My Space and My Place

Using VTaL to track Student Achievement in DigiTech

I’ve recently adapted the tracking sheet in my Senior DigiTech class to reflect the credit goals for senior subjects, and to align with the Kamar NCEA Statistics Summary used to discuss student achievement in meetings with the Senior Leadership Team.

The colour codes within the tracking sheet represent the following:

Standard has been completed, marked, achieved, moderated, published in Kamar

Standard has been marked, is awaiting final date entries, and moderation

Standard is not yet complete

Standard has not been started

The Student Standard Data Update tracking sheet is shared with students. There are more comprehensive details included in the actual tracking sheet, such as NSN Numbers, Student Names etc. For this reason, that particular tracking sheet is not fully ‘visible’ and embedded into my subject site. However, the tracking sheet (including the one linked from the image in this post), includes hyperlinks to Class Task Lists (Tracking Sheets) for each standard, which IS visible in my subject site.

Profiling DigiTech Students

Multi-Level - The Student Standard Date Update tracking sheet also shows that the class is multi-level; made up of students undertaking NCEA Level 3, NCEA Level 2 and NCEA Level 1.

Multi-Ability - As well as being multi-level, students within each level also achieve at various ability levels. This is why the benefits of being able to differentiate using VTaL is particularly important in terms of meeting the learning needs of all students.

Prior Knowledge - Of the twenty two students on the class roll, only three of those students took Senior DigiTech in the previous year. The greatest cohort of students to join the class without prior knowledge from the previous year, is twelve Level 2 students. This is why previous years of student exemplars shared in the DigiTech Google+ communities is particularly effective, in terms of helping to guide student learning.

Attendance to DigiTech - Eleven students have 90+% attendance per week, five students have 80+% attendance per week, two students have 70+% attendance per week, two students have 60+% attendance per week, and two students have 30+% attendance per week. In addition to this, three students arrived at different times during the year from overseas, and joined the class. Student attendance and student start dates impact on student learning and student achievement.

Using VTaL Student Standard Data Updates to Identify Interventions

The Student Standard Data Updates visually shows a snapshot of where students are achieving at. This information is used in one-to-one conversations between myself and students to identify student needs in terms of progressing forward in the project (and standard). It is essentially a Formative Assessment Tool, with levels of hyperlinks to progress within a standard, as well as individual student progress. The students can see how many credits each standard is worth, and a cumulative total of the number of credits achieved and required to gain a minimum number of credits within DigiTech. This includes a breakdown of the credits offered in class time, and doesn’t include the credits and standards offered through our IT partners, Fusion IT and Techtorium.

Term 4 is going to be crunch time for the students! Every day counts, every lesson counts. So does ensuring that formative feedback is turned over quickly, is kept up to date, and accessible to the students!

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What is the Purpose of a Google Site?

Having looked at several sites recently, enabled me to see what 'visibility' looks like on Subject Sites. I was motivated by Parent feedback at the recent Student Parent Conferences, in terms of access to teaching and learning. This post will discuss the following topics around Google Site Development.

A Snapshot of Visible Teaching and Learning

Visible Learning

What works best for visible learning

“Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers.”

What is Visible Learning

Teaching and Learning Audiences

Parents want access to their child's learning, and they should have access to their child's or children's learning. However, largely, subject sites are being developed for students, as opposed to multiple audiences eg. parents, other teachers, career-orientated agencies and the wider education sector. For example, a parent supporting a child to select a course, may struggle to navigate the site and find relevant information.

Ways in which easy navigation can be achieved for stakeholders, could be to include the application of simple design principles such as tabs (that follow a ‘basic’ indexing system), calendars, course overall and content, vocational pathways, and interactive learning materials.

Understanding User Flow

Whilst the majority of teachers are not web designers as such, consistency of layout within a website, and across websites is a really big deal in terms of the end user. In the instance of end users and Subject Google, Sites, the key stakeholders are students and parents.

The following article, A Guide to User Flow in Web Design, provides a brief overview of the relevance and importance of 'User Flow'.

Principles of Design for Websites

The following are a range of resources that relate to the principles of design for websites.

