SOS Faculty Meeting

RCE

If we need any resources - email with a request.

Relief - ensure we are leaving specific lessons that link to the current topic and enough to cover 90mins - I feel confident that I leave appropriate tasks for relievers and never leave a note saying 'the students know what we are currently doing' - cracks me up , because the students would always claim they know nothing and try to get away with doing zilch!

SMA

Shared work that his students have done. Encouraging us to incorporate more hands on tasks such as crafty ones that involve the students researching and making specific landmarks or natural features. SMA called it Master Builders and had the HOF judge the students work based on pre-constructed criteria - including the history and it's significance to the local culture.

SMA has also introduced a Board Game assessment. Students created a Snakes and Ladders game that again had specific information relating to the current topic - questions were asked about countries and their capitals. Students conducted research, made their board and tested one another through play.

MVB

Gamification - learning through gaming. MVB has been studying through Mind Lab .

Students used the game Mindcraft to build specific natural features or landmarks from their chosen country. There were some technical issues. However, what the students had created was awesome! Their were some that had no previous experience with the game and struggled somewhat - however they persisted and really enjoyed the task.

Videos of the construction process were taken to assess their knowledge.

Another media-based tool for show casing learning was Stop Motion app. This was a great way to engage a range of learners - creating short videos about their chosen country and/or how landmarks were made.

HETTANZ PD

HETTANZ Professional Learning

Pippa Lawlor – kaiarahitechnology@hettanz.org.nz  

Aims: Assessment and Moderation Focus.

We started with a Kahoot quiz, as a team of three, to help clarify assessment information. Here's what I learnt...

-      NZQA requires all internally assessed work to be kept for one year or when another sample of the students work is available.

-      External moderation by NZQA provides Feed forward. Depersonalise the feedback

-      Digitally generated or stored evidence can be submitted online for external moderation.

-      All work from the previous year must be kept in case it is required for external moderation – No –

-      It is intended that the results of a moderation report should be used in teacher appraisal – FALSE.

-      A further purpose of moderation is to improve assessor judgements

-      External moderation indicates the effectiveness of the school’s internal moderation – True – to pick up discrepancies.

-      All standards need to be internally moderated – True – anything you teach needs to be internally moderated to ensure it is fit for purpose.

-      The internal moderation cover sheet must be used to document internal moderation – FALSE – it’s recommended.

-      The main role of external moderation by NZQA is – Quality assurance

-      Every piece of student work needs to be verified – FALSE

-      Publically available tasks can be used unmodified – FALSE – authenticity in a public domain.

-      A standard will not be selected for external moderation if it has not been assessed in two years – TRUE – no results or grades submitted.

-      If a moderator alters a grade that grade must also be changed in the school’s database – FALSE

-      External moderation provides an assurance that assessment decisions re consistent nationally – TRUE

The above information came from the NZQA Website: Schools and Teachers > moderation > NCEA - The Myths

Assessment

Simon’s Golden circle

WHAT – is the outcome

HOW – is the process

WHY – is the reason

Thinking, Fast and Slow – Daniel Kahneman

Thinking fast
System 1 – fast, efficient, heuristic, intuitive, and sufficiently accurate for most assessments

Thinking Slow
System 2 – slow, inefficient, analytic, reasoned, and logic.

Experiential blindness – In a state where you do not recognise the information in front of you.

On your phone, using predictive and going with the first option a few times.

I complete assessments on time because… and keep tapping on the predictive text on the left.

Unpacking a Standard – What do we need?

-      The standard

-      The Clarifications

-      Moderators Report

-      Special notes

-      Assessment specifications/Conditions of assessment

-      The Teaching and Learning Guide

How to find the information you require: NZQA > schools and Teacher > subject resources > ...

Mint Education Website > Contacts > Resources >

Testing and Trialling

Testing > modelled against the specifications (a known set of results. When testing the result will be within the spec's parameters).

Looking > visual checks – directions or orientation

Right side/wrong side > on/off > range on the dial – stitch settings >

Checking seams > measure > what instrument is being used to measure?

Smell > not so much used in Textiles. Iron temp > burning fabric

Taste > not so much used in Textiles – descriptors in Food Tech

Hearing > during construction > is the machine thread up correctly?

Hands > feel/texture/nap/stretch/ease/trimming/clipping out/weight

TESTING

Inserting into the correct spot

Does the closure work?

Include physical and functional features in specifications.

This was a really fantastic opportunity to clarify my understanding of assessment tasks, NZQA information, clarifications and external moderating. Because I haven't had any formal training in NCEA, creating assessment tasks, or moderating, I sometimes feel a bit overwhelmed or like I am failing the students I teach. I've learnt everything on the go, with the support of some colleagues and other fantastic Waikato Textile's teachers.

