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After the initial meeting with Alex to discuss the collaboration of teaching 10TTu for the Human Rights unit of work, I decided to look at my approach to how I would be teaching both of the Year 10 classes this semester.  So, I jotted down some notes to make sense of how things would look different for each class.  

Essentially, the assessment task for DigiTech will look exactly the same, other than 10TTu having their Social Studies teacher, Mr Brown, as their client for the project.  This will enable Alex and I to stipulate specifications within the learning process, that focuses on the unit of work being used to address a social action, and also to align the content of the work with the learning that is happening in Social Studies.

Next steps are to obtain baseline data of both classes, and to investigate a summative assessment opportunity to measure against the baseline data.  This will require working with experts in the English department.
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One of our Social Studies teachers, Alex Brown, and myself, had previously collaborated together on the EMR Collaborative Project early in the year.  With the changeover of our junior students from Semester 2 into Semester 3 subjects for Technology, this presented an opportunity for Alex and I to collaborate on another project with 10TTu.  So, we had an initial meeting to see how we could make this happen.  

Image result for universal declaration of human rights pdf poster

We talked about contexts relevant to the next unit of work for Social Studies; that being Human Rights.  We also discussed how the development of a digital media outcome, could be used to supplement the learning and understanding of the content relating to the context, and the possibility of the outcome also being used to address a social action relating to Human Rights.  And so, we're at the stage of sharing initial ideas and are looking at ways to expand our planning in a collaborative sense, both to engage student learning, and to accelerate achievement across both learning areas.
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I had the opportunity to attend the National Enviroschools Hui.  This included a session delivered by Tai Tokerau facililator, Jacque Knight, about using cross curricular project based learning at the secondary level.


One of the Planning Processes that we undertook, included a collaboration between four different teachers, of three different schools, covering five different learning areas.  Other than myself and my colleague Dorothy, as a collective we were largely unfamiliar with working together.

Our first mission was to discuss and decide on an environmental context within our local area, that impacted the learners within our schools in some way.  We were then given a Planning Process to follow that would enable us to identify Inquiry Questions, Activity Possibilities, Resources, and then Assessment/Curriculum Links.

The Planning Process was very simplistic but very effective for collaborating.  It felt like a very natural way of discussing learning possibilities and then connecting the learning activities to assessment opportunities within specific and specialist learning areas.

I'd like to try this process with the next collaborative project that I'm involved in at school.

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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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