Exit Strategies, My Mini Inquiry

Earlier in the year I posted about a mini inquiry about exit strategies. My previous HOD gave feedback from classroom observations that I had strong links to previous lessons but the the class needed endings, so suggested I look into exit strategies. Put simply, these are tools/cards/activities used to determine whether the students met the learning intention, what they are possibly uncertain about and shapes where the next lesson needs to go. Initially I wanted to focus on including exit strategies into my Year 12 Health class, as I am new to the class this year, but changed to my Year 10 Health class. The Seniors were completing Health Promotion projects so there was little teaching, and my Juniors only have Health once per week so I thought trying to have greater flow between lessons may help with lesson flow and remembering what they had learnt the previous week or two.

Strategy 1: Snowball 

Students were given two pieces of paper, on one they wrote something they had learnt that period and then threw it to the front of the room. On the other, they wrote a question they still had, then throw the paper to the back of the room. As each student left the class, I then gave them one of the questions a student had asked and as a homework task challenged them to research the question and email me with the answer. I shared all of the questions and answers as an intro to the next lesson, and could feel the pride some students had with the answers they had found.

As this was quite early into our sexuality unit, I knew some students weren't quite comfortable asking questions or sharing their answers in front of others, so that is why I led the Q&A. I think this strategy was effective for me to see what the students had taken away, and where they still had gaps. To be more effective though, greater student voice /sharing would have been ideal, so the information came from them rather than me. Therefore, I think using this strategy with older students, or a different unit would be most effective as students may feel more comfortable to share in front of their peers. I really liked giving the students questions from their friends though, as it really showed everyone was in the same learning boat.

Strategy 2: Paper Slide

One piece of paper was given to students this time, and they needed to explain one thing they had learnt that day. I asked students to give a little more detail than when they completed the Snowball task. As the students were exiting the class, they slid their piece of paper under my phone as I was filming, following one after the other. I then spent a short period of time adding some additional pictures/info into the video, which I showed to the students at the start of the next period. 

I really enjoyed this strategy, as it was not time consuming, there were an array of comments and it was such a simple thing to start discussions in the following lesson. By adding some pictures and music, it made it more like a short film, using the notes from the kids. In all honesty, I was in a flurry completing this, as I was short on time. So, in future with some more time, the Paper Slide could be even better with additional voice overs for example, to add further information onto the students comments.

Strategy 3: Traffic Light

Three different pieces of paper: red, orange, and green. Red = something still really confused or unsure about. Orange = something you have a question about. Green = something you completely understand. I collated all of these and read through them, to determine where everyone was at with their understanding. 

I was really happy to read many of the students had a good understanding of consent and contraception, which were two key topics in our unit. An observation I made from the reds (and a few oranges), was that several of the students struggled to identify what they didn't understand or wanted to know more information about. This made me think about how to encourage students to take note of things they are confused about, but also made me realise you don't know, what you don't know. 

This exit strategy was a little more time consuming than the others, and I feel that I didn't allow enough time for it. With maybe an additional 5 minutes, students may have been able to identify more gaps in their knowledge or ask questions for the reds and oranges. I also think this would have been easier to complete as a digital strategy, as well as saving a lot of paper! Gave me lots of things to think about though, and informed future lesson plans.

Strategy 4: Plickers

Unfortunately I ended up being unwell for the lessons I had planned to try Plickers with my class. I have used it before though, my blogpost is here.

Strategy 5: Whiteboard Quiz

Students were in small groups of 3-4, and each group was given a whiteboard. I asked a series of questions, each question worth a different amount of points. After I asked a question, the groups wrote their answer onto their whiteboard which they held up for me (and the rest of the class) to see. Points were given for correct answers, and the group with the most amount of points at the end won. 

Rather than using this as an exit strategy for one lesson, this quiz was an exit strategy for the whole unit. I loved this activity, as the students were super engaged (due to the competition), but there were also multiple teaching opportunities for me. Between each question I would explain the answer, and if more than one group were incorrect or confused, I would spend more time revising that topic. There were also lots of opportunities for students to respond, shifting the focus away from me (see a previous post here about several digital tools for opportunities to respond). Even though this strategy couldn't be used for solo lessons (possibly for a double period), it was fantastic for an end of topic strategy.

