KĀHUI AKO, NOVEMBER 16, 2O23: POSITIVE REFLECTION ON INQUIRY FOCUS QUESTION

KĀHUI AKO, NOVEMBER 16, 2O23: POSITIVE REFLECTION ON INQUIRY FOCUS QUESTION

Inquiry Focus Question:

Will:

-teaching with CAD software and machines (3D Printer and Laser Cutter) improve measurement and geometry?

-giving students with behavioural needs and low attendance a dedicated class and design tasks to improve social engagement?

Kia ora koutou, ko Jackson tōku ingoa,

In my seven years of teaching as the STEM specialist at PES I have been concerned by all of our students' abilities in measurement and geometry. This was the catalyst for my inquiry. I also wanted to assist year 6 to 8 students who were having difficulties with attendance and behaviour.

I spent a considerable amount of time identifying the students, accessing the expertise of our SENCO, Social Worker and Deputy Principal to choose students who would benefit. Reflecting on my own strengths, I chose students who I already had good relationships with and who had shown extra interest in the 3D Printer and Laser Cutter.

I made significant changes in my teaching due to the dynamics and behaviour of the cohort whose attendance was unpredictable. I never had the same group of students each week. Building a more positive class culture was a change I needed to make and became the priority. Students who had been enthusiastic and focussed one on one, were becoming hostile to each other and reluctant to work on independent projects.

Therefore, I changed the learning from individual tasks to all students learning the same skills - starting with laser engraving their wooden rulers. The engagement with learning improved markedly as did students collaboration

Students were excited to visit our local Art Gallery, The Good, The Bad, where they completed workshops with Gary Silipa, a well known GI artist.This was valuable as they were in a familiar place outside of school, some already knew Gary while others started visiting the gallery after this visit, recognising it as a safe, creative space in their community where they are not judged.

The most important, difficult, change I made was to essentially pause my first inquiry question, to focus on the second. The social dysregulation among some students was disturbing others so I consciously became stricter and less tolerant of anti-social behaviour.

This was difficult as my intention was to give all students a secure space, however this applied also to students who were feeling uncomfortable. I was glad that students felt safe telling me their concerns. Students who had been disciplined still wanted to come to the class, and would apologise to me with sincerity. I see this as an achievement in my teaching style.

We have recently started a group project- decorating and labelling the school’s Pātaka Kai.. This hands-on, real-world task engages students, and finally addressed my first inquiry question. We are using metre rulers, tape measures and protractors to measure the structure, and identifying and recording the correct standard units for further design work.

Anecdotal data that gives me hope and encouragement is the number of times these students have asked me after weeks I have been away sick whether the class has been discontinued, or asking for a reminder for when the next session is. This shows me they value this opportunity, even if they do not participate in the most kind or efficient ways.

KĀHUI AKO, NOVEMBER 14, 2O23: NEGATIVE REFLECTION ON INQUIRY FOCUS QUESTION

NOVEMBER 14, 2O23: NEGATIVE REFLECTION ON INQUIRY FOCUS QUESTION


Inquiry Focus Question:

Will:
-teaching with CAD software and machines (3D Printer and Laser Cutter) improve measurement and geometry?

-giving students with behavioural needs and low attendance a dedicated class and design mission improve social engagement?

I cannot answwr this first question as I unfortunately was unable to assess my cohort comparatively before, during and now near the end of the year as I could not collect consistent data to reach any academic conclusions.

This is directly related to the second question. My once a week, hourly class had objectively terrible attendence. This was due partly to their existing behaviour around attendance and the 9AM Monday morning timeslot, but also due to me being sick for 6 out of 20 sessions this year. Building positive class culture with students who were often defensive and hostile to each other was a priority, and one I wish I had thought about during the selection process.

Students who were enthusiastic and proud of their creativity working one on one in lunchtimes or before school were often anxious and hesitant to work on individual projects in the class, so I fliped this strategy 180 degrees and gave the the same project to work on.

I can't tell, due the inconsistancies of all of our attendance, whether that attendance at shool or in the group increased over the period. The hard data of the roll showed no patterns other than an average 50% atendance rate. some children would be away from school one week, others the next.

