • Student 3
        • 20 March - I rung home , explaining that Student 3 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 3 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete his work.
      • Student 4
        • 20 March - Student Absent. 
      • Student 5
        • 20 March - Student Absent Q.
        • 21 March - Student Absent Q.
      • Student 6
        • 20 March - Student Absent Q. 
        • 21 March - Student Absent Q.

      Term 1 Week 7 Update - NCEA Level 2 Create a Website 25655


      Term 1 Week 10 Update - NCEA Level 2 Create a Website 25655


      Term 1 Update - NCEA Level 2 Create a Website 25655

      Term 1 Update - Strategies and Interventions

      The Strategies and Interventions that I applied by the end of Term 1 includes:
      • Student 1
        • 5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
        • 9 April - Student is awaiting moderation feedback on Project 1.
      • Student 2
        • 5 April - Student Absent.
        • 6 April - Student Absent.
      • Student 3
        • 5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
        • 9 April - Student is awaiting moderation feedback on Project 1.
      • Student 4
        • 5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
        • 9 April - Student is awaiting moderation feedback on Project 1.
      • Student 5
        • 5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher. Extension negotiated due to an Off-Site 3-day Course in the previous week.
        • 6 April - Lunch time catchup - did not attend.
        • 9 April - Reassessment opportunity to be completed in Student's own time - due 29 April.
      • Student 6
        • 5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher. Extension negotiated due to an Off-Site 3-day Course in the previous week.
        • 6 April - Lunch time catchup - did not attend.
        • 9 April - Submitted Project 1 work for moderation.

      Overview of Term 1 Tracking and Teaching Interventions for School Goal 3

      In addition to the various VTaL tools (Tool 01 - Google Sites, Tool 02 - SOLO Learning Activities, Tool 03 - Class Project Class Lists, Tool 06 - Workspaces and Tool 09 - Subject Google+), that were applied to the delivery of the Create a Website NCEA Level 3 Project, the range of teaching strategies and interventions also included:
      1. Formal Meetings with Students
      2. Tuakana-Teina Collaborative Teaching Strategy
      3. Student Reflection through the use of Project Update Surveys using Google Forms
      4. Interval, Lunch time and After School Catch Up Sessions
      5. Contact with Home
      6. Parent Meeting
      The Class Task Lists - Tracking Sheets, enabled regular feedback to be submitted back to students to identify where they were within the project. This also helped to inform my practice in terms of the strategies and interventions that were required to enable the students to achieve.

      The key motivators for students to achieve could be separated into two different categories; intrinsic motivation whereby the student was motivated enough to apply the tools and teaching strategies to achieve, as well as extrinsic motivation whereby students responded to outside influences such as parent contact, to motivate them to complete tasks. In addition to this, students were who involved in Off-Site courses struggled to keep up with in-class course work and keep to the deadlines. This is not always the case, but it was the case for this particular project.

      Teaching is exhausting! However, with appropriate tools in place, eg. the use of VTaL, ongoing pedagogical practices can be identified, applied, and adapted, to enable student achievement to be tracked and monitored during the assessment, as opposed to discovering at the conclusion of the assessment that students were not able to meet the criteria.


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