Plan and conduct detailed inquiry into specific aspects of your current teaching that are relevant to the hypotheses you identified in the literature.

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.

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".

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.  

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.

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.