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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!



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Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence

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 following are two examples of evidence that I am in the process collecting to demonstrate my preliminary findings about the nature and extent of the student challenge.

Academic Writing using SOLO Taxonomy - Online Game

I asked the student to highlight and comment on various aspects of the example tasks within the slide deck, to highlight the various features of that particular aspect of SOLO Taxonomy.  The purpose of this exercise was to see whether or not the student understood the exemplars that were provided, and connect these to future work.

Whilst the student found the exercise to be useful.  It was also extremely time consuming.  So, in terms of this approach being meaningful for the student to use in future tasks or assessments, the timeliness of the task detracted away from the purpose or which the task was intended.  That is, very little work and essentially assessment work, would get completed if we focussed so much time on deconstructing and understanding the Academic Writing model, by following the approach that I'd set out for the student.  A classic example of 'Expectation' v 'Reality'!


Explanation Writing Poster for Digital Technologies

I asked the students to use the Explanation Writing Poster for Digital Technologies, and highlight to text within their current Assessment Task using the same colour codes from the poster, as a means of gaining a better understanding of the assessment instructions.

The students are still in the middle of undertaking this process.  However, initial discussions that I have had with the students of terms of improving understanding of the assessment, is that this process has really useful.  I am hoping to see what their understanding of the assessment task actually is, through inquiry questions, once this approach has been completed.






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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 tools that I plan to use to get a more detailed and accurate profile of students' learning in relation to the challenge, includes both the Explanation Writing Poster for Digital Technologies, as well as the Academic Writing Slidedeck; both resources that I produced in collaboration with Marc Milford.



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.







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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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