My Space and My Place: VTaL 03 Tracking Sheets

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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.

Specific Aspects of my Current Teaching

The following are ways that I have inquired into specific aspects of my current teaching that are relevant to the hypothesis I identified in the literature.

Hypothesis from Reading 1

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".

Hypothesis from Reading 2

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.

Hypothesis from Reading 3

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.

Analysis of Workspace Setup for Learners

The way in which I set up the Workspace for Year 11 Assessments, is by having a range of Tools and Techniques related activities that aligns with the LearnCoach videos, at the start of the lesson sequence, then followed by the assessment tasks. Students have to complete the Tools and Techniques activities, in order to build their skill base to be able to develop the outcome. After which, they are then able to start the assessment task.

In order to monitor the progression of skill level, the students have to create a screencastify of each task, and submit this into the Workspace. This also serves as a rewindable resource for the students to refer back to during the assessment, when they are developing their outcome. Skill level progress can be monitored in the Class Tracking Sheet. The inclusion of the Class Tracking Sheet relates back to my hypothesis from Reading 1. The Class Tracking Sheet linked into the Workspace allows students to use the checklist as follows: "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".

The following image is a link to a short video of how the Develop a Computer Game Workspace has been set up.

Student Voice

I've undertaken two different forms of Student Voice to inform me of how students are or are not learning, according to the different learning strategies that I have put in place for the Develop a Computer Game Assessment.

Student Voice from Discussions about responding to Formative Feedback - The feedback that I learnt from the discussions is that students are not responding to the formative feedback that I am providing them with in the form of comments within their Google docs, because (a) they don't understand what the feedback is asking them to do, or (b) they didn't understand what the feedback was asking in relation to the task.

Student Voice from Comments about the use of Google+ Communities (now Currents) - The feedback that I learnt from the Blog Comments ranged in terms of understanding, or not understanding, why they were being asked to "describe the work that they had shared, in addition to including a post title and the link to the work itself", in the Year Level Google+ Community and how that was of benefit to their own learning and progress.

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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.

When I looked at the Tracking Sheet on 22 June (shown below), there were still a handful of learners who were not showing any shifts in terms of work output and task completion. This was after setting strict deadlines in place for the individual tasks, providing specific feedback and feedforward to the learners of what they needed to do to progress forward with their work, and also emailing the students respond to the feedback that I had provided them with, and give an explanation as to why they haven't finished the work. It was time to have a chat.

I met with the learners individually. When I asked them why they haven't responded to my feedback, or why they haven't updated their work, these were the following responses:

Student 1 - "I don't understand the feedback. I don't understand what you're asking me to do. I prefer talking to you one to one instead of ".

From my observations in class time, I knew that this learner was very capable at undertaking the coding tasks. I often needed to prompt them to stay on track, but I knew that they could cope with the coding tasks. So I was quite perplexed as to why they were not updating their work based on the feedback that I was providing them with.

Student 2 - "I don't know why Miss." [In response to me inquiring into the way that they prefer to learn] "I don't mind, I'll do whatever you ask me to".

As the conversation continued, I realised how difficult it was for this student to freely express how they felt, and also, they didn't like to ask for any sort of feedback or help. We talked about their favourite subject, why it was their favourite subject, and what we could do that might be similar and enable them to complete work.

Student 3 - "I know what to do Miss".

This student is playing catchup due to ongoing absence from class. I know this student to be an able student, who is able to complete tasks when they are at school and focussed on the work.

Following the discussions that I had with the three learners, I sat with Student 1 during class time, which they were happy for. I noticed that when we were working together on a section of the task, that the student would stop when they were not able to spell a word or if they were unsure of the grammar. They would literally stop working. They wouldn't try to spell the word, nor would they try to find out how the word was spelt, as a coping strategy and means of continuing to work. They would just stop working. I sat and explained numerous times, that they were not being assessed on their ability to spell, or their grammar. I only wanted them to demonstrate that they understood that section of work. I prompted the learner to keep writing, even though they misspelt the words. This took a bit of convincing. Once I managed to get them to continue writing, they finished the sentence, and could see the spell check options that popped up to correct the words. This made them happy, and also enabled them to overcome the hurdle of spelling and grammar. However, this only occurred when I sat with the learner. Almost as though my presence, prompting and ongoing positive feedback is what enabled the learner to continue with the work.

