Bursts and Bubbles Presentation 2021

How another lockdown period may impact the learners in your focus group?

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

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.

Another resource that I developed for my target group of learners during lockdown, has been to adapt the Assessment tasks from Onsite (software on workstations within the classroom) to Online (software available online).

In the week prior to lockdown, and as momentum was gaining traction on our news channels regarding the possibility of the Delta strain of Covid19 being in the community, I knew that I'd have to prepare my senior class for working online from home with their assessment.  The reason that this was so important is that the assessment that the students are working on, requires the use of industry-standard software that is located on the desktop machines in the classroom, and is not available on the chromebook type devices that students have access to at home.

In the week prior to lockdown, I aimed to prepare my students by asking them to make copies of their codes (so far) and paste these into documents that they would then have access to in their Drives.  In addition to this, I stepped the students through the process of setting up the 'alternative' website using the online application, Neocities, to accommodate their assessment requirements online.  Although the process of doing this makes sense in theory, in practice I could understand why my students would think that I was mad!  I could imagine them thinking, 'Why on earth is she making us do this?'  This is largely too because I didn't want to raise alarm or cause distress amongst my students, when everything (at that time) was business as usual ..... and then of course, the announcement was made on the 17th August, that we would move into lockdown, and here we are.

So, prior to the official lockdown announcement, a couple of the learners had set up their (Plan B) Neocities website, whilst the majority had not.

Once we entered lockdown, I recreated a website into my newly created Neocities website, of the codes that I had from the VS Code version of the same website.  VS Code being the software application that students were using onsite for their assessment.  I felt it important to model to the students that the quality of their sites would not be compromised by developing them in Neocities.  One of the students asked if they would still use VS Code once we were back in the classroom, to which I replied "yes" and that we'd just transfer the codes back to VS Code.

So, the process of adapting Assessment tasks from Onsite to Online (in terms of using an online alternative software) looks as follows:

1. I recreated a website in Neocities of the VS Code version of the same website to model this to my learners - link of this model website is included in the Assessment Workspace
2. I set up a presentation slide deck into our Assessment Workspace, to step students through the process of setting up their Neocities site, which differs to setting up their website using VS Code - link of this presentation slidedeck is included in the Assessment Workspace
3. I demonstrated the setup process in a Google Meet, and recorded the Meet as a rewindable resource for students who were not in the Meet - link of this Google Meet is included in the Assessment Workspace

In addition, the Evidence Gathering Templates for DGT that includes the Checklists, used in conjunction with Neocities resources, provide a structured guide on how students can progress through the tasks for their NCEA Level 2 Web Development assessment.

How another lockdown period may impact the learners in your focus group?

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

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.

Another resource that I developed for my target group of learners during lockdown, is Checklists within their Evidence Gathering Templates for NCEA Assessments.  Well it wasn't so much of a resource that I developed, but a resource that I made significant changes and adjustments to, in order for students to keep a track as to where they are up to in their assessment, and the criteria that they have created evidence for so far.

The following are the different variations of the Evidence Gathering Template, from the original template, through to the NEW and adapted templates for the various purposes.

Evidence Gathering Template [blank example] - Document to link evidence that aligns with standard criteria eg. Evidence could include Google docs, Screenshots, Screen Recordings etc - evidence gathering.  The idea behind the Evidence Gathering Template, is to include the heading or title of the evidence that I expect students to link into the EGT that directly relates to assessment criteria.  This is so that students can make the link between the assessment criteria and the work that they've completed, and of course, to have the evidence for the assessment linked into a central location for marking, and moderation.

NEW  Checklists within the EGT [student example] enables student to tick off tasks relating to standard criteria - student centred checklist.  The idea behind the Checklists within the EGT, is that students remain up to date with the work that they have completed so far, and work that is still be completed.  I have included tasks related to 'learning for learning' as well as tasks related to 'learning for assessment' in the checklist.  The reason is because sometimes my learners become confused if I only include the tasks associated with evidence for assessment, that slips over vital parts of the learning process.  Including the tasks related to 'learning for learning' enables the students to stay engaged with the project, according to a sequence or flowchart of tasks to complete from the beginning of the project, until the end of the project.

