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Notes and Printouts

At the beginning of 10PSd's double Science lesson yesterday, Graham brought his class over to T2 to work on their games for the EMR Project.  During this time, Graham, Alex and myself meet together to talk about how we could streamline the tasks for the EMR project to enable the students to meet the criteria for the EMR Poor Knights Action Project Competition.



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Workspace

I suggested that we use a Workspace to bring all of the tasks together.  The reason being, that we could all have access to the different tasks in one place, which will would be able to track student progress (that's the next blog post!), and also, so that by having all of the tasks together, it would (fingers crossed) be easier for the students to collate the individual sections into a final EMR blog post.  The other reason that I suggested that we use the Workspace for tracking each task, is because of the timeline that we're working under in order for the students to submit their work for the competition.  The timeline is tight!

I am not entirely sure how we will go with this, in terms of the collaborative aspect of using the Workspace to have all of the tasks together for the EMR Project.  The reason being because we hadn't discussed how we use Workspaces in our individual subject areas, and how we'd like to use the Workspace for the EMR Project.  In an ideal world and situation, it would've been so much better if we could've invested the time into our preferences for planning, and implementing the teaching and learning.  Just to reiterate, we are fighting the clock! I guess we can reflect on that as the project unfolds.  Anyway ... I set up a Workspace for the three of us to collaborate within, and for us to each populate with our tasks for the students to complete.




Workspace - 10PSd - EMR Experiencing Marine Reserves Action Project



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After teaching 10PSd last Tuesday, and needing to focus the students around meeting the criteria for the EMR Poor Knights Competition Criteria, I realised that we (we being the staff teaching 10PSd involved in the EMR project - Alex Brown [SoS], Graham Stoddard [Science] and myself [DigiTech]) possibly needed to come together to discuss which subject areas would pick up each of the different competition criteria, and how we'd bring it all together.

So .... I jotted down some notes that aligned with the criteria, and emailed my colleagues to see when we could meet and discuss.


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As discussed in a previous planning session, Alex Brown who is the Social Studies Teacher for 10PSd, agreed to allow me to utilise one of his allocated Social Studies lessons for the students to develop the Multi-level Game that they have been working on in DigiTech for the EMR Project.

10PSd joined my NCEA Level 1 class during Period 4 yesterday, although both classes were focussing on their separate projects.  During the lesson, 10PSd utilised this class time to set up their game with Backdrops and Sprites, ready for coding in today's double DigiTech lesson.

Alex Brown (Social Studies Teacher), Graham Stoddard (Science Teacher) and myself (DigiTech Teacher), all have a vested interest in the EMR Project that 10PSd is involved in, including enabling 10PSd to develop the Multi-level Game for the Poor Knights Island Competition.  

The following are a series of photographs from the lesson, that shows the students engaged in Game Development, while Alex and his student teacher, Cheyne, are interacting with the students while they are learning.
















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The following is a brief reflection by Angel Temu of 10PSd, who attended the recent EOTC Experience at Goat Island Marine Reserve with her classmates and other Year 10 students from two other classes.

Angel attributes her level of motivation towards completing game in DigiTech, to the real life experience she gained from the Goat Island Marine Reserve Trip that was organised and facilitated through Science.

Click here for Video Link to Student Reflection
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On Friday 22nd March, 3 x Year 10 classes who have been involved in the Experiencing Marine Reserves Project, had the opportunity to participate in a Snorkelling excursion out at Goat Island in Leigh.




Our EMR Supervisor and Guide, Lorna Doogan, met us all out at the Goat Island location.  The session started with Lorna saying a karakia for our group.  Lorna then gave an overview of how the sessions would work, before breaking the students into the two main groups.



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The snorkeling experience included:
  • An introduction to Goat Island Marine Reserve
  • Marine biodiversity and safety briefings
  • Guided snorkel experience
  • Marine conservation debrief
  • All equipment provided for students and adults



The snorkelling experience itself was absolutely breathtaking.  The students were so amazing in terms of their interactions with each other, the staff involved, and the way in which they engaged in the snorkelling experience.  For many of the students, they were so extremely trusting and brave; especially for those who were unfamiliar with open water experiences and who were not necessarily confident swimmers.

Whilst in the water, students and staff alike, were able to view the natural environments that the different species of fish inhabited within the marine reserve.  The most popular fish viewed that day were different sized snapper, and another type of smaller fish with beard-like features that I can't quite remember the name of.  I didn't see any kina myself, however, the students saw lots of kina underneath the sea kelp.

That was honestly one of the most spectacular EOTC experiences I have been involved in at school, for both the students as well as the staff.  I'd go back in a heart beat!


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Student Achievement - Curriculum Levels

In 2019, I am teaching 2 x Year 10 classes in each semester.  This semester the two classes that I am teaching are 10KRo and 10PSd.  The achievement objective that students have been assessed against this semester is Brief Development.  