The anecdotal data that gives me hope and encouragement is the number of times these students have asked me after a period I have been away whether the class has been canned, or asking for a reminder for when the next session is. This shows me they value this opportunity , even if they do not participate in the most collarobative or efficient ways.

KĀHUI AKO, SEPTEMBER 20, 2O23: END OF TERM 3 REFLECTION

  KĀHUI AKO, SEPTEMBER 20, 2O23: END OF TERM 3 REFLECTION

As noted in previous posts, data has been difficult to track due to the low attendance of students. Also noted has been that I knew this tracking would be difficult from the attitude  of the students regarding coming to school.

Over nine weeks, my weekly roll was an average of 3.7 out of my group of ten with the following pattern: 

6

NA

3

6

5

3

3

3

5

 Compared to data from the school roll, some of this is due to absence from school, with the Monday 9AM time slot being a factor noted by the students themselves. 

Unforeseen  circumstances also affect this data. One student had to leave the group then rejoined at he request of their teacher. One student has left the school and one has been away from school for a few weeks due to surgery.

However these attendance numbers do not make me feel particularly positive in reflection. That does not mean I have lost hope or aspiration for these students.

I have already talked to classroom teachers about switching the day to Wednesday from next term. This gives me the opportunity to remind students on Tuesday afternoon but more importantly for the class culture, for them to have 'settled' into their personal school routine 

 

KĀHUI AKO, AUGUST 18, 2O23: LASER HOOK

 KĀHUI AKO, AUGUST 18, 2O23: UNSTICKING WITH A LASER HOOK

In my reflection in the last term I faced frustration with the intersection of unreliable attendance, assessment difficulties and children seeming unsure or unclear of independent projects.

This  last point  I think was integral to the "stuckness" and  speculated on how often these children have had  have the opportunity to design independent projects ? How do they spend their independent time? And, are they intimidated or naive of this opportunity which would usually be given to "extension" students?

I have observed most  can fill independent non-guided  time easily with banter, swagger and relentless and committed attempts to access banned-in-school websites. I knew this about their behaviour previous to selecting them, however was interested in how quickly they changed their behaviour into their out-of-school style, while in class. Having the class at 9AM on Monday definitely contributes to this!

My intervention- to give them all a standard task to get them using and watching the laser cutter, I think, has largely worked. Some negative attitudes definitely remain. However, the speed at which the first ruler was designed in (20 mins), converted to file (10 mins) and especially cut out (40 seconds) by a student who was working in the laser cutter room has definitely motivated the group. There was some disbelief that he had finished so fast and a an instant competition to be the next student using the machine.

Now they have seen  the ease and flexibility of this tool,  they started bringing independent and unsolicited ideas and questions to their designs such as "Can I copy and convert images online into a laser cut format?" and answering this themselves by trying. This was not their specific brief but is definitely the confidence and enthusiasm I am looking for.     

KĀHUI AKO, JULY 27, 2O23: TERM 2 REFLECTION

 

KĀHUI AKO, JULY 27, 2O23: TERM 2  REFLECTION

I have found the last term's teaching for this group difficult. This has been a result of external factors (personal and family sickness) , the internal class culture that has been affected by students' known attitude (unreliable attendance to school, for example) and how these factors intersect. 

A clear example is that I want to be able to provide these students routine and reliability, as I only see them once a week. I was interested assessing their  attendance that out of my 10 students there was a small core group who had come every week, a fluctuating group who were affected by their absences from school and a group who rarely attended due to absences and not wishing to attend. I had regular 60% attendance but very rarely the same students.

The main conclusions that are relevant to my inquiry were:

1. Assessment and regular data collection was difficult for the maths focus

2. My theory that individual, student led  projects would be motivating and helpful for focus and attendance was presumptive and possibly had the opposite effect.  

3. Are we "stuck" and how can I "un-stick"  the situation next term?

Looking Forward:

I have decided an intervention or new strategy is to give the students the same task (laser cutting a design of their choosing into a wooden ruler) to give them some certainty and scaffold use and enthusiasm for the machine. 