NEW  Moderation EGT [blank example] - Evidence of student work for moderation - moderation focussed.  The idea behind the Moderation EGT, is to remove any tasks that students have completed that don't directly relate to the assessment criteria, thus, only leaving the statements and evidence associated with assessment criteria in the template for moderators to cross check.

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

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.

One of the resources I developed for my target group of learners in the first week of lockdown, is a Develop a Website | Index of Table of Contents.  This resource is basically a series of Table of Contents that relates to the LearnCoach online tutorials for Website Development, to prepare learners to complete the Level 2 Develop a Website Assessment.

The way that the resource works is as follows:

1. Students open the document Develop a Website | Index of Table of Contents
2. Then they use the Find function to locate the aspect of 'web development' that they trying to locate.  In the image outlined above, the student wanted to know about the Navigation Bar
3. The student clicks on one of the selections that is returned in the search using the Find tool, as each line of the table of contents links to a separate document.  So, in the example above, the sets of text highlighted in green, when clicked on, will redirect to the document that includes information about Navigation Bars.
4. The student toggles through the document that they've clicked on to locate the information that they're interested in.  This could include an explanation of the website feature, aspects of the website feature, or how to use the correct and relevant codes in order to apply the website feature into their own website.
5. The document name (that the student has navigated to) aligns with the name of the LearnCoach tutorial, which means that the student can then open the relevant LearnCoach tutorial to help them with the aspect of web development that they are working on

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

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.

One of the main tasks for the current Level 2 project, is to undertake Planning that involves:

• explaining the purpose of the outcome
• identifying the end users
• explaining a range (at least three) relevant implications to the outcome, and how these implications would be addressed

Reflecting on Student Work

Reflecting on the Planning task for the Level 2 project, I encountered the following main issues when providing students with formative feedback on their work:

• Students were loosely describing the outcome, and what they wanted to include into the outcome, rather than explaining the purpose of the outcome.  Also, in doing so, they were not actually describing the outcome in any great depth.
• Students were identifying a set of end users, but were not connecting the end users to the outcome.
• Students were describing the relevant implications, but were not explaining why the implications, were in fact, relevant to the outcome.  Further more, the students were not explaining how they intended to address the implications in the development of their outcome. 

Use of Teaching Strategies from Academic Writing

The following are aspects from two of the three pieces of academic or professional readings that are relevant to the issues around the Planning task with my Level 2 learners:

Visualisation of Key Concepts - the use of a bullseye chart to identify and prioritise stakeholders, including end-users

Summarising - the use of sentence starters, key words and phrases, and main ideas to construct the summary for the Purpose of the Outcome 

• Sentence Starters - the use of sentence starters to direct the students to write a summary that covers all relevant aspects of explaining the purpose of the outcome 
• Student Exemplars (of Tamaki College student work) from previous years - used to help students to identify key words and phrases from the exemplars, to better understand how these would apply when writing their own summaries

The following are a range of teaching strategies that I used that are relevant to addressing the learning needs and issues outlined in the previous paragraphs:

Student Outcomes based on Teaching Strategies

The following is a breakdown of student outcomes based on the introduction of the Sentence Starters (Summarising), Student Exemplars (Summarising) and Bullseye Chart (Visualisation) to support student learning.

• Sentence Starters (Summarising) - Students were not using the sentence starters to explain the various aspects of the Purpose of the Outcome to the depth that would be expected at Level 2.  The students were using the sentence starters more like a writing frame, and trying to fill in the blank spaces, with very little information, to explain what they were talking about.
• Student Exemplars (Summarising) - The use of student exemplars from previous years to help students to understand key ideas and concepts, became more of a distraction and hindrance to their own writing, than it was as a useful learning tool.  The reason for this is because students were trying to replicate the concepts written from the exemplars and apply it to their own work; but in doing so, completing going off track from what the purpose of their (actual) outcome was all about.
• Bullseye Chart (Visualisation) - Students who attempted using the bullseye chart, struggled to identify and differentiate their various stakeholders, if their Summary for the Purpose of the Outcome was not written properly, and the 'purpose' was not appropriately communicated in their writing.