Overall I really enjoyed my inquiry into exit strategies last term. I was surprised how different they all were, and how they informed my teaching. The feedback from the different strategies effected the way future lessons went, and gave great flow between lessons. Some of them were time consuming to prepare and follow up with, but if students had completed it before, the strategy may not take as long. Moving forward I am unsure what my next mini inquiry will be - I would like to have an observation to get some feedback about where to go next, watch this space!

Tracking Student Learning

Throughout 2016, some of my colleagues shared their use of tracking sheets within their classrooms. I decided to try and include tracking sheets within my practice this year, to see how students would respond. I hoped this would increase student motivation and empower them to take responsibility of their tasks. To see how the tracking sheets were used in a classroom, I visited Karen (DVC) in a Year 8 Tech class (see observation here), and read through Hinearu's reflections throughout the year (example 1 and example 2).

I started off using tracking sheets in Term 1 in my 10Health and 9Health classes, with student names down the left column and then the tasks students needed to complete (see right example). I found some students responded well to the tracking sheet, feeling motivated to try get ahead of others, and knowing exactly where they were up to. However, overall I reflected midway through Term 2, and decided they weren't working effectively in my Health classes. 

As I only teach Health one period per week for each class, and had 10 Health classes, it was really difficult to keep up with all students' progress. Students were sharing links to their tasks through a Google Form, which I then used to track student progress on the alongside Google Sheet. But, I couldn't keep up. With so little time with the students per week, it took a long time to develop 100% trust to give the students editing access to the Sheets, so they could link in their own tasks. But, giving students editing access to the Sheet definitely would've helped with my admin time. 

On the flip side I found the task tracking sheets to be more effective in my 11PE class. Not surprisingly, I think this is because I had 6 periods per week with the students, therefore closer relationships, and more time to follow up with students' tasks. As the screenshot shows, there were a couple of students who I struggled to motivate to complete their tasks. These students became my priority learners (read more here). I wondered whether having individual tracking sheets for each student would be effective for some of these students, as some have low self confidence. 

Next year I think I would like to try individual tracking sheets, which all have the same tasks, to reduce potential embarrassment or lack of confidence some students may have being visible to others. I will have to think further about how I could ensure there is a competitive element, for the students who responded well to competition, though. Possibly the inclusion of some gamification, or points system of some regard. Obviously this takes away tracking sheets as a tool for visible teaching and learning, but I didn't find the tracking sheets to be effective for this component of my practice.

In addition to using for student tasks, I used tracking sheets within my assessment of learning, specifically for my Year 11s. I created tracking sheets like the below as evidence of collection of student learning, and tracking their progress throughout a unit. When the tracking sheets were related to students' NCEA grades, like the interpersonal skills example, they were not visible. The second example below though, was publicly visible. I shared this link with staff and public on Google+ and Twitter, to seek authentic feedback and feedforward for students. I found this to be somewhat effective, but would have liked more comments left on students' blogs. As reflected in my post dissertation blogpost, I think one contributor to few comments was an uncertainty of how or why to leave effective comments for students on their blogs. Hence, this is something to address next year.

Overall, I think there is great potential for the inclusion of tracking sheets (in multiple ways), within teaching and learning. This year was a great taster for me, and I look forward to making small changes, to see how the tracking sheets can empower learners further, and possibly increase student achievement (as I don't think student achievement was effected directly from the tracking sheets this year).

Teaching Sexuality Isn't That Scary!

This year was the first year I have taught sexuality education. I was super nervous, but also really excited for this unit. I created the unit overview for 10Health, utilising lots of Family Planning resources throughout my lessons, and suggestions from educators on Twitter. I will share my unit outline once it makes sense to others, as I'm busy with my dissertation currently.

I went in with no idea what to expect. No clue how the students would respond and engage with the learning, and no clue how I would feel. As sexuality education is an area I am interested in, and passionate about, I knew I would be comfortable, but I think I was more relaxed than I anticipated to be! I was blown away how respectful my classes were overall. There was some giggling and discomfort throughout, but holistically, the students were pretty mature and interested. 