I had presumed the children would be really keen and motivated to use the machine, however have noticed most have been shy or unwilling to ask questions about how to use it. Perhaps I need to hook them into seeing the machine work before exploring independent projects. 

KĀHUI AKO, MAY 24, 2O23: INTRODUCTION OF TOOLS

 KĀHUI AKO, MAY 24, 2O23: INCONSISTENCY & INTRODUCTION OF TOOLS

Due to the nature and habits of students I have in my cohort, I knew it may take some time to have a regular group of students. Irregular attendance is common and my timeslot of 9AM Monday can be difficult for any student.

I am reviewing the cohort in collaboration with classroom teachers, our SENCO, and Social Worker and will ask some students to leave the group. Especially those who have not turned up to school on the days of our four sessions so far this term. I will definitely keep the door open to these students however.

Students up until this week had been turning up without their computers. Although I am encouraging them to use pencils and pens as much as possible, they need their digital tools, especially when exploring 3D Printing. Observing their learning and behaviour while experimenting with Tinkercad 3D printing software was very interesting - these students, despite their wide vocabulary and loud voices are doers. They want to make and they are asking me and each other work related questions. 

This often impatient thirst for knowledge is something I wish to encourage and recognise. 

KĀHUI AKO, MAY 5, 2O23: ABSENCE SPANNER

KĀHUI AKO, MAY 5, 2O23: ABSENCE SPANNER

 

Due to family illness I have not been able to see my students for the last three sessions, adding in the holiday break, It has been over a month since our first session. This is frustrating on many levels. 

However I have had time to at least research and think about the best and most efficient way to collect data on my cohort. I have consulted Chris Bush, our SENCO who is familiar with all of my students on how best to collect data on self esteem. She recommended Oranga Tamariki Three Houses Engagement Tool:

I will customize this model to simple Worries, Strengths, Hopes & Dreams labelled houses and will repeat this process every term with the students.

In regards to collecting information on student's data regarding measurement and geometry I think a customized e-asTTle test is the best way to get standardised data. Being cognizant that my students may be 'test-adverse' I will use formative assessment as well.

KĀHUI AKO, MARCH 20, 2O23: FIRST CLASS- BRAINSTORM

  KĀHUI AKO,  MARCH 20, 2O23: FIRST CLASS- BRAINSTORM

Pink: Students' prior knowledge and first ideas for the class. My personal priorities circled.

Green: Behaviour conventions, expectations and support- I asked students to choose five values from the school's 'Pt England Way' or strategies in their classroom: 

• 'Focus
•  Care/Awhi 
• Respect/ Mana
• Learning/Ako
• Fun'

'Asking for help' : Quoted straight from Mitey Learning Outcomes that we opened class with.

Orange: Te Reo Māori. As we work together I will use Te Reo relevant to the lesson. 

KĀHUI AKO, MARCH 16, 2O23: COUNTDOWN TO CLASS & MITEY

 KĀHUI AKO,  MARCH 16, 2O23: COUNTDOWN TO CLASS & MITEY

I have my group finalised. The number is larger (ten) than I had originally thought of, however I am keen to work with all of these tamariki. 

I have talked with facilitators at Mitey regarding Learning Outcomes and warm up games for mental health within this group and will use this framework with the students. These Learning Outcomes are being used throughout the school so hopefully will be transferable within their home classrooms.

I will talk to our SENCO Teacher about how best to construct a rubric of measurable outcomes to plot the progress of students throughout the year.  

KĀHUI AKO , MARCH 9, 2O23: STUDENT INITIATIVE & ONE-TO-ONE TEACHING

 KĀHUI AKO ,  MARCH 9, 2O23: STUDENT INITIATIVE & ONE-TO-ONE TEACHING

As the group formation proceeds, and I wait for feedbacks from colleagues, some students who know about the proposal are respectfully  asking whether they are still in and, "When do we start?"