Today's PL was very valuable in moving forward as a confident teacher of Textiles. I will be keeping in touch with Pippa and looking for more professional learning opportunities.

                

                

Updating the Textile's Blog

This is the image that I am trying to upload as the title on the Textile’s Blog. I'm having trouble with the size of the JPEG/PNG and resizing it to fit. I've spent some time trying to alter it, but definitely need help! 

Staff Meeting - PLD 18th

FFC NCEA Achievement Data 2018

RCR Goal – To achieve the “national standard”

There’s been a decline

What do we know about the students who did not achieve Level 1/2

-      Who are they?

-      Where are they now?

-      How can we help them to achieve these levels now?

Collaborative process – Co Construction - is now called Mahi Tahi

In groups of five…

Four seasons in order – no particular ‘order’ was given so we popped them into alphabetical order.

Firm, friendly fair – what comes first. We all thought about what our classes look like and

JHE – Fair, friendly, firm

SKE – Friendly, friendly, friendly

CJA – Firm, friendly, fair.

MVB – What does it look like as they enter the room? Friendly.

Inquiry – what does it mean?

Data; cyclic; wondering; evidence; questioning; building on weaknesses; deliberate action; reflective; collaborative;  

Individual vs collaborative - Regular reflective conversations in a collaborative inquiry has proven to be the best.

Genuine vs Determined – Was there pressure to succeed? is it still authentic?

Compliance vs appraisal – Inquiry is something I do to tick boxes rather than be intrinsically driven – increasing our capabilities as teachers; choosing an inquiry that is unknown;

Timely or last minute – setting a goal for the inquiry and managing your time effectively; create checkpoints to support and maintain.

Value added – Something that I meaningful and helps you develop your kills/understanding.

The Spiral Model – Scanning (as an individual); focusing (come together as a group to discuss); developing a hunch about the focus (why I that? How do I know that? What should it look like? Digging deeper (come back and collaborate throughout your investigation – readings/assessment); taking action (deliberate and purposeful action to improve); checking (have I made a shift in my practice or in the learner’s ability?

Checkpoints – catching up with the group or facilitator. There are specific ‘points’ to check when you meet up – there are templates we can used.

Scanning – Junior classes.
- Group formations
- What needs to be completed prior to the final group meeting?

Respond to email about which group by Wednesday morning.

Templates can be found on Teacher Shared.

Term 4 Co-Construction

The last round of co-construction for 2018!! The format has slightly changed with the meetings being held today and a presentation of information given tomorrow in the Whare.

I have been given the roll as facilitator, which I don't mind - just not terribly impressed with having to do the presentation down at the wharenui on the 13/11 - how on earth is this going to look and how much extra time do we need to spend on preparing this?! 

3:30

FHO ENG: Discussed e-asTTle testing and Y9 collective; low level student needs; high level learner extension; management strategies; multi-modal learning opportunities.

RNA MAT: Students of concern; self-management improving; extending high level learners; identifying low level learners and strategies to motivate/manage.

CJA SOS: Took student's books as examples and discussed their work ethic/self-management and behaviour in class - big changes throughout each term. A lot of students are needing a second book; low level learner engagement and how that looks in SOS; my strategies to motivate; multi-modal learning structure.

We discussed what Maaori achievement looks like in this core class and how we can enable these learners to succeed. We all agreed that there are some high level Maaori students in this class as well as low level. We have a mix of strategies to engage and motivate these learners. In some cases lack of attendance is a hindrance to their success. 

Presentation: We decided to use adjectives to describe the class each term. The adjectives will all start with B because the core class is 9B. FHO trying to think outside the box for our presentation instead of just rattling off goals and anecdotes. We came up with a range of adjectives starting with B that we think fit the way the class evolved (academically and socially) throughout the year. Quite looking forward to seeing how other core groups are presenting.  

It's always nice to be provided with little snacks after a long day - the food was blessed prior to the start of the meeting as per the routine. 

Update: 13/11
The final Co-construction was held down at the Aratiatia Marae. We gathered in the whare kai for some afternoon tea and then headed into the Marae for each group to share their learning and knowledge of each Year 9/10 core group.
There were a range of presentations - was very impressed with the singing, rapping etc.!
FHO, RNA and I had a list of adjectives beginning with B to describe the class each term - we got a few laughs!
The Marae was a really nice setting to bring us all together.

Year 10 - Button Holes

Inserting button holes can be incredibly challenging for both the students and myself! Because there are two different types of sewing machines in the classroom, I decided that this group of Year 10's will learn how to use both machines to insert a buttonhole. The picture below is of the instructions the students copied down in order to use the Bernina 1008 - one of the older style machines in the class. 

