My Space and My Place

+Sione Havea shares what VTaL looks like from a students' perspective with visitors from Whakatane High School; including the use of Google sites, Google Calendars with Hyperlinked Learning Activities and an Overview of the Year.

What this demonstrates is an example of how DigTech students are familiar with the model of Visible Teaching and Learning using the DigiTech with Ms Anderson subject site. Investigations need to take place across other learning areas to see how students are accessing the learning in other subjects.

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I met with my SPARK Buddy today, Bernadette McDougall, to discuss data and ways of measuring shift and change with my Inquiry. I talked about the data that I had so far; Google Site Audit, Staff Survey, Student Survey still in progress, and 2016 NCEA data. As it happens (and probably no surprise to those who deal with me on the regular), I'm having to take my 'big picture' mentality, and focus in on specific targets in order to show examples of how the use of the Visible Teaching and Learning framework is enabling shifts in achievement to happen. It's a relief really, as I'd been extracting and gathering NCEA data in such a way that the data gathering process was completely doing my head in, and detracting away from the outcome that I'm trying to achieve. I was basically looking at way too much information. So now, I'm going to focus on gathering in responses from Student Voice, and refine the NCEA data that I'm going to use as my comparisons, in order to measure change. Thanks for the advice Bernadette, and for coming in to visit.

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My Senior DigiTech class is a multi-level class of Level 1, Level 2 and Level 3 students. Students are able to select from a range of contexts that suit their interests. However, with so many different projects happening across all three year levels, and with students working at a different pace to each other, it can be quite cumbersome in terms of keeping a track of where each student is at within their current projects.

So .... I decided to load the students' checklists into a grid, that enables both myself, and the students, to see at a glance, who is working on which standard and within which part of the Technology project at any given time. This is so that both myself and the students can monitor progress and aim to keep the students on track!

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In 2017, my inquiry is 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.

In order to shift teacher practice around effective pedagogical practices around Visible Teaching and Learning, it is important to determine what the current status looked like. That involved me undertaking an audit of teaching sites in November 2016. The most recent NCEA data for Tamaki College Students 2016 is the data that will ascertain the current levels of student achievement, in order to look at raising student achievement.

Staff voice was collated during Term 1 of this year in a Google form, to identify where staff felt they were at regarding Visible Teaching and Learning from the VTaL framework and their teacher practice. The feedback from staff voice was shared with Middle Leaders, to help to identify areas of support for staff within departments.

I am currently collecting feedback from students in a Google form, on what students believe is happening in their learning environments in terms of their teaching and learning being visible within each of their subjects.

I had this brainwave, that in order to determine whether student achievement has shifted due to a shift in teacher practice relating to visible teaching and learning, this would entail comparing NCEA data 2016 with NCEA data 2017, as well as shifts in teacher practice around VTaL, based on both staff voice and student voice.

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I spent some time working with staff in the department to apply Visible Teaching and Learning to a senior unit of work within their subject sites. This included project instructions, learning activities, class task lists, check lists, and including hyperlinks into calendar posts. Once the unit has been taught, we will gather student feedback to see what students have to say about accessing the learning in this way.

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It was interesting to come back into the SPARK MIT at meet up with the other Manaiakalani Innovative Teachers, as well as meeting our SPARK mentors.

The day enabled me to reflect on where I am at with regards to my inquiry, and also to collaborate on ideas around refining my inquiry process. Key take aways from the session with regards to my inquiry include the following reflective questions and statements:

"What is the point of difference between the innovation [of VTaL] and teacher dashboard, or other existing digital affordances?"

"The innovation could be as simple as ALL sites at Tamaki College being visible".

The main issue that I am grappling with from today's session, is whether it would be more effective [in terms of seeing shift of teacher practice and ultimately student achievement] if my inquiry for 2017, focused on the visibility of all teaching and learning sites at Tamaki College, in comparison to the implementation of the entire VTaL framework within the SPARK MIT inquiry process. This is not to say that the VTaL framework is irrelevant, but moreso, that the focus of the VTaL framework as a whole, could be captured within my Community of Learning (CoL) role.

In addition to reflecting on my inquiry, I also had the pleasure of meeting with my SPARK Buddy, Bernadette MacDougall, who I will be collaborating with in a few weeks time.

Next steps will be to gather data from student voice in relation to the effectiveness of Visible Teaching and Learning in terms of learning outcomes in the classroom. Once again, huge thanks to Lynne Le Gros from SPARK and Dorothy Burt from Manaiakalani for another productive day.

Left to Right - Troy England : Dorothy Apelu : Hinerau Anderson (myself) : Anne Sinclair

Kelsey Morgan : Angela Moala : Sandy Lagitupu : Alicia Craig : Andrea Tele'a (with us in spirit!)

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I recently presented at the Auckland GAFE Summit 2017 held at Aorere College about Visible Teaching and Learning VTaL in a Secondary School Context. My presentation was attended by educationalists from all around New Zealand, including Northland, the Bay of Plenty, Central North Island, the Hawkes Bay and Auckland.

The focus of the presentation was to share and communicate to other professionals in education, the potential of the VTaL framework that I have developed and utilise in my own teaching practice. This was also a perfect opportunity for me to test whether other educationalists could access my teaching and learning resources, including assessment information, learning instructions, formative feedback on student progress, and work shared by students. This of course being the whole point of Visible Teaching and Learning. I set up an exercise in a Google form for participants to complete. The exercise, and the responses can be viewed in the following presentation.

In all questions, the responses with the greatest majority of answers, is the correct response for that question. This was really reassuring to see that other educationalists COULD actually access the teaching and learning materials. Yay! the work IS visible!

I also introduced participants to the VTaL Google+ community, so that they would have a 'takeout' from the presentation. The presentation was well received and participants seemed engaged and enthusiastic about the potential of VTaL for their own teaching practice. Some of the feedback is reflected in the following presentation evaluation.

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