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Based on the EMR Collaborative Project - Data Collection and Student Achievement, with two different Year 10 classes, my hypothesis is that collaborative projects accelerates student achievement in secondary school learning environments.  What are the examples, data, and research that supports this theory beyond the EMR Collaborative Project 2019, that is relevant to and connects with learners at Tamaki College?  What have or am I doing differently in my teaching practice to positively impact student achievement?

Participating in PD Opportunities
I have recently and am currently participating in PD opportunities about collaborative and integrated projects that have and are likely to involve Tamaki College learners.  These include:

  • OMG Tech (integrated project with Junior Students at ASDAH Auckland Seventh-day Adventist High School.  Next Step - meet with the convenor Kawana Wallace, alongside Dot, Sheila and Russel for a project for TC
  • National Enviroschools Secondary Hui - To attend with Dot.  Jacque Knight sharing an awesome, implementing cross curricular project based learning at the secondary level.

Collaborative Projects
The following are possible collaborative projects for the remainder of 2019 and beyond:
  • CoLab Global Connections - Next Steps, make contact with schools in the US and Canada
  • EMR Collaborative Project 2019 - Reflect on the collaborative process with staff
  • Projecting ahead to 2020 - EMR Project


The valued learning outcomes I want to improve for my students in this inquiry is:
  • accelerated student achievement, through engagement, experienced through collaborative projects across multiple learning areas.

The changes I am making to my teaching to improve these outcomes are:
  • collaborative planning with colleagues
  • actively participating in EOTC activities organised by other learning areas involved in the collaborative project, and
  • sharing teaching time with another learning area whereby I taught the focus group of students during different subject lesson time eg. during Science lessons

The reasons why I think these changes in my teaching will be effective for learners are:
  • Students will benefit from the changes, which support the learning process to enable integrated projects to be effectively implemented for the students

Implementation of the changes in teaching:
  • I will capture (photos) student work that is a direct consequence of the changed practice.
  • I will also gain student voice to see the impact of the learning activity and/or task associated with the changed practice

Monitoring the effects
  • Pre-test and post-test writing, before and after the collaborative project.  Develop two similar/near identical tests.  Have students analyze the outcome of their tests.
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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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