There were mixed results - some successful, some not so. The students were in pairs and used a small piece of calico to practise. Some of the machines were cooperative and a couple of pairs produced three or four practise button holes, whilst other machines played up and frustrated the hell out of the students.

With 30 minutes of the lesson to go, I showed them the automatic buttonholer on the Bernina B330 - this is the quick method! They were astounded at the simplicity and the speed at which a buttonhole was produced!

In the past I have only demonstrated the automatic buttonholer, and students were not appreciative of the ease in which this method creates a buttonhole!

I have always got to remember to get the students to use iron-on interfacing to strengthen the area the button will be inserted, otherwise the fabric tends to get 'eaten up' by the machine!

Staff Only Day

Staff Only Day Agenda

September 3 2018

8:30 – 9:00 – staff briefing and update of kawenata partnership and surveys

9am – 11am – Moana Brown – Restorative Practices training

11am – 11:30am – shared morning tea

11:30 – 12:15 – GHA – best practices for effective external moderation 2019

12:15 – 1:00 – COL update and the Collaborative Inquiries of - In school teachers

1:00 – 1:30 – Lunch

1:30 – 3:30 – Faculty Focus

Tainui  - Kauanata (our school was one of the first five schools to join)

Video: Waikato Tainui – Aaron Wetere

TCO – Tribal aspirations for Education and Pathways

-      80% Te Reo fluent – (Tainui). With each language comes its own Tikanga. The customs and the language are intertwined.

-      Connected to their Marae and know their pepeha.

-      Transition in to a meaningful pathway from education to employment.

Who are the partners that have a role to play in doing better?

Completed Waikato Tainui survey. 

Moana & Janine – Restorative Practices

Activities about learning and engaging students

LI:

Working together – Whakawhanaunatanga

Expectations:

-      Listening with intention

-      Being respectfully honest

-      Being aware of others wellbeing

-      Keeping track of my learning

-      Kaimoana activity handout

 

External Moderation Processes

GHA 11:35 - 12

Purpose: assurance that marking is consistent and students are getting a fair deal; to maintain consent to assess we have to participate; opportunity.

Assessment Plan

We get to choose the standards to be moderated.

Reports posted on NZQA

Review of reports (what changes need to be applied?)

Plan for changes (consistently taught)

November: We get to select the standards to be externally moderated – 10% of the standards – level 3 standards are chosen first.

Choosing standards – choose standards that are new to the programme. Can send these away early for feedback. Make sure there are sufficient samples of student work. Random samples are chosen by the HoF. The teacher is not to remark the work. Keep the work accessible to the HoF or the PN. Digital work can be stored in Teacher Shared. 

Make sure there is a mark chosen before publishing.

Physical Evidence

Stored in a faculty work area as determined by HoF. Access to the assessment task.

Moderation Website – this needs to be kept up to date.

Senior Subject Guide

                                                          

  

COL - update and the Collaborative Inquiries of - In school teachers.

Drivers of change - moderation 

Collaborative inquiry - coaching and mentoring other people. The programme is designed to build stronger relationships with FFC contributing schools.

How does collaborative inquiry look at FFC?

How are we culturally responsive?

Kahui ako - MCH

-      Purpose is to work collaboratively to raise student achievement

Research has proven that collaborative teaching and learning has many positive outcomes.

Kahui ako will receive specific training

Explain how you make the perfect cup of tea – with a partner.

The CI process – MMA

-      More minds, more experiences, more direction, more purpose

-      Genuine interest

-      Challenge and be challenged

Interested in finding the driver of change

GHI - Student Engagement
Where did we start? Narrowing down the process; finding the focus; where do we want to be?

SMA - Collecting Evidence and Data on Engagment

Focus is on Year 10. Engagement based on: cognitive; behavioural; emotional. 

1:30 Faculty - AFI & CBO

Staff Meeting

Staff Meeting – Professional Learning                                                 3:30 - 4:45

Increasing Student Achievement

Akotahi Pouako – coaching and mentoring our students by tracking student progress throughout the year and being able to inform them accurately.

Questions we ask ourselves: how can we coach our students through? How do we identify our students who are at risk?

SARONA - Students Are at Risk of Not Achieving

The data is collected from their level 1 and 2  - how many credits do they need to get across?

The Traffic Light 

Green - Passing

Orange - Requires a few more credits to pass

Red - Struggling to achieve any credits

These will be reassessed and updated every three weeks

Some students will gain credits through Wintec and Taratahi courses

The Power of Being Seen

"Students who don't form meaningful connections at school are less likely to succeed."