Colour Schemes - The following research materials shows the significance, importance or relevance of colour schemes in a website: https://goo.gl/ciuxJG https://goo.gl/ZUCyBc https://goo.gl/WRpTcA

Design Features (Background Colours, Shapes, Symbols etc) - The following research materials shows the significance, importance or relevance of design features in a website: https://goo.gl/eKJaa1 https://goo.gl/nvykjv https://goo.gl/pk7t5o

Dimensions (Size, Layout etc) - The following research materials shows the significance, importance or relevance of dimensions in a website: https://goo.gl/tiSLnE https://goo.gl/vEmhhQ https://goo.gl/yQiC8Y

Typography (Font Styles etc) - The following research materials shows the significance, importance or relevance of typography in a website: https://goo.gl/PwL2HD https://goo.gl/jpf5hx https://goo.gl/iH8YEU

Digital Features (Links, Buttons, Animations etc) - The following research materials shows the significance, importance or relevance of digital features in a website: https://goo.gl/WoxGcq https://goo.gl/R7RhF1 https://goo.gl/Ym6qAQ

Google Site Development

Visiting sites occurred by going 'incognito' within a web browser, entering the school website, navigating to the class websites, and viewing the subject site for visibility. The following are a range of issues and variances with Subject Google Sites and across Google Sites identified from recently viewing several sites.

Issues and Variances with Subject Google Sites

Sites are not Public and Visible
Vertical navigation bar instead of horizontal navigation bar
Year levels combined in the Tabs eg. Junior, Intermediates, Senior etc
Sites are not identifiable by 'Subject' with 'Teacher Name'
Pages with absolutely no content in them
Learning Area landing pads with a variety of different link features that navigates to Subject Sites eg. Tabs (with names), Buttons, Photos or Images
Navigation tools (tabs, buttons, text) can't actually be read or seen
Light text on light backgrounds, and, dark text on dark backgrounds
Subject Site Home Page (landing page) that doesn't include Year Level Tabs
Embedded Calendars that are not public
Embedded Calendars that are public but have no information in the calendar
Embedded documents, sheets, drawings etc that are not public
Embedded documents, sheets, drawings etc that are public but have no information in them
Out of date content eg. 2016, 2015 etc
Links that don't actually redirect to the location that the link says that it will link to
Sites where the home page is jam packed with so many links, images, buttons, background features etc, that it is actually difficult to know what to click on to navigate anywhere and use the site
Links that go nowhere
Name variances in navigation links and/or within website titles eg. Mr Ricky Baker, Ricky Baker, Mr Baker etc
So many buttons in the navigation bar, that the navigation bar takes up at least half of the home page
Classic Google Site Design and New Google Site Design, or, a combination of both Site Designs together
No actual teaching and learning resources within the site

Some sites have multiple design, aesthetic and functional issues. Whilst, other sites have relatively minor issues.

Future Focus

The following are a range of strategies and suggestions of ways that could enable the development of a Website Structure that is Visible, Effective and User-Friendly. I'm certain there are more strategies that could evolve out of a consultation process, but at least here are a few to get our heads around.

Authentic Feedback of Subject Sites (within learning areas and across learning areas eg. Peer Review, and with other authentic audiences)

Consultation with Students and Student Feedback to see which websites are easiest to navigate and use

Consultation with Parents to see what they consider to be user-friendly attributes within Subject Sites. Perhaps forming a 'Think Tank' based on the parent base who provided feedback from the Student Parent Conferences, and offering incentives to these parents for their participation in the consultation process

Consult with Staff to gain an understanding of why staff are developing Subject Sites in the way in which they are. Identify solutions that enables consistent website design to be applied across the entire school, and integrating teaching and learning resources within effective web design guidelines

Consult with Expert Web Designers to gain advice on appropriate web design methodology

Consultation within Leadership of the desired web design attributes for all Subject Sites.

Subject Site Template to make redevelopment easier for staff who are struggling to meet the Google Site Baseline Expectations

Develop a Google Site Framework that is the overarching design of the entire structure of the Subject Sites, starting from the entry point via the school's website, through to the Class/Subject Area Websites home page.

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2017 Parent Survey

Recently I had discussions with some Tamaki College Parents at the Subject Pathways Evening and Student Parent Conference Days, about accessing their child's learning online. The following photos are of one of our parents, Melisa Vili, in conversation with me about VTaL Visible Teaching and Learning.