At the end of the sexuality unit I asked all students to complete this Google Form, asking a variety of questions about the topics the students learnt about across the 10 periods. This summative assessment showed the clear strengths and gaps in student knowledge, as below;

• Some students still had some confusion between conception and contraception, but had understanding of their options and provided examples of contraception. Greater emphasis on the difference is required next year.
• Lots of understanding across the board about safe relationships and consent, which was the major aim of the unit. 70/78 students were able to identify the legal age of consent, and 72/78 students were able to explain why intoxicated sex is non consensual. Some words used to describe unsafe relationships included manipulation, abusive, controlling, dishonest, possessive and aggressive.
• 68/78 students were able to describe changes to the body for males AND females during puberty, some students uncertain about the changes for the opposite sex. I was pleased by this, as many students were uncertain of changes at the beginning of the unit.
• Students were introduced to the sexuality and gender spectrums, to start discussions and awareness of the variety of sexualities and genders in society. Students needed another period or two around the spectrums, as there was a lot of confusion in the Google Form answers. This is likely due to a lack of time spent on this area, as we were pressed for time. About half of the students started to explain the differences between the two and were able to identify what LGBTQI stands for, and 38/78 were able to explain what heterosexual means.
• The result I was most proud of when reading students' answers, was that only 2/78 students were unable to identify where/who they can go to for help, or any questions they may have about relationships, sex, sexuality and gender. Student knowledge of places they can go for help, was imperative for the learning throughout the unit.

Overall, I am really pleased how the unit went considering it was the first time in the school and the first time I had taught it. I really enjoyed connecting with the Nurse, agencies, other educators and stepping out of my comfort zone. The above points, and the student feedback alongside give me lots to work with moving into 2018. 

The greatest success story, was the Y10 dean saying this year the Health Centre had the greatest influx of students asking for help, support or general questions related to relationships, sex and sexuality than any year previously. This is a highlight, and great feedback for me, as this shows some of the learning within Health is encouraging students to reflect on their lives and Hāuora. 

Substances Have Been Explored

Throughout Term 2 in Year 10 Health, I taught an exploring substances unit for the first time. I enjoyed the unit, especially trying to include more technology into the learning activities. At the beginning of the unit, students completed a short Google Form with some key questions for me to gauge student understanding. The answers (which were collated in a Google Sheet) highlighted the topics students had gaps in their knowledge, so this is what I based my planning around. Please see my unit outline here. I also asked students to complete this Form at the end of the unit, to see student growth in understanding from the beginning of the unit (i.e. summative assessment).

I feel overall, that the unit was reasonably successful, however there are still many parts to adapt for next year to be even more successful. I feel proud of the unit I created, and the learning opportunities the students had, especially when there hasn't really been anything like this before! As I am more confident with the content and key ideas I would like students to take away, next year I will be able to differentiate between the classes, as this is my greatest weakness. Because I teach 6 classes, and the teaching is all new to me, there is very little differentiation between classes. As a result, some classes had in depth discussions, and completed more activities than other classes, and some classes felt rushed. With more thought into extension activities or how to cater for the lower literacy class for example, this may enable greater understanding and application of knowledge for students. I would also like to possibly focus on less, but more in depth, rather than scraping the surface.

Throughout the unit, there were lots of different activities, to try engage all learners. There were posit-it note activities, mix and matches, think, pair shares, student presentations, human continuums, online games, and research tasks. I tried to include a huge range of activities, so the students were learning in a different way each lesson. As a learner myself, even though I like to have routine and know what to expect when learning new things, I know I am most engaged when I am involved in different and new learning tasks. I found majority of students to be most engaged when they were in small groups, and able to discuss their ideas, and when they were off of their netbooks. I think that technology has an important place in education, especially in my classes, but there are times where the students like to step away from their screens, as their tasks are regularly on their computers in their other subjects. This is something I am actively thinking about for their current Sexuality and Relationships unit.

