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In an attempt to create more effective and time efficient workflow processes for myself and my students, with assessment deadlines as a particular focus, I have been experimenting with Class Task Lists and Student Checklists, and the  Date and Grade Sheet functions within Workspaces.

Workspace Example



As someone who is still relatively new to the use of Workspaces, I've been pleasantly surprised by one of the functions that it has, being the Grade Sheets.  They serve a similar purpose to the VTaL Class Task Lists in that you are able to see which tasks students have completed, and monitor their progress within projects.

Grade Sheets



I like the fact that the Grade Sheets are populated directly from the 'Evidence' column, and also from the grades that are manually entered.  I was able to make the Grade Sheet public to view, in order to make it VISIBLE, and will look at embedding these sheets into my site.  I'll need to adapt the names, and enter a separate column with ID numbers, in order to keep specific learner information private.  I'll also experiment with the sheet to reflect weekly updates, in the same way as I do for the Class Task Lists that I usually use.  This will include the colour codes systems.

Workspace Grade Sheet Example


So far though, I like the fact that grades are immediately populated into the Grade Sheets, which is a particularly useful and time-efficient method of collating formative data within a project or assessment.  The biggest recommendation that I would have for other Workspace Newbies, is that it helps if you have all of your instructions, and evidence requirements ready before developing the Workspace.  This means that when you create the Workspace, both yourself and students (once the grade sheet is made public and shared), can see all of the Tasks that need to be completed for the entire project, within the shared Grade Sheets.

Student Checklist in Evidence Column


Another little trick that I've played with, is embedding a Student Checklist into the 'Evidence Column', and assigning the last date of the assessment as the Student Checklist due date.  What this allows, is that when student work is assessed and available for students to view again, they are able to link the assessed (and completed tasks), into the Student Checklist.  The Student Checklist enables the students to track where they are with their work, which is what my Senior DigiTech students have already be doing and found to be particularly useful.  Then the completed Student Checklist can be used for moderation; either internal or external.

Workspace in Student Dashboard




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I've been experimenting with both the NEW Google Sites and Workspaces within the site for my JumpStart program.  This includes identifying whether the NEW Google Sites, with all of it's updates, has the same functionality as the Classic Google Sites.  This also includes identifying whether the Workspace is VISIBLE within the NEW Google Site, which also needs to be VISIBLE.

At this stage I have been able to set up the NEW Google Site to include pages and subpages.  

  • I've embedded a YouTube clip onto the homepage.  
  • The main pages immediately create a navigation bar at the top of the site.  
  • I have easily embedded a Course Overview (Google drawing), Year Level Calendar (Google Calendar), and separate pages for each Project or Standard.  
  • The Project page includes the Project Instructions (Google document).  
  • There is a subpage within the Project main page, for the Project Workspace (URL link).  

As long as each of the embedded items are VISIBLE, eg. the calendar, documents, drawings, workspace, youtube clip etc, and the site itself is VISIBLE, then all of the work is completely VISIBLE within the NEW Google Site.

The following video shows and explains the information outlined above.







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The following is a breakdown that demonstrates how Visibility helped to accelerate shifts for one of the learners in my NCEA Level 2 DigiTech class this year.  The learner spent a really long time completing the first assessment.  He was still completing the first assessment when the rest of his peers were completing the second and third assessment tasks.  The student checklist (that he made a copy of from the template in the Level 2 tab in my DigiTech with Ms Anderson site), enabled the learner to track the tasks that he was completing.  When he finally completed the final website design for the first assessment, and shared the outcome online, this gave him a real sense of achievement.  He was able to view exemplars of tasks for the second and third assessment activities that his class mates had shared into the Level 2 Google+ community.  He used the community to guide his own learning, and enable him to catch up on all of the work for the next two assessments.  This enabled him to achieve 3 unit standard credits and 10 achievement standard credits during class time, as well as credits that he also achieved while attending Techtorium off site.  If the learner did not have access to the student checklist and Level 2 Google+ community, both of which are visible in my site, he may not have been able to catch up and complete the assessments for the year.


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I have a learning community, mostly Google+ communities, for each of my year levels.  The links to these Communities are included in my DigiTech with Ms Anderson subject site.  Students share different parts of their learning process, and tasks, into these communities.  As mentioned in previous posts, students often use exemplars of work completed and loaded into these communities by their peers, to guide their own learning. 

I decided that I'd also create a separate community for students,  entitled DigiTech Media Outcomes, to share exemplars of completed final designs, into this particular community.  The students can still share their completed designs into the Year Level communities.  However, this community enables students to share the final designs that they have developed, and also, to easily search for final designs that have been developed by other students, and uploaded under the various categories.

The focus for each year level this year has been as follows:

  • Year 07 : An Animated Story
  • Year 08 : A Maze Game
  • Year 09 : A Single-Page Website
  • Year 10 : A Multi-Level Game
  • Year 11 : A Multi-Level Game, Single-Page Websites and Multi-Page Websites
  • Year 12 : A Multi-Page Website

Students are very open to sharing their work, and are particularly proud of sharing final designs that they have completed in class.





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Student Project Checklists and Student Achievement

The following is an example of a Student Project Checklist, that one of my senior students is using to track the tasks completed throughout the project.  The student links up completed tasks against each set of criteria, as evidence of the work.  Following this, I usually conference with the student to ensure that the work does actually meet the assessment criteria.  After which the student continues onto the next task.  When all of the 'Achieved' criteria is met, the student can then progress onto 'Merit' and 'Excellence' criteria.

The Student Project Checklists are owned and edited by the students, and form an important tool to empower students about decisions associated with their learning.

Student Project Checklists and Visibility

The Student Project Checklists are linked within my DigiTech with Ms Anderson subject site.  Students are able to make copies of the checklist to use within their projects.  Students are encouraged to share their work within the Level 2 DigiTech Google+ Community; either individual tasks, and/or their entire checklists.  By doing so, students are able to benefit from each other's completed tasks, to guide the completion of their own work.  This is a common practice with my senior students.

Click on the image to navigate to the student checklist in the Level 2 DigiTech Google+ Community

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I've been tinkering with the new Google Sites recently (first time since earlier in the year), and am really pleased with a lot of the functional changes that are starting to come through.  I'll post about that later in a separate post.  I thought that I'd have another go at creating a Workspace in order to utilise the deadline function.  So, I've developed a Workspace to trial for the unit I'm delivering during JumpStart this year.  I embedded the Workspace into the new Google Site that I will also trial with the students.  Two birds with one stone!

The Workspace itself was relatively straight forward to put together, because I already had many of the resources anyway.  I've embedded many of the VTaL resources for the unit (Learning Activities, Student Check List, Class Task List, Google+ Community), into the Workspace, which is then embedded into the Google site.

So the trial that I'm wanting to undertake includes:

  • is the site visible? (this should be a no brainer).
  • is the Workspace visible?
  • does the Workspace direct students towards meeting deadlines?!  This is a big one for me, because trying to get students to complete and hand in work on time is a major issue.

The standard being offered during the JumpStart program is 'Create a Web Page 18734' which is worth 2 credits.  I'll reflect on the effectiveness of this combination of VTaL tools at the conclusion of the unit, in terms of student achievement.


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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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