Research says they need to form a meaningful connection with one adult every day - SSU

Staff activity: moved about the room - four tables had sheets with the names of students from each Maunga - five columns, first one you ticked if you knew them; something personal; personal/whaanau story; academic standing; barriers to success.

There were definitely students from each Maunga that I do not know by name or at all. 

KMAR: students academic achievement tracking - estimating total credits at the end of the year. We had to give reasons for the estimates we gave, knowing that students would be able to view these - diplomacy but also transparency was required.

Whole School Staff Meeting

Staff Meeting 19/3                                              3:30 – 4:30

1)      Reviewing innovations – Waananga Akotahi - MCH

2)      Managing Assessment – GHA/AKU

3)      Strengthening Te Reo Maaori – TMA

4)      Planning for the year / PL and school committees- RCR

NCEA – Refresher – GHA

Consent given by NZQA or Industry Training Organisations to assess.

NCEA refresher

1. Consent : As a school, we must be granted consent to assess students against standards from NZQA. (Achievement standards, complete domains for unit standards)

2. Critiquing of assessment : your own or make changes an NZQA task, commercial ones need second pair of eyes checking the assessment task is suitable.

3. Internal Moderation Verification: no teacher works in isolation, credible grades, meeting the requirements of it consent:

·                     Student work selected purposefully (boundary grades), no set number of samples

·                     75% results goes to NZAQ

4. Authenticity: Publicly sourced assessment materials must be changed. No need to complete the same task or at the same time, Task can be broken into group components. Regular check points for students and teacher (monitoring, record keeping); submission of plans and drafts; oral questioning, requiring a repeat performance; use plagiarism software

5. Re-submission requirements: at grade boundaries, no further teaching and learning, soon after completion, 

6. Further assessment Opportunities: Only one further assessment in a year. Whole new procedure, Further teaching and learning, All students, Higher grade is reported. One more re-submission

7. Gathering evidence: assessed when students are ready, students can choose different standards, Different tasks or contexts can be used. Different ways of gathering (oral, digital, naturally occurring)

RCR – Read over and provide feedback to RCR about the possibility of joining a committee.

There is a possibility about Student-led conferences – however we need PD to manage that successfully. 

Co-construction Meeting - Term 4, November

This was our last co-construction meeting for the year. I was really impressed to see more of what the other Technology teachers at FFC teach/make in their classes. Sharing ideas, discussing learners, challenges, highlights and future ideas.

BCH – China trip was the highlight. Challenges were home sickness and tricky connections with home-stay families. The group were worried about the performances they had prepared because some students weren’t taking it seriously – this did resolve itself when they were in China and students were proud of themselves. BCH made a school banner to take with them to the various schools and places they visited. Students had the best opportunities to be immersed in the Chinese culture at the schools.
BCH uses songs to teach the junior students rather than having to repeat phrases over and over.

GSN – Year 9’s have been working on small cars, learning to use the lathe and other machinery. Year 10’s have been making metal garden tools and used torches to weld and anvils to flatten. In graphics they have been doing concept development of ways to present their names as a 3D model. These are then printed out by a 3D printer.

MSA – Basic electronic circuits etc. to be able to program a robot. The robot has a task it has to complete. They are given codes and sensors to modify. The students really like this task because they enjoy the final product.

SSC – Building websites using a range of apps. The difficult part is getting them to write in their blogs using complete sentences and detail. Some have created very basic blogs with images. Geoguessr – a great game to entertain students and educate them without them realising.

SKE – Year 10’s have finished composition – writing lyrics and composing the music themselves. Some will be performing at the junior prize giving. Lyrics are written first because that’s the hardest task. Some students collaborate. Two assessments are done, a song and a performance. Loads of challenges but the end result is always amazing.

JWA – Uses Code Combat to introduce students to coding – always looking for tools to teach coding. Gamification – adding elements of games into learning. Lots of choices to make in terms of characters and solving puzzles, codes are used to solve the puzzles. Differentiates with learning – students can go back and finish previous tasks or develop them. A graphics tablet has been brought to

KRO – Has previous students presenting at an exhibition for their art degrees. Students work through portfolios learning about colours and perspective. Juniors are scaffolded to be able to develop the knowledge and skills to do NCEA art.

RTE – Creating a large wooden box with a sliding lid. Carbon paper to decorate, etched designs and then sanded and varnished.

JWR – Food Tech has a healthy eating focus for Year 10’s – hauora and food groups. Students create posters to display their knowledge of the four food groups. Students move on to design a weekly eating plan that meets the needs of daily requirements.