Term One 2019 - PDA goals and details

Identified inquiry context: What will the inquiry be centered around?  What is the evidence that has helped to identify the context and the priority learners? Does Stile as an online platform prove to be a useful/motivational/optimal tool when working with LA students on Big Picture ideas such as careers, aspirations, interest areas, community links for shadowing opportunities How effective can Stile be when regularly engaging with LA students about BP concepts

Focusing the inquiry - Developing our Hunches What do I already know about each of the identified priority learners?  They are capable of engaging online but not doing so regularly and therefore not engaging as frequently as recommended/desired (5 hours per week per subject) What are my hunches about what is happening?  What is working?  What isn’t?  What might be the obstacle/problem/trigger? What evidence do I have so far? ·         Hunch – lack of organisation or motivation, not sure about the purpose of their school work and how it relates to their aspirations/ideas for the future. ·         My LAs do respond when I contact them. ·         Not completing much work (low rate of submissions into dropbox, slow to complete My Korowai) ·         Possible obstacles – lack of organisation or structure in their day, lack of motivation to complete school work, unsure of where this work might take them in the future, no ideas about what they might want to do/be in the future. Lack of family support/expectations for online engagement. Students want to know how this activity will benefit them (especially if their goal is credits based). ·         Evidence: data on % engagement (MTK) and anecdotal notes from conversations with my LA’s about their ideas for the future/work/interests. ·         Hunch - That using an online forum to guide discussions removes the pressure element for anxious students or students who feel uncomfortable or challenged by adult phone interactions ·         Hunch - That using an online forum promotes self reflection and gives students time to consider and evaluate their ideas ·         Hunch - That using Stile allows students to share their ideas and thinking without the fear of being judged by other students (only the teacher can see the responses c.f. online chat functions) ·         Hunch - That using Stile’s anonymity settings for shared contributions allows collective data to be used as a class with no pressure on the individual

Investigating (digging deeper) What additional information do I need to confirm or dispel my hunch/es? (eg additional student assessment data, observations, student voice, whanau voice, behaviour, learning dispositions, engagement, social, current teacher practice, longitudinal progress data etc)  Student voice – do a google survey (or anonymous poll in Stile) to see what they think are the reasons for slow progress What new knowledge/evidence do I need?   What does this additional information tell me about the learners? Possibly a need to scaffold some work planning activities, to help students create a workable timetable/model for their school work and community involvement. Scaffolding problem solving thinking when brain storming – pie in the sky ideas which then get teased out into some concrete/actionable elements. What are the key elements I need to focus on? ●     Possibly some Metacognition, mindfulness and aspects of self belief that students have not realised are limiting their way of thinking about themselves and what is possible.

Prioritising to take Action What will we/I need to know to accelerate the learning?  What do we need additional support with?  What external expertise will we require? Career sector academic entry/requirements, apprenticeship opportunities & job shadowing opportunities What can we/I do differently to make a difference?  What are the priority action/s that we/I will implement? Update the Stile lessons weekly What will we/I commit to in the first term? ●     Commit to starting Stile lesson structure with students: starting out by thinking about job ideas past & present, moving into community links ●     Put up a video introducing ourselves in Stile so the students have a face to put the name to Set Goals: What is the planned outcome/s from this intervention? (ie the intended impact on both teaching and learning) ●     By focussing on the student’s interests and community links and ideas on job/career areas we can foster student agency in their learning and wellbeing – help the students develop a “future possibilities/future vision” for area(s) of interest which may then relate to career areas. To help students see that their agency is the driver for their direction and pace of success. By engaging whanau in this conversation we can build on the support for our student’s learning.