The following shows feedback from parents in terms of access to information about their child or children's teaching and learning.

Click on the triangle or right arrow (bottom left corner of the presentation) to view each slide. Click on the square shape to view the 2017 Parent Survey 1 in full screen.

Survey Findings

Twenty six of the twenty eight parents surveyed (93%), have access to and use the internet. The vast majority of parents are accessing the internet at home the majority of the time. However, many of using the internet at work and also out and about.

The most popular device that parents are using is their mobile phone, followed by other mobile devices such as netbooks for laptops.

The vast majority of parents are not accessing information about their child's teaching and learning; neither through the school website nor dashboard. However, the vast majority of parents also indicate that they would love to access information online about their child's teaching and learning. This includes an overview of what their child is learning over an entire year, what their child is learning on a daily and weekly basis, progress on their child's learning on a regular basis, or all of the information outlined.

Positive Parent Response to the use of VTaL

The following is positive feedback from a parent, Natasha Taylor, viewing information about her son's progress using VTaL Visible Teaching and Learning in my DigiTech subject site: VTaL Parent Voice - Using Tracking Sheets (Class Task Lists) to see my Child's Progress.

Next Steps

The survey data and comments, shows that of the parents who were surveyed, all of the parents have access to the internet, and the vast majority would like to access information on their child's learning.

Currently, parents are not sure 'how' to do this, and so, the opportunity presents itself on how communicating access to student teaching and learning can be refined to enable parents to access the learning. Once the process of accessing the information is streamlined for parents, what will the parents see when they arrive at the Class Websites? Will the information be consistent across all websites in terms of the aesthetics and layout of the site, and also how the site functions? That is not to say that every site should look 'exactly' the same as the next. However, consistent flow to the layout and function of sites, in order for the site to be easily accessed as parents (and students) would really help.

The technical capability is there in terms of internet access and using a device. Packaging the information in a transparent and user-friendly way for parents, through the use and VTaL or Visible Teaching and Learning is a way that could make this happen.

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I’m currently experimenting with the ways in which students can ‘share’ and the reasons behind why I would want them to use different methods of sharing. I’m looking at doing this by attempting to keep the workload of ‘sharing’ to a minimum, but also by integrating the ‘share’ concepts together.

The following is a link which includes an explanation of portfolios and how portfolios can be used to share student learning http://elearning.tki.org.nz/Teaching/Assessment/e-Portfolios.

Student Subject Sites

Template sites can be set up at each level for each subject. The subject teacher and/or department, develops a template site that students can use for that particular subject and for that particular year. The site can be as detailed or as general as desired. A detailed site is a site that would have navigational buttons that link to standards or assessments, and within those assessment links, a breakdown of the tasks or evidence associated with that assessment.

Students can make a copy of that template site. Students then make the site public to view and can start embedding work into the site. It helps if the student shares the link with classroom teachers to collate class lists of links into one place, as shown with 2017 DigiTech Portfolios.

This year I have trialled the use of Student Site templates with all year levels, including Year 7 and Year 8 students from Manaiakalani schools who attend Tamaki College for Technology. Here are a couple of examples of Technology Subject Sites used with Year 7 and Year 8 students this year:

Some examples of how and why Student Sites can be used include:

Visually showcasing student work (according to a project or assessment) for the purpose of parent conferences, career conversations
Job interviews or tertiary interviews/scholarship opportunities whereby students need to showcase their work according to a specific industry
External moderation by including evidence of work according to specific assessments or standards

The following is an example of a Level 3 DigiTech Subject Site created by Leroy Pohatu in 2016. Click on the image to navigate to the portfolio, and view his work.

The following is a clip of Ilalio Vai showing us how he has used a Technology Site this year in class.

Student Blogs

Students who have arrived at Tamaki College from primary schools within the Manaiakalani Cluster have been blogging throughout their years at primary school. The students post and blog about different aspects of their learning, and reflect on their learning. Students are able to label their posts according to particular topics, which enables the posts to be grouped and easily located or navigated to within the blog. The posts enable authentic audiences to read and comment on the individual student’s work and learning journey.