My next steps are to use the information obtained from the discussions with learners and strategies applied in class, to enable learners to progress with learning tasks without the need for me to sit with them the whole time; essentially, developing strategies for the learners to become more empowered and self sufficient in their learning and not dependent on me to do work. In addition, the strategies need to be developed that still enables learners to know that they are able to ask for help and feedback, but that they don't need to wait for me to prompt them, in order to attempt learning activities.

I may look at developing a matrix in conjunction with the learners, to prompt student learning. I will put together a draft of this over the holiday break, and the discussion with learners when I see them again at the beginning of Term 3.

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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.

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.

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.

Based on my inquiry findings from my previous blogposts;

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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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 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.

Evidence from Teaching Strategies

The following is a slide deck of teaching strategies that I applied with those in my target who attended class online in a particular lesson last week. I have gained feedback in a hangout session with Technology teachers about the strategies that I applied to that session. I need to reflect back on the feedback, and that particular teaching segment, to help identify preliminary findings about the nature and extent of the student challenge.

Evidence from Kamar

In order to track the formative feedback of where each of our learners is tracking 'within' standards, I have established a DGT - Student Standard Data Update 2020 Sheet. The sheet includes information about the learner including gender, ethnicity etc. It often enables me to conduct discussions with students relating to career interests and pathways, as well as where they have come from if they are new to the school. The sheet shows the standards that a student is entered into. The main difference being that colour codes can be applied to the sheet to indicate which standard is being work on, and where about in the standard that the student is at.

EDIT: During the lockdown period, I had planned an activity for my Year 11 students, to comment on how they felt about me inquiring into their learning. The activity involved the students reading through the above blog post, and answering the following question, and publish the response as a blog comment.

How do you feel, as a learner, that I am inquiring into your class, to help you and your class to achieve?

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Google Hangout Video Link

Lesson Sequence in the Google Hangout

The lesson sequence in the Google Hangout accessible through the video link, includes the following:

Teacher (myself) - Instructing and demonstrating
Learner - Following instructions
Learner - Completing a task
Learner - Capturing evidence of the task
Learner - Submitting the task
Teacher - Checking work and marking
Learner - Sharing work in the Year 11 DigiTech Google+ Community
Teacher - Asking for feedback of the lesson

Teacher Reflection

After undertaking the lesson with this learner, I understood that this particular learner's progress would accelerate (which is excellent for Olever!) and that other learners in the class may not progress at the same stage as Olever in their learning journey. Therefore, I need to investigate ways to address the staggered progress by looking into Differentiation and seeing how I can adapt that to suit Remote Learning.

Differentiation

The following is a blog post about Differentiation that I came across quite a few years back, which I think will be really useful https://stivodifferentiation.wordpress.com/differentiation-tips/.

In particular, the section on Differentiation by task would be particularly useful. I find within the classroom setting that students would complete tasks at a different pace to each other, and therefore achievement would occur at a different pace for different learners.

My experience of remote teaching in Week 1 of Lockdown, showed that students who joined the hangout for their session, often completed tasks quickly, enabling me to turn over formative feedback quickly for the student, who after making changes would achieve that particular aspect of the task.

Tracking Student Progress

The following is an example of work completed by a student during Week 1 of Lockdown in relation to the other students in their class who were not able to join the hangouts that week.

My students are used to tracking sheets in our classes. Usually I use a traffic light system of Green to show that aspect of the task meets the criteria, Orange to show that the task is either work in progress, or that I have sent the work back to the student with formative feedback for changes to be made, and Red to show that the task hasn't been started. In this particular case, the tasks are not directly related to assessment criteria, and therefore I opted to go for a different colour scheme, so as to not confuse the students about the summative feedback that they were being provided with.

Differentiation

to Address Gaps in Student Progress Across a Class

Group Work and Collaboration: One of the teaching strategies that I am going to trial in the remote learning setting is group work and collaboration.

Tracking Sheets: I am going to use the tracking sheets, to enable myself and my learners to identify who is working on the same tasks and then I will group the students accordingly.

Year Level Google+ Community: I intend referencing the Year Level Google+ community, so that students can refer to each others (completed and assessed) work, as guidelines of the expectations for completing tasks.

