Getting back to Juniors

This year has seen a large change in what I have focussed on. Getting used to a Innovate Learning Environment and using Innovate Learning Practices. But what it has also allowed me to do is focus on Juniors. We have no senior students really this year. It has allowed me to rethink my ideas about what Junior Technology programs allow and what can be done with them. I have not been bogged down with the issues of NCEA for my students, it has been something that has been on my radar to do for a while is to rethink what junior technology programs might look like with the changes now implemented to NCEA Technology and Digital technologies. What might these look like in the future?.

At the junior levels we are developing an understanding of the three strands of Technology, we are not getting them to write a university paper.
I have students developing skills and understanding through their work, but not all of it is written, getting students to develop their ideas and present them to me through one on one conversations. Group Conversation, Now I know what others are saying, Oh, where is the time... We have changed the timetable to allow that, developing new ideas in how to present. Why is it always an individual piece of work that is being assessed, why can't it be a group piece. I have students working on a greenwall as part of sustainability at the moment, they have looked at inquiry, planning and collaboration through technological modelling. The report and the feedback are around how they have worked as a group. Not an individual. How have the communicated their ideas, not how well have they done individual planning, because half the time that has been done by the teacher in the first place. How do we get students developing the concepts of the strands when everyone talks about being time poor. Lets get creative, I love the ideas that come through this group about change. When I asked about what the does the future of the subject look like, great ideas, but why are we talking about these as a future, why are they not a now.

Students have the technology at hand, they are sitting in front of them every digital technologies class. BYOD, mobile phones, photos, videos are all valid forms of evidence.

I know a number of people will be frustrated at what I have written here. But I am frustrated. We need to be thinking smarter, and getting our students prepared for a world that is under change. Not for something that existed in 2007.

All the strands can be covered through digital technologies, but it doesn't mean that you have to spend an entire term covering that one strand.
Tech modeling could be being done through a digital media outcome. I currently have students creating paper prototypes for an app to support their PE class in which they are working towards action, developing through a couple of lessons.
Technological systems through programming and computer science.
Get a student to develop a program will require some form of planning and brief development. For example.

They are not in depth NCEA assessments, it is around using teacher judgement around the indicators of progression. It is around developing and knowledge to support the students learning and understanding. And they have fun doing it. Getting a student doing paper prototypes had them talking, collaborating, seeking feedback for an hour and a half, they want to continue developing prototypes next week developing the functional reasoning behind there design, as well at the practical reasoning. Using http://popapp.in 

We do not have specific year 9 classes, we call them the foundation years where year 9 and 10 are together in all classes and work towards different curriculum levels on where they are at.

Topics we cover
The whole school works under a theme for the term. Here is what we are covering each term for the next two years;
2016 Term One - Identity - Identity of Design, Principles & Elements of Design
2016 Term Two - Space/Place - Innovation & Ideation
2016 Term Three - Citizenship - Characteristics of Technology
2016 Term Four - How Things Work - Technological Systems
2017 Term One - Culture/Diversity - Outcome Development & Evaluation
2017 Term Two - Relationships - Technological Products
2017 Term Three - Innovation - Brief Development
2017 Term Four - Transformation - Technological Modelling

Many teachers outside the school talk about the issues of teaching technology, its not fun...
As for fun stuff,

• my fun stuff has been brief development where students developed a brief for new training equipment to develop a skillset in PE. (no specific requirement on any tech area)
• my fun stuff has been technological modelling where students have been developing ideas around an app for developing skills with the primary school students years 4-6
• my fun stuff has been technological outcomes were students made a stop motion video around relationships for visual text through an english context.
• my fun stuff has been elements of design creating graphic novels through an english context. 
• my fun stuff has been digital information using documents and sheets
• my fun stuff have been digital media photoshop looking at students photo editing skills, collage development and incorporating mixed media to support the ideas required for level one.
• my fun stuff has been sketchup recreating building around the hobsonville point for historical purposes.
• my fun stuff has been developing a technological outcome for 5 years through scratch
• my fun stuff has been programming through ardunio using the mindkits brainboard develop prototypes
• my fun stuff has been programming through python to develop games through technological systems
• my fun stuff has been digital information, creating guess who through mysql console for technological modelling.
• my fun stuff has been digital media through developing simple websites using notepad++ through outcome development.
• my fun stuff has been teaching students about algorithms, human computer interfaces, data representation which has covered a lot of technological systems.

A lot of this has taken place from the student voice we get from the students, as well as conversations that I have with students in the modules. What is it that they want to get out of school, from the area. Where will this take them. I look forward to what the students will be doing in the next couple of years with the knowledge and skills that they have obtained through technology and digital technologies. 

Transforming Assessment Praxis

I am on a pilot of a new NZQA Best Practice Workshop model, which is around Transforming Assessment Praxis.