One student has ben particularly persistent and polite. He has also figured out a way to start the learning by presenting a personal project proposal before I have even given this option to the group. His scooter is worn but reliable and he wants to give it a new coat of paint to prevent rust. He knows I have spraypaint and knows the Makerspace is the safe place to paint it.

I was very impressed with his negotiation of a reasonable time to paint. We established the hours I was free and the hours he needed to be in class. He was accepting of time limitations and obligations. In the past this has not been the case and I was struck by how accepting he was of these boundaries.

He turned up when he said he would, explained what needed to be done, learned how to use two allen keys at the same time, learned a little about oxidation, learned about spray painting (its benefits, risks and process) in a very attentive and observational manner.

Again I was somewhat surprised as I have observed many children get very  impulsive as soon as they see a spray can and often do not listen to important safety and instruction practices.

I am interested how this very positive, productive and respectful behaviour will change once the group is going and the teaching is not one-to-one.

KĀHUI AKO , MARCH 3, 2O23: SELECTION

  KĀHUI AKO ,  MARCH 3, 2O23: SELECTION

The first weeks of this term have been interesting in regards to the two major weather events (‘The Auckland Floods’ and Cyclone Gabrielle) affecting attendance of all students and triggering some deja vu of how teaching during Covid impacted on students’ relation to school and teachers needing to be nimble and supportive of our community.

As our students trickled back in I used my Kāhui Ako release to talk with our onsite SENCO, Social Worker and Deputy Principal in further depth about the aims and processes of my inquiry.

There was unanimous opinion that the make-up of the group was crucial and that if not done carefully this project could have converse outcomes.  There was also string advice  to not to fill this group with disruptive children, but also to add  those ‘quieter’ students who may be flying under the radar socially and academically and may benefit from working hands-on  in the Makerspace.

 An important takeaway from these discussions was the importance of friendship to many of our emotionally self- dysregulated students who are feeling lonely in class. This initiative could be a great  opportunity to help kids who are struggling making friends engage positively with their peers, and for their peers to see them in a more positive light.

These conversations helped me rethink and adjust my  longlist for candidates. It also gave me the above criteria to send to classroom teachers to ask for further suggestions for candidates.

Goodbye Gardens? Shifting Focus 2022 to 2023

 While excited about this year and the opportunities and  challenges it presents, I have been reflecting on the work I did last year, but did not blog about. 

 Teaching after Covid Lockdowns in 2022  presented many restrictions and I  pivoted quickly to an almost totally outside learning environment teaching in the very well ventilated gardens of the school.

 The above screenshot is a snapshot of the opportunities that this disrupted and different  teaching environment provided. It is a spreadsheet of all the crops planted, when, by which class and where. It was a very helpful use of technology when trying to manage sixteen gardens.

I have always been keen to get our school gardens flourishing, literally and as learning resource. 2022 gave me the opportunity to show the students and staff the value of food producing gardens. I received positive feedback from many staff, and most importantly, a commitment from them to take control of  teaching with their gardens now that I am back inside.

I will still continue to support teachers with their gardens and look into where the CoL cohort's interests may intersect with the gardens. 

 

CoL 2023: First Day Feed-forward from Student Technician

 I had wondered over the summer holidays how many of prospective students I had talked to about the  CoL initiative would remember this group which we had named 'The Technicians'.

As I passed some kids in the hall and asked them whether they'd had a good holiday one replied, "Yes!  Can I still be a Technician this year?"

Seeing this student show up on  the first day of school was a great to see, their anticipation and  enthusiasm for our endeavour was a real bonus and great way to start the year! 

Ipu Wai for the Gardens

.                                          

Over the holidays I thought  about how I could help our students keep their gardens watered. I bought every classroom an Ipu Wai  (Watering Can) and decided to permanently label them.

I used a mix of ancient technology- stencils, 20th century media- spray paint,  and 21st century technology- our laser cutter. I look forward to students using these both in the garden and as an example of how to use design and technologies to improve  everyday objects, especially with my CoL cohort.

Painting with a stencil and spray paint under time pressure helped me think about how I will work with my Technicians.

It looks easy, and the results are great but there are so many moving parts to take into consideration- especially when working with potentially dangerous materials!