Chat Function in the Hangout: I think I'll aim to have the students within a particular group, talk to each other via the chat function in the hangout, to share ideas with each other. The group may be pairs or threes, I'll try to keep this small. While small groups are working together, I am going to interact with a small group of learners at one time, or that is the intention anyway.

Wish me luck!

Google Hangouts - Tips and Tricks

If neither you or your student or students are interacting in the hangout, ask one of the students to go into presentation mode, otherwise the recording will show yourself (as the hangout owner) for long chunks of time in the recording
Stay in the hangout and let the students know that you're still there. That way they can complete the work that you've set for them, but they also know that they can ask you for help.

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The following is a breakdown of strategies that I've applied during Term 1 to enable Level 2 DigiTech students to achieve NCEA Level 2 as their minimum qualification.

School Goal 3 Transition

That 95% of the Year 13 cohort achieve NCEA Level 2 as their minimum qualification.

DigiTech NCEA Level 2

By navigating to the NCEA Level 2 > Overview and Calendar section in my DigiTech with Ms Anderson website, the first project that the Level 2 students could work on is either 'Create a Webpage', 'Create a Program', or 'Use DCTs'.

I entered all of the students into the 'Create a Webpage Unit Standard 25655 worth 3 Level 2 credits, to build on their website development knowledge from NCEA Level 1.

The following is the credit breakdown for DigiTech NCEA Level 2 at the end of Term 1. The sections that follow the breakdown, are the updates throughout the term, as well as the strategies and interventions that were applied to enable students to achieve.

Term 1 Week 3 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 3 Update - Strategies and Interventions

The Strategies and Interventions that I applied after the Week 3 Update includes:

Student 1

22 Feb - Meeting with student. Determined that the student was working on stakeholders in Task 2

Student 2

22 Feb - Meeting with student. Workspace has been working since yesterday. Currently working on Task 2 Resources. Wants to create a website about Rugby League.

Student 3

22 Feb - Meeting with student. Working on stakeholders in Task 2. Wants his website to be about Rugby League.

Student 4

22 Feb - Meeting with student. Submitted Task 2 for marking. Unsure about Task 1 in terms of readiness for submission. Will check Task 1 and start Task 3.

Student 5

22 Feb - Meeting with student. Working on stakeholders in Task 2.

Student 6

22 Feb - Meeting with student. Needs to finish Task 1 Testing Procedures. Currently also working on Context Brainstorm.

These above mentioned meetings are not the only interactions with the students, so don't include informal Q & A throughout the lessons. These are formal meetings in an informal setting with each student, to establish points of reference; where in the project is the student currently working, and what needs to happen to progress forward.

Term 1 Week 4 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 4 Update - Strategies and Interventions

At this stage, students were falling well behind the due dates for individual tasks to be completed.

The Strategies and Interventions that I applied after the Week 4 Update includes:

Student 1

6 March - Peer Support from Dell to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].
9 March - Meeting with Level 2 students. Project Update; explain Monday catchup session.

Student 2

6 March - Student Absent Q.
9 March - Student Absent Q.

Student 3

6 March - Peer Support from Sione to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].

Student 4

6 March - Peer Support from Gus to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].

Student 5

6 March - Peer Support from Tau to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].

Student 6

6 March - Peer Support from Issam to meet deadlines [Tuakana-Teina Collaborative Teaching Strategy].

Term 1 Week 5 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - Strategies and Interventions

At this stage, students were falling well behind the due dates for individual tasks to be completed.

The Strategies and Interventions that I applied after the Week 5 Update includes:

Student 1

20 March - I rung home and left a message on parent's mobile, explaining that Student 1 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 1 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete their work.
21 March - Meeting with Parent and Student about the current assessment, and what needs to happen to achieve.

Student 2

20 March - Student Absent Q.
21 March - Student Absent Q.

Student 3

20 March - I rung home , explaining that Student 3 is at risk of not completing their assessment that is due on Thursday 22nd March. Student 3 did not attend the lunch time session today, nor did they attend the after school session last Monday. I am available tomorrow at interval and lunchtime for student to complete his work.