While it hasn't been all inspiring, as most of the work that they have been talking about over the last five weeks has been ideas that I have been working on with my students for the past couple of years. It has made me more aware of what we are trying to do at HPSS. Knowing the learner and working with contexts.

As well as looking at Naturally Occurring evidence

While watching the three hour session tonight that I missed last week, around What currently drives you current assessment practice, What students value, Future shifts, Modes of assessment and naturally occurring evidence. I have been sent two assessments to moderate by another teacher, looking at these tonight and putting the ideals that I have been working through, I have been able to make some changes to evidence statements. While it is an assessment in Digital Information, database creation, the assessment is written in such a way that it allows for a student to develop their own context, yet also offer ideas for those students that can't think of one, or it does show the students what the rigour of the assessment should be. Having the conversation with the teacher on the phone while modifying the assessment through Google Drive has allowed for some great conversations to happen about how the assessment could be delivered, and what contexts should be included to help develop students ideas around rigour.
Evidence statements have now been changed to allow for a screencast of the database working by the student to show how it would function.

But the highlight of the work was on area of the assessment that had been developed which was on to show skilfully or efficiently as required as part of the step up of the assessment. This is the masterpiece of the assessment in my opinion, without even knowing it or putting it in for assessment sake, this allows for naturally occurring evidence of the technology level 2 achievement standard around planning to be included. So a 6 credit assessment, is now a 10 credit assessment.

In the presentation I was watching tonight, was included some information on overlaps. This is something I think originally looked at when the assessments came out, however I think I was turned off at the amount of evidence required by the standards. Having a better understanding of the standards now and evidence required through my role in the subject association helps me to now develop better assessment outcomes. A feature of what we are looking at as part of the Workshop15 in the holidays. To many teachers are talking about the amount of evidence needed for assessments now. Why are we not thinking smarter and allowing the technologies that we use everyday to assist us.

I know look forward to the next two weeks where I get to put my plans for the task into action and develop an assessment resource 

Things to consider …

Prior to writing your assessment resource, you will need to consider the following:

• Your goal
• What the student voice has told me
• Student input into context
• Knowing my student
• Documents which will inform my assessment resource (Achievement Standard, Conditions of assessment, Clarifications documents)
• Modes of assessment
• Variety of ways to collect evidence

My Goal, to look at how naturally occurring evidence and authentic contexts can help develop engaging learning that can be used for overlaps of assessment.

nzgather

Many years ago I started going to a conference called barcamp, an awesome idea that was developed by Ludwig, a 15 year old student that wanted to get the creative community together. 7 years later it is now called gather.

Saturday at Ormiston Senior College brought on a conference that gets people talking, networking and having a good time.

Catching up with people that I saw at the first barcamp as well as people that I have had interaction with since then. It is quite strange how much older they seem...

But this post is about two sessions that I attended.

Interested in games instead of powerpoint for learning. Play "Paying for predictions's" a game developed by the Red Cross so players could experience the effects of climate change.

And Lego Serious Play, A chance to be hand on with some of the activities used in the opening of a strategy workshop. A useful tool for creating shared metaphors and exploring a 3D perspective on challenges.

These two have given me ideas on how to develop more with my Hub students at Extended Hub at school.

Getting students to use the Hobsonville Habits and explore what they mean as well as building relationships.

Paying for predictions, http://www.climatecentre.org/resources-games/paying-for-predictions
This participatory activity aims to support experiential learning and dialogue on the concept of climate-based disaster risk reduction, which is becoming more salient in the face of climate change. In this table game, players become Red Cross Red Crescent workers, who face changing risks. They must make individual and collective decisions, with consequences. Rich discussions emerge, and there will be winners and losers.

Getting students to think about the gameplay and the establishment of a trade-off between collaboration and competition which enriches the discussion and adds to the emotional depth of the gameplay experience. 

The other, I was looking at at school in a catalogue a couple of weeks ago, and thought that it may not suit what I was thinking. However, going through it today opened my eyes to the opportunities that this will bring.














Lego Serious Play http://seriousplaypro.com/about/about-serious-play/lsp-open-source/ brings in the ideas of building with your hands, it is amazing when you start start building.

A Tool for Building Results, LEGO® SERIOUS PLAY® is a radical, innovative, experiential process designed to enhance business performance. It is based on the belief that everyone can contribute to the discussion, the decisions and the outcome.

The use of LEGO bricks simply enables you to take a speedy shortcut to the core. The bricks work as a catalyst – and when used for building metaphors, they trigger processes that you were previously unaware of.

Participants come away with skills to communicate more effectively, to engage their imaginations more readily, and to approach their work with increased confidence, commitment and insight.

These are two things that I hope I can build into the Hub toolkit for other teachers to use with their students and in the development of the HPSS My Learning, My Being, My Communities.

Thank you #nzgather for introducing me to these and the people in the creative industry.

Thank you Ludwig for creating and developing an awesome event. 