Some examples of how and why Student Blogs can be used include:

Students connecting with authentic audiences on particular topics which can be categorised using labels
Students reflecting on their learning, and sharing their reflections with blog readers
Students using their reflections and viewer comments to progress forward with next steps in the learning process
Live feed and total views can be included in the blogs, alongside other gadgets, that enables feedback to be displayed on blog views etc.

Blog for Fraidon Wali from Panmure Bridge School

Blog for Lepote Aholelei from Tamaki College

Google+ Communities

I have posted earlier about Using Sharing and Communities to Motivate Learners. Some examples of how and why Google+ Communities can be used include:

Multiple students posting work into a community portal about the same topic or context
Students locating similar examples of peer work, and using the exemplars to guide their own learning
Students learning from the comments and feedback that they provide to their peers about next steps forward
Students learning from the comments and feedback posted by their peers on either their work, or the work of other students

The following is a clip of Sione Havea and Lisiate Pau'uvale showing us how they use Google+ communities to share and learn from examples of work posted under various categories, as well as the benefit of commenting for students and peers.

Portfolio - The Main Landing Pad

I envisage that a really useful tool, for students, parents, teachers, tertiary providers, employers and other members of the community, is the use of an overall Student Portfolio, that communicates student learning for the benefit of a multitude of different audiences, depending on the purpose.

Currently in Year 9 and Year 10, the students are using a ‘Future Pathway Planning’ site, which includes information about their career aspirations, skills, personal characteristics etc. There is the real potential for a site such as this, to be the main landing pad for Student Sites and the Student Blogs, that digitally captures the learning and reflections throughout their entire secondary and primary education, according to specific career pathways. The possibilities are endless. It is just a case of developing a cohesive and efficient process to enable the 'sharing' to take place at this depth and level.

Integrating the ‘Share’ Process together

Whilst I have given examples of various ways of sharing, based around visually showcasing student work in a website format using Student Sites, connecting with audiences for individual reflection using Student Blogs, connecting with audiences across communities for a broad range and access to exemplars using Google+ Communities, and combining the various 'share' tools into a landing pad, the process by which this occurs needs to be made as efficient as possible, in order for the overall purpose of sharing at this level to be worthwhile and sustainable.

I haven't achieved this yet with my students, but am experimenting with the process myself.

Actions to consider in order to make this work!

There are many tiers to the 'bigger picture' of sharing at this level. Here are some of the actions that would be required in order to make this work:

A shared understanding of the various types of 'share' within this model
Staff buy-in to the 'share' model at this level
Staff capability around developing and using Student Subject Site templates with students; including embedding tasks and ensuring that the site and all tasks are public and visible
Student blogs working properly when students start at Tamaki College in Year 9. In my experience, the barriers that this has caused in terms of enabling blogging to continue when students arrive at Tamaki College, has been hugely problematic
Students being taught appropriate layout styles for sites, including use and choice of fonts, colour schemes, image choices for backgrounds etc
Consistent Subject Site template designs to be used across all subject areas. More so in terms of enabling access to information to be the same regardless of the subject site.
Consistent expectations of the frequency by which 'sharing' takes place across all subjects.

These are just a few actions for consideration. Much to ponder if 'sharing' at this level is going to be put into place to further engage student learning and promote student achievement.

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My Space and My Place

Using VTaL to track Student Achievement in DigiTech

Profiling DigiTech Students

Using VTaL Student Standard Data Updates to Identify Interventions

What does the Google Sites Feedback from Tech Students say?

What is the Purpose of a Google Site?

A Snapshot of Visible Teaching and Learning

Visible Learning

What works best for visible learning

Teaching and Learning Audiences

Understanding User Flow

Principles of Design for Websites

Google Site Development

Issues and Variances with Subject Google Sites

Future Focus

2017 Parent Survey

Click on the triangle or right arrow (bottom left corner of the presentation) to view each slide. Click on the square shape to view the 2017 Parent Survey 1 in full screen.

Survey Findings

Positive Parent Response to the use of VTaL

Next Steps

Student Subject Sites

Student Blogs

Google+ Communities

Portfolio - The Main Landing Pad

Integrating the ‘Share’ Process together

Actions to consider in order to make this work!

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