Exploring the Teaching Strategies in more depth

The main issue that I found from introducing the Teaching Strategies (mentioned above) is that learners were trying to replicate the exemplars, which didn't work in another context, or, they were filling in the gaps (of the sentence starters), rather than identifying and explaining their own work.

Explanation of Sentence Starters

In order to broaden the student understanding around the information that they needed to explain in their Summary for the Purpose of the Outcome, I explained the purpose of each sentence starter, so that they could and would make the connection to what they needed to write.

Exemplar of a Written paragraph

I used the Explanation of Sentence Starters to write an example for students, based on a completely different context and a completely different outcome.  I stepped students through the 'experience' or process, that they were taking the reader through, by writing the summary in this format, in the hope that the 'experience' would resonate with them in terms of needing to connect with the reader, and that this would hopefully come through in their own writing.

The first paragraph was about describing the outcome, and providing enough detail so that the reader, can visualise what the outcome might be about (without explaining every little detail that is intended to be included in the outcome).  This is particularly important if the reader might not know or understand what the outcome is, or how the outcome could be useful.

The second paragraph was about describing the intended target audience for the outcome.  In doing so, connecting the audience to the outcome so that the outcome becomes meaningful to the target audience and end users.  By now, the reader should be painting a picture in their mind, as to what the outcome is, and why the outcome would be useful to the target audience.

The third paragraph was explaining the reason for creating the outcome, and the possible need or opportunity that would be met, by creating the outcome.  This is the section of the summary that defines the purpose.  However, I was trying to convey (in the example) the importance of the first two paragraphs to build (paint) the picture first.

The final paragraph was a description of the inputs and outputs for both the developer, as well as the inputs and outputs for the end-user, so that end-users might gain some insight into the intent of how the outcome could and would be used.  This also makes the students think about what they are developing and how they would develop the outcome, so that they would hopefully consider the user-friendliness and accessibility of the fully developed outcome.

Peer Feedback of Written Summary

In order to encourage students to reflect on their own writing, and decipher whether they were connecting with the reader, I asked students to share their work with a peer.  The peer needed to provide feedback on whether they understood what the outcome would be, who the target audience is, what the purpose of the outcome is, and how the outcome will be developed (hardware and software), as well as where the outcome would or could be used. 

Students found this process to be particularly useful, in that they learnt that by providing specific feedback about a segment of work to another student, meant that they had to articulate what was required to write the paragraph properly; in turn, improving their own writing.

Changes to my Teacher Practice

In trying to support my learners with more learning support materials to complete the task, the greater the volume of learning support resources, that the students were needing to navigate (within Workspaces) ... it was getting hard for them.   Every time I found a useful link, or an example, a different strategy etc, I was adding these resources into the Workspace for the students.  Irrespective of the value and usefulness of the resource, the sheer volume of learning resources was becoming overwhelming for the students.  So, I decided to trial a Flowchart of the tasks to enable the students to complete the Purpose of the Outcome Summary.

The information and the links within the flowchart were no different to the information and the links within the Workspace.  However, the flowchart effect, meant that I could scale down the number of resources added into the Workspace; thus, making the Workspace easier to navigate.

Students Feedback about Flowcharts

The feedback from the majority of the students in the class is that they preferred following the design process in flowchart form.  They liked that the layout of the flowchart, and the way in which the flowchart was intended to be used, with directional arrows that follow a process of YES or No, and looped back into the main body of the flowchart.

Based on this feedback, and asking whether they'd like another flowchart (to which they replied with a resounding "Yes please"), I decided to develop another Flowchart for the Relevant Implications.

Peer Feedback from Google Site - Colleagues

The issues that I encountered in terms of access to student learning resources, made me reflect on other feedback that I'd received on the visibility and access to learning resources of Year 9 and Year 10 in my Subject Site, from my colleagues in the Technology Department.

