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

• 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.

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

Term 1 Week 4 Update - Strategies and Interventions

• 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

• 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.

Connecting

Sharing the progress in my thinking with my fellow MIT peers since our first MIT weekend together, meant focusing on the 'problem' as well as the 'opportunity', as outlined in the image below.

The shifts in the usage of various VTaL tools from early in 2017 through to later in the year, showed that the Tracking Sheets was the tool that resonated most clearly with in terms of accelerating and shifting student achievement.  Therefore, I have decided to focus on this particular tool as the main driver of the entire VTaL framework ... well, at least for the time being anyway.  Connecting the focus to the problem, meant that every class (or class site) should have the tracking sheets visible and embedded into their sites for students, teachers and parents to view.

Design Thinking- Experimentation

This session involved prototyping and sharing our ideas in small groups to gain feedback.  This was a particularly useful exercise which has in actual fact, lead to a re-design of my initial outcome idea, as well as my inquiry.

Pitching the idea gave some clarity on how I envisaged the digital tool could work and would work, in relation to (based on peer feedback) how the digital tool should work, and therefore be developed.  The idea of needing to produce a mobile app wouldn't necessarily meet the needs of the intended user of the app, being teachers.  Feedback suggested that a site would allow for more scope and depth of VTaL as an overall resource.

When I discussed the motivation and intent behind the idea of the app in more detail, it became clear that the responsive design of Google Sites, would enable the VTaL framework to sit nicely in a NEW Google Site for desktop-friendly use, as well as mobile-friendly use.  So, the outcome design has essentially changed.  This in turn, has huge implications on the development process, as there is no longer the need to focus on app development.  This is a game-changer!



The first three images show what a NEW Google Site looks like on a desktop as well as on a mobile device.  The last image shows the existing VTaL website, which I don't believe is particularly effective in it's current form.

Ed Tech Summit

The session about preparing for the Ed Tech Summit in Sydney later this year, provides a great platform to present and gain feedback from an audience who I am unlikely to have spoken to or with about VTaL.  Hence, they will be a set of fresh eyes and ears with new perspectives and views on the tool.  A great resource for stakeholder feedback.

As I am also presenting at the Auckland Ed Tech Summit in the April School Holidays, this will give me an opportunity to trial the resources and presentation that I intend delivering in Sydney.  The presentation details are as follows:

Name : Hinerau Anderson

Connecting with Inquiry Frameworks

The changes in the development process, have also meant that I will be tweaking my original inquiry idea.  This is what it looks like now ...

Tuakana - Teina Collaborative Teaching Strategy

Step 1 : What are students learning today?

1. Students navigate to the DigiTech with Ms Anderson Google Site > Year 10 >  Year 10 Overview and Calendar.  
2. Once in the calendar, students locate the link for their class in today's date.  
3. Students can also add the class calendar to show in their own calendar (as shown in the image below).
4. The calendar post includes details of today's lesson instructions.

Step 2 : What are the instructions for the task?

1. The instructions refer students to a Workspace in the Student Dashboard of the learning activities and evidence required for each task.  The Workspace also includes resources that might help the students to complete each task.  NB:  Students who (for whatever reason) cannot access the work in the Workspace, can also locate the same learning information directly from my site.
2. Students are able to submit completed tasks for marking.
3. Work that students complete and submit, that satisfies the requirements of the task, is marked and returned to students (as marked).  Work that needs changes applied, will have comments added by myself, giving students feedback on what else needs to be done (as shown in the image below)

Step 3 : How do students know if they are on track?

1. Students are able to access information on tasks that they have completed in the Workspace Grade Sheet, which has been adapted into a Class Project Task List - Tracking Sheet (as shown in the images below). 
2. Green indicates that the task is complete.  Orange indicates that the task is incomplete.  Red indicates that the task has not been started.

Overview

A lot of this process of work flow, impacts on students having access to their learning information, as well as up to date information on their progress.