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Explain how some of the data you have used to build a profile of the students’ learning will be used as baseline data at the end of the year.

My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring 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 a previous blog post, BP3 : Tools, Measures and Approaches I identified Tracking Sheets as one of the possible tools to use to measure task completion.  Task completion is directly connected to student achievement when learners complete tasks at the required standard and criteria for NCEA standards.

The blogpost  BP4 : Evidence, Data and Preliminary Findings - Student Progress during Covid19 Lockdown demonstrates how Student Progress through the use of Tracking Sheets for a particular project or assessment, can be measured over a specified timeframe.  Within the specified timeframe, the Tracking Sheet relevant to a particular date, can show the Student Progress and completion of the tasks within the assessment.  When this is compared to previous Tracking Sheets, it is possible to measure the rate of task completion for each student.  This is particularly important, when students need to hit mini deadlines within an overall assessment deadline.

  1. Digital Technologies 1.7 & 1.8: Develop a Computer Game

In order to support learners to understand the assessment task, and to complete the assessment activities for the NCEA Assessment 'Develop a Computer Game',. I developed a Task/Hei Mahi to be an Overview of the Context for the assessment, and a much shorter version of the Overall Assessment.  My hunch from previous experience, is that the shear volume of information within NCEA Assessment Tasks can be overwhelming for students.  Whilst the information is important in terms of what needs to be covered and completed within the assessment, as well as the criteria that learners need to meet, it is still a lot of information.


I decided that I would develop a Student Checklist for students that would chunk and break down each individual set of evidence for all tasks within the assessment.  I spent a double lesson discussing, demonstrating the explaining the purpose and use of the Task/Hei Mahi, Assessment Task © and Student Checklist to the class.  

I also had an initial Tracking Sheet, that consisted of the four different sections of the Assessment Task.  The students were expected to submit all of the evidence for each section into one document for the relevant section.  However, throughout the lesson, some of the students indicated that they would prefer if a adapted the Tracking Sheet to include each individual set of evidence that is required for the assessment.  I asked the students if they understood that would make the Tracking Sheet extremely long and how they felt about having a long Tracking Sheet.  The students still preferred a longer Tracking Sheet to represent each single piece of evidence.  The outcome is the Updated Tracking Sheet.

  1. Student Checklist and Tracking Sheet

At the end of the lesson, I asked Olever and David how they felt about the lesson, and whether they felt as though they had a better understanding of the Assessment Requirements.  The following video outlines what the boys had to say about the Task, Assessment Task, Student Checklist, and also the Tracking Sheet.

  1. Building a profile of students' learning to be used as Baseline Data

Based on my inquiry findings from my previous blogposts;  
  • BP3 : Tools, Measures and Approaches
  • BP4 : Evidence, Data and Preliminary Findings - Student Progress during Covid19 Lockdown,
  • BP5 : Academic or Professional Reading 1 | Collaborative strategies for teaching reading comprehension 
as well as student feedback during class time and captured in the short video above, suggests that the combined use of Student Checklist and Tracking Sheets will be effective tools to use to focus student learning and also to measure student progress.  The Tracking Sheets at the beginning and end of assessments, for each assessment throughout the year, will provide a gauge of baseline data from the beginning of the assessment, up to the due date for the assessment.  

I have inquired into the use of Tracking Sheets to accelerate student achievement in previous years.  However, the difference of this inquiry to previous inquiries, is investigating the use of LearnCoach online tutorials (for content knowledge and skill development), and Visible Teaching and Learning (Student Checklists, Tracking Sheets and Google+ Communities) to accelerate student achievement.

 
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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring 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.




The following is an excerpt from the Professional Reading 
Hughes, Franz, Willis, Bland, Rolfe (2016) High School Spaces & Student Transitioning - FINAL De-identified report


A blog post that I recently wrote about my Target Group, relates to three of the six key elements of student wellbeing; these include, (1) I feel happy, (2) I can think and learn, and (3) I feel part of the school community.  

BP4 : Evidence - Year 11 DigiTech Students Learning from Sharing in Google+ Community


I feel happy

The blog comment that one of the learners included in the blog post, BP4,  suggests that the learner feels happy, and proud by the following sentences in his comment "I like sharing my work into the Year 11 DigiTEch Google+ Community because I like to help other students out with what they're confused about." and "I share my work into the Year 11 DigiTEch Google+ Community not only because it makes me feel proud but because it's helping other students as well."