The process that we undertook within our department to capture feedback about the Visibility and Accessibility of Teaching and Learning, was by completing a survey that focussed on the following:

1. Where are the Teaching and Learning ACTIVITIES for your Year 9 and 10 program located?
2. Where are the Teaching and Learning ASSESSMENT TASKS for your 9 and 10 program located?
3. Where are the Teaching and Learning ASSESSMENT CRITERIA for your 9 and 10 located?
4. How are your Learners SUBMITTING EVIDENCE for ASSESSMENT of your Year 9 and 10 program?
5. Do the Teaching and Learning Activities > Assessment Tasks > Assessment Criteria, ALL align with the Achievement Objectives or Progress Outcomes that students are being assessed against, that are entered into Kamar Markbooks for REPORTING for Year 9 and 10?

We completed the survey ourselves, explaining where the resources were located.  I shared the Responses to the Technology staff so that we could view the responses, and also comment on each others responses.

We viewed each others' Subject Sites, and followed the information within the survey, to see if we could actually navigate to the teaching and learning resources that staff had entered into the survey.

Then we provided each other with feedback (comments) as to whether the teaching and learning resources were easy to access and visible.

The key findings that I've learnt so far from the teaching and processes that I've undertaken that I've outlined in this blogpost about my teaching practice includes:

• being mindful about how students may (or may not) use learning resources that I've shared with them, and therefore anticipating how students might respond to learning resources that I share with them
• being mindful about how I share learning resources with students, that enables them to access the utilise the learning resources appropriately; especially when I add more learning resources into the existing bank of resources
• being mindful that the learning resources are visible and accessible.  Just because I can find them, doesn't mean that others can find them too!

At the end of last term I participated in a meeting to discuss different ways in which CoL teachers could further share our Inquiries with our colleagues at school.  The following are a range of ways which I have shared my 2021 Inquiry with staff.

Shared with Tamaki College Staff

I've posted a screen recording into the TC Staffroom Currents Community to show staff how to access my blog and 2021 Inquiry via the Manaiakalani site, as well as via the link in my email signature.

Previous ways that I have shared aspects of my Inquiry to Tamaki College Staff is by presenting a SLAM session during Staff Briefing, which is outlined in a previous blog post.

Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

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.

Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding

Marc Milford and I delivered a SLAM this morning during morning briefing, about the Literacy Strategies that we had collaborated on for my Semester/Rotation 1 Year 10 class around the context of Climate Change.

Usually I would focus a lot of class time on technical skills and techniques, in teaching the students the coding skills required for game development.  In terms of content, I would not usually allocate much learning time towards this aspect of the project.  However, for this particular project, I took some reading material and articles to Marc about Climate Change, and he helped me to break the tasks down, in order to develop the reading, discussion and writing skills with my learners, so that I could connect the students more closely to the content which they would use to develop their games.

The following is the presentation slide deck that we used in the SLAM session.

Literacy Strategies - Year 10 Project | Climate Change and Game Development

It is important to note that in the process of breaking the tasks down for the learners, it wasn't a case of distributing the tasks like handouts and leaving them to navigate their way through the learning.  The students required feedback and/or feedforward so that the learning activities were useful for them, and equipped the learners to be able to write a final summary.  I used a Workspace to communicate the tasks with the learners and so that they could submit their work.  I used a tracking sheet to give students immediate feedback of the task, and used comments in their individual documents for students who needed feedforward to complete the work.

I am likely to integrate these same approaches with my target group for my 2021 CoL Inquiry this year.  Staff from other departments have shown interest in wanting to collaborate, with a particular interest in the Climate Change project, which Marc and I both welcome!

Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.

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.

The reason that I would like to use the Explanation Writing Poster for Digital Technologies, is because it includes colour coded examples within the poster of various types of Writing Features, which students could potentially use and follow within their own writing tasks.  The students can also use this tool, to improve their understanding of reading materials that include a lot of new and technical vocabulary, such as Assessment Tasks.

The reason that I would like to use the Academic Writing Slidedeck, is because it also includes colour coded examples within the slides, and explanations of different levels of SOLO Taxonomy, that relates to a Digital Technologies outcome, which students should be able to relate to in this subject.  The examples of the different of SOLO Taxonomy, should enable students to develop their literacy and writing skills in alignment with the exemplars that have been provided.