Google NZ CS Partnership Summit

This week I have been lucky to be part of the first CS Partnership summit in New Zealand, representing NZACDITT. An initiative that was brought to us by the Hutt City Libraries. This brought Google as well as all the main people in New Zealand having an impact of CS education at primary, secondary and some of the tertiary providers that offer CS4HS together to talk about next steps.

It has been a pretty full on day, hearing about the past CS partnership summits, some of the stats from Google about the issues that Australia is facing and the opportunities that this is bringing as well. Hearing about the action that have taken place in New Zealand with the Digital Technologies curriculum at senior levels that other countries would like to have.

A favourite from the “godfather” Tim Bell, is him talking about the computation of finding a route, then adding in 4 more places that you have to go to, then adding in 16 more. How long will that take to find the best route. Considering the amount of calculations that have to be done, there are just some problems that take years to find out. Why is this important, and how does learning Computer Science help with these problems.

The use of parity checks is also shown, and a quick looking back soon finds a bar code that can be tested. The other is a look at human machine interaction and how having a cancel button that is green and a conform button that is orange plays with people into causing them to have not a good experience with a webpage. I wish that he would use some of the examples that have been developed in the csfieldguide.org.nz to help illustrate some of these to help people see the development of the resource.

Moving onto the stats, how has the development of the Digital Technologies curriculum impacted on the amount of students, number of schools offering these standards. How can we get more school interested in teaching these standards.

The issues of PLD and resources are always quick to be brought up. But these need to be drilled down and given actions and responsibility to someone to help make a difference. That’s what the rest of the day worked towards.

Having lightening talks given by some of the groups at the meeting helped develop an understanding of what are highlights of their offerings, as well as what is making it hard for them. Listening to their ideas and having some feedback from Google really helped to develop an understanding that what they are facing others have done before, and extra conversations would be needed to support them with their longer term strategies. 

Having the moonshot thinking of what are opportunities and barriers really helped, being able to write down what could be carried out if money, time and other barriers were removed. 5 minutes is too short a time to get all ideas written. These were then paired up with someone else and you were able to combine ideas, then working with the table and putting them into categories and ranking them from most important down. This helped everyone start to see opportunities that all groups were facing. Having to vote on what was important to us through dots helped people develop the understanding of what is important to the group.

How to deal with the PLD.

How to communicate better.

The curriculum.

Getting the message out.

The next 50 minutes seemed like it was 5 minutes, ideas on how to deal with these, what were some of the barriers, actions to be dealt with, how could they be validated, developing metrics. 

Then reporting back and having to work on key tasks, developing the actions a bit more, when were they to be actioned, by who, or what group was needed to make it happen.

This has lead to some pretty interesting ideas that are being followed up next week. 

I will make one comment, I thank the teachers and management team at HPSS around the work that they have been doing around developing growth mindsets, working with the students around moonshot thinking. I think that without developing that culture and ideas through the school.

One of the other participants of the summit has blogged about what makes for effective PLD - http://blog.core-ed.org/derek/2015/07/what-makes-for-effective-pld.html

Also I need to check out http://google-au.blogspot.co.nz/2015/07/careers-with-code-setting-up-our-young.html

Sitting down beside the fireplace

This week is a special time in my life, it is when I decided to go back to Christchurch four years ago. I took up a position at a traditional catholic school. I had been at my first teaching job for 8 years up till then. The move south opened up new friendships, new ideas and a great change for me, a subject area called Digital Technologies. Over the next two years through the school I tried new standards, sometimes the idea failed, but in others they helped developed new innovation and thinking for my students.

I look back fondly at the end of my time at my first school. It just so happened that my final week at the school the Whare Nui was opened.

This was an amazing event for staff and students. I often think back to the dawn ceremony and the pride that the community had that day, and since then.

Moving south that weekend, happened with the front bonnet of the car taped down as an unfortunate rain shower caused traffic to not be its normal self and I went into the back of another car. Snow and quakes were to show me the way the first couple of months at the school. Working on a different timetable as we were site sharing offered new challenges and new ways to look at assessments.

The classroom, although when I left the monitors and computers had changed.


One thing that stood out were the students. Throughout the rough times and travelling from all areas of Christchurch their learning continued on.

Watching areas of school coming down due to quake damage allowed thinking to happen about what would replace these areas. New classrooms with Modern Learning Environments. But how to make this change within a traditional school. 

Being able to attend conferences in Christchurch around Modern Learning Environments started me thinking about what this could look like. I was also able to attend a BYOD conference in Auckland at a new school. Going to this conference brought with me new ideas, I still remember saying in a session at the end with the teachers from my school, "This is the school I want to work at."

I still feel very lucky to have a position at the this school, to be thinking of new ideas, student centric learning, looking at what Modern Learning Practice is in reality, but there is one thing that I still miss, sitting beside a fire at night in winter staying warm after a day of teaching. It allows for reflection, to talk to others in the flat, and to think up new ideas.

I look forward to tomorrow and the challenges it may bring and where the next couple of years will take me.