I can think and learn

The blog comment that one of the learners included in the blog post, BP4,  indicates that the work that the learner shares into the Year 11 DigiTech Google+ Community, including the title and description of the work, gives him a greater understanding of the work "It gives me a greater understanding of the work that I have completed and shared because you need to know what is the heading of the work, what's about and where you find it."

I feel part of the school community

The response that students provided to Question 1 and Question 5 in the blog post, BP4, suggests that the students feel a part of the "Class" or "Subject" community, by all responding YES to the use of the Year 11 DigiTech Google community to share their tasks.

Question 1

The following shows that all students who participated in the questionnaire are using the Year 11 DigiTech Google+ community.

Ms Anderson: Q1 - Do you use the Year 11 DigiTech Google+ community?
Student 1: yes

Student 2: yes

Student 3: yes

Student 4: yes

Student 5: yes

Question 5

All of the students responded YES to sharing their own work into the Google+ community.  What hasn't been established is whether they like sharing their work, whether they do it just because it has been asked of them, whether they share the work because it makes them feel proud  to share their work, or any other reason that they may share their work.

Ms Anderson: Q5 - Do you use the Year 11 DigiTech Google+ community to share some of your tasks?
Student 4: yes

Student 2: yes

Student 3: yes

Student 5: yess

Student 1: Yes



Whilst the data that was collected, was in the form of a questionnaire conducted via the chat function in a Google Hangout, and didn't follow any of the examples of data collection in the reading, the data still gave an indication of various aspects of student wellbeing by students using the digital tool of a Google+ Community to support their learning.  Although it is just a snapshot of student wellbeing, there is enough positive feedback to see how the use of the Google+ Community supports student learning.

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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring 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.




The following is an excerpt from the Professional Reading 
C.-M. Chen, F.-Y. Chen / Computers & Education 77 (2014) 67–81
Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu
http://dx.doi.org/10.1016/j.compedu.2014.04.010 0360-1315/ 2014 Elsevier Ltd. All rights reserved.


Aspects of this particular reading align with strategies that I am implementing with the students in terms of the use of the Year Level Google+ Community.  More specifically, the last section highlighted in pink that reads "Online asynchronous discussions also provide learners with opportunities to prepare, reflect, think, and search for additional information before participating in a discussion".  The strategies are not in exact alignment, in that students are not necessarily searching for additional information before participating in a discussion.  

However, a recent blog post that I wrote shows how one of the learners in my Target Group, through a highly scaffolded approach, was able to Dive Deep into the 'How' and 'Why' of the usefulness of the Year 11 DigiTech Google+ Community.  This aligns with the section in the reading highlighted in yellow that says "Providing a scaffold has been an effective strategy for helping students perform high-order cognitive activities, particularly reading".  By delving deep into the 'How' and 'Why', the learner was able to "prepare, reflect, and think ... before participating in a discussion".  

BP3 : Finding Ways to Capture Evidence from my target group of learners in my Year 11 Class

This approach has been particularly effective in progressing student understanding at a deeper level for this particular learner.  It is also fortuitous that this learner is well respected within the class, and others learners respond well to the examples of this learners' work that is shared in the Year 11 DigiTech Google+ Community.  This helps, as the length of the academic year doesn't allow for this level of depth to be taught, without jeopardising the time that is required to enable students to learn and gain NCEA credits in the classroom.

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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring 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.




The following is an excerpt from the Professional Reading 
Moreillon, J. (2006). Collaborative strategies for teaching reading comprehension : Maximizing your impact. Retrieved from http://ebookcentral.proquest.com Created from auckland on 2020-05-24 15:11:04.



Although this particular reading focussed around collaborative strategies for teaching reading comprehension, I can see the benefit of some of these strategies to assist learners with developing a better understanding of assessment tasks and assessment requirements.  This can be achieved with having clear, concise 'Checklists', as outlined in the first section highlighted in yellow "Checklists, rating scales, and rubrics, developed with colleagues and in some cases with students in advance of instruction or early in the lesson, establish the criteria for post lesson assessment".

I often provide students with Student Checklists to enable students to submit evidence for assessments.  I will do this with my Target Group of Learners for my Inquiry 2020, and gain feedback from the students on the Student Checklists in terms of determining it's usefulness to the learners.

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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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