10KRo are undertaking a DigiTech Project with the context of 'Entertainment'.  10PSd are undertaking a DigiTech Project with the context of 'Experiencing Marine Reserves', which is also being taught in Science, and aspects of the context are being touched on in Social Studies.  As a part of the Experiencing Marine Reserves Project, 10PSd has also participated in two EOTC sessions, which is a Theory Presentation delivered by Lorna Doogan, and also a Land and Pool session delivered by both EMR and Tamaki College Staff.  10PSd will also participate in a third EOTC session which includes Snorkelling at Goat Island.

The following are the comparison of 2018 data and 2019 data for each class for Brief Development.  Whilst Brief Development has been the focus of assessment, the reality is that a wide range of technology terms is taught and applied throughout the project.  The level of achievement within the Technology curriculum, gives an indication of the knowledge and understanding of Technology terms that the Year 10 students will take into NCEA Level 1 next year.




The data shows that 10PSd shows the greatest shifts in achievement, with 15/18 students (83%) showing positive shifts varying between one curriculum level and five curriculum levels between 2018 and 2019.  Whereas 10KRo shows 7/13 (54%) students with positive shifts varying between one and two curriculum levels.

Student Achievement - AsTTLe Data

I'm interested in seeing whether both classes will show shifts in their AsTTle scores from their first AsTTle results at the beginning of 2019, and at the conclusion of this unit of project.  I'll be seeking Marc Milford's advice on the best way to undertake this process.

Student Voice

I'm also interested to gain student voice and feedback from students in 10PSd who have participated in the Collaborative Project and Integrated Unit focussed around the Experiencing Marine Reserves context.  I have noticed a high level of energy, enthusiasm and engagement from 10PSd with regards to their DigiTech Project this semester.  I believe this is also reflected in the students shifts in achievement for Brief Development.

Next Steps

I am in the pipelines of setting up another collaborative project involving one of two more Year 10 classes that I will teach.  I'm going to attempt to retain as many similarities as possible with regards to the context that is delivered to both classes.  The main difference is that I will undertake a collaborative project across at least one other learning area for one Year 10 class, and not collaborate with other learning areas for the other Year 10 class, but deliver the same context to both.





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Shared Outcomes for 10PSd and the EMR Project Actions

I would normally see 10PSd, three x 50min long lessons throughout the week for one semester which is 12 weeks long.  As mentioned in previous posts, I had jumped onboard the EMR Project with 10PSd after we were already three weeks into the semester.  This meant that the class did not start the EMR Project until Week 4, and have seven weeks to complete the project, develop a digital media outcome (in this case a multi-level game) to submit the outcome for the EMR Project Action Competition.  This is a really tough ask for everybody involved.

As a part of the collaborative process, I am grateful and fortunate to have negotiated teaching and learning time out of both Social Studies with Alex Brown of one lesson, and Science with Graham Stoddard of two lessons, to enable 10PSd to have six lessons that they can commit to developing their games for the EMR Project.  This is largely due to the Shared Outcomes that Technology (DigiTech), Social Studies and Science, have for the students and the commitment to enabling the outcomes to be met.  The sharing of teaching and learning time was negotiated during one of our collaborative planning sessions after the Snorkelling at Goat Island Presentation delivered by Graham.


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Design Brief

As a part of the collaborative discussions that were taking place with the other subject teachers of 10PSd, especially around Social Actions, and also ways to enable the students to meet the competition criteria, it made sense to me to share an example of a task, a Design Brief, that students' had completed during DigiTech.

So, the following image gives insight to my colleagues on how to access information within the Brief Development Workspace, of the Design Brief task by all students in 10PSd for DigiTech.



The following is an example of a part of a Design Brief by one of the students in 10PSd.  The Design Brief includes the Conceptual Statement and Specifications, as well as some of the students' Evaluation of the Specifications.






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About Me

Kia ora! I am the Head of Technology at Tāmaki College and also teach Digital Technologies.


My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry. I would like to inquire into whether Academic Writing exemplars specific to Digital Technologies, in conjunction with the 'Explanation Writing' classroom display resources for Digital Technologies, based on SOLO taxonomy, could accelerate achievement in literacy in my subject.


My target group of learners for my Inquiry 2020 were my Year 11 NCEA Level 1 class. I inquired into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.


In 2019, my inquiry is to maximise pedagogical practices (relating to integrated education, and collaborative teaching and learning), to effectively shift student achievement, supported by digital platforms connected to visible teaching and learning.


My Inquiry in 2018, was to develop a VTaL Purpose-Built Innovative Tool, to enable all elements of the VTaL Framework to be accessible to teachers, in order to accelerate student achievement.


In 2017, my inquiry was based on raising student achievement and shifting teacher practice around effective pedagogical practices including Learn, Create and Share. This will be achieved through the development, implementation and monitoring of the Visible Teaching and Learning Framework.

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