Student 4

20 March - Student Absent.

Student 5

20 March - Student Absent Q.
21 March - Student Absent Q.

Student 6

20 March - Student Absent Q.
21 March - Student Absent Q.

Term 1 Week 7 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 10 Update - NCEA Level 2 Create a Website 25655

Term 1 Update - NCEA Level 2 Create a Website 25655

Term 1 Update - Strategies and Interventions

The Strategies and Interventions that I applied by the end of Term 1 includes:

Student 1

5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
9 April - Student is awaiting moderation feedback on Project 1.

Student 2

5 April - Student Absent.
6 April - Student Absent.

Student 3

5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
9 April - Student is awaiting moderation feedback on Project 1.

Student 4

5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher.
9 April - Student is awaiting moderation feedback on Project 1.

Student 5

5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher. Extension negotiated due to an Off-Site 3-day Course in the previous week.
6 April - Lunch time catchup - did not attend.
9 April - Reassessment opportunity to be completed in Student's own time - due 29 April.

Student 6

5 April - Project Update Survey whereby students submitted feedback on tasks that they had completed, strategies that they could and should apply to complete work, and feedback on specific help required from the teacher. Extension negotiated due to an Off-Site 3-day Course in the previous week.
6 April - Lunch time catchup - did not attend.
9 April - Submitted Project 1 work for moderation.

Overview of Term 1 Tracking and Teaching Interventions for School Goal 3

In addition to the various VTaL tools (Tool 01 - Google Sites, Tool 02 - SOLO Learning Activities, Tool 03 - Class Project Class Lists, Tool 06 - Workspaces and Tool 09 - Subject Google+), that were applied to the delivery of the Create a Website NCEA Level 3 Project, the range of teaching strategies and interventions also included:

Formal Meetings with Students
Tuakana-Teina Collaborative Teaching Strategy
Student Reflection through the use of Project Update Surveys using Google Forms
Interval, Lunch time and After School Catch Up Sessions
Contact with Home
Parent Meeting

The Class Task Lists - Tracking Sheets, enabled regular feedback to be submitted back to students to identify where they were within the project. This also helped to inform my practice in terms of the strategies and interventions that were required to enable the students to achieve.

The key motivators for students to achieve could be separated into two different categories; intrinsic motivation whereby the student was motivated enough to apply the tools and teaching strategies to achieve, as well as extrinsic motivation whereby students responded to outside influences such as parent contact, to motivate them to complete tasks. In addition to this, students were who involved in Off-Site courses struggled to keep up with in-class course work and keep to the deadlines. This is not always the case, but it was the case for this particular project.

Teaching is exhausting! However, with appropriate tools in place, eg. the use of VTaL, ongoing pedagogical practices can be identified, applied, and adapted, to enable student achievement to be tracked and monitored during the assessment, as opposed to discovering at the conclusion of the assessment that students were not able to meet the criteria.

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My Space and My Place

I feel happy

I can think and learn

I feel part of the school community

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.

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.

Digital Technologies 1.7 & 1.8: Develop a Computer Game

Evidence from Teaching Strategies

Evidence from Kamar

Lesson Sequence in the Google Hangout

Teacher Reflection

Differentiation

Tracking Student Progress

Differentiation

to Address Gaps in Student Progress Across a Class

Google Hangouts - Tips and Tricks

Google Hangouts Tips and Tricks

1 - Open the Google Sheet

2 - Click on Format > Conditional Formatting > Add the 'Rules'

3 - Enter Grades into Workspace, or into the Google Sheet

4 - Click on Assessed with the Workspace

5 - Grades turn 'Green' for Assessed work

6 - View 'Started' to see which students have started the task

7 - Enter 'Started' into the Google Sheet

School Goal 3 Transition

DigiTech NCEA Level 2

Term 1 Week 3 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 3 Update - Strategies and Interventions

Term 1 Week 4 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 4 Update - Strategies and Interventions

Term 1 Week 5 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 6 Update - Strategies and Interventions

Term 1 Week 7 Update - NCEA Level 2 Create a Website 25655

Term 1 Week 10 Update - NCEA Level 2 Create a Website 25655

Term 1 Update - NCEA Level 2 Create a Website 25655

Term 1 Update - Strategies and Interventions

Overview of Term 1 Tracking and Teaching Interventions for School Goal 3

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