The most memorable activity from the unit was when we completed a Google Expedition inside the lungs. I first learnt about Google Expeditions (a free app) at the Google Conference earlier this year. Our lesson focus was about the effects of smoking tobacco on the body, one being the effect on the lungs. The Expedition begins with inhalation and travels from the trachea, through the bronchi to the alveoli in the lungs. As the guide of the expedition, the app gave lots of suggested questions to ask the students, which started some great discussions and encouraged students to think. I was surprised how interested the students were looking around; they were so engaged! After these lessons I had a look through the other various expeditions available and have found some which could be used in PE for anatomy, which I will definitely utilise next year! There are lots of expeditions available for all learning areas, so highly recommend others to look into it.

I am really enjoying teaching and leading Junior Health this year, even though it has been incredibly challenging trying to create engaging lessons. Next year will be great, as there will be foundation lessons to make better for future students. I am currently enjoying teaching a sexuality education unit, and am impressed by the response from the students so far. Bring on the next challenge, whatever that may be!

Time is Passing By Quickly!

I cannot believe we start Term 3 tomorrow. I have completed 18 months of teaching! Time is flying by, so thought I would take some time to reflect on how I am tracking related to my 2017 goals.

1) More time for me

Throughout Term 2 I felt like I had barely any 'me time'. I felt very busy and incredibly stressed trying to juggle everything, especially with a bad back. However, since I started teaching, this has been the most social term I have had so far. I spent lots of time with my friends, rekindling friendships I hadn't spent much time developing last year, and strengthening my relationships with my closest friends. So although my taha hinengaro is a little down, my taha whanau is the strongest it has been for the past 18 months.

During the holidays I read a book about Matariki (see my reflection here), and this made me realise how much I love to read for pleasure. So throughout the coming term I need to spend more time reading and doing things I enjoy - that isn't work related!!

2) Read educational blogs

Due to my regular engagement with Twitter, I have found lots of blogposts to read, which I have really enjoyed. Some posts have made me reflect about my own practice, some have shared resources, and some have encouraged me to explore further. Throughout Term 2 I have tried to leave comments here and there, because I know how much I love when I have comments on my posts! Cheryl and Marc both started working at Tamaki this year, and have embraced blogging, so I regularly read, comment and share their posts within my own.

3) Experiment with more digital tools

Last holidays I attended the Google Summit, and one of my takeaways was Google Expeditions introduced to me by Angela. As part of the Y10 exploring substances unit (resources here), we completed an Expedition called Human Anatomy, Respiratory System - Smoking and Your Lungs. This enabled us to track down the trachea and into the lungs to look at the alveoli then explore what can happen to the lungs from smoking cigarettes (see the below pictures). The students were incredibly engaged and asked lots of questions about the lungs, oxygen intake, cigarettes and other effects on the body. So, this new digital tool was a great success, which I will definitely be including again next year! I am hoping to include a couple of others into my anatomy revision lessons with my Year 11s in the coming few weeks!

  

I have also tried to include educational games into the lessons, as I know many of our students love gaming. These include the alcohol clock game, a cyberbullying decision making game, Anatomy Arcade and Interland. I feel therefore, I am tracking well with this goal and look forward to learning and implementing more tools.

4) Attend more extra curricular activities

I have watched a girls rugby game and a girls basketball game during the term. I was able to make connections with some students who I have struggled to connect with in the classroom environment, and also see some students participate in another part of their lives, which was so great! Last year I enjoyed supporting the First XV, and hope to attend a game or two during Term 3.

Throughout Term 2 I leapt out of my comfort zone and started coaching the U17 boys basketball team. I played miniball when I was much younger, but never basketball, and I have certainly never coached it before! I have had lots of support and fun so far, it's been a great learning journey! I will reflect in a few weeks once the season has finished.

5) Include blogging into 11PE

This is part of my dissertation and inquiry process for 2017. I will be reflecting on this specifically in a couple of weeks, because our next PCT meeting is about inquiry, and so is our next #NZBTchat.

I feel overall though, that for most of the class blogging has improved their confidence and their writing. Others have struggled to post, who I will continue to work with throughout the next term. I have really enjoyed reading through the students posts, and seeing their portfolio building up! 

Bring on another big term, with heaps of exciting things on the way including teaching sexuality education for the first time!

Student Voice & Planning - Under Construction

After reading Karen's post about feedback from her students at the end of a project, this encouraged me to reflect on my planning process and share how I too, am trying to include student voice in my planning.

Over the holidays I developed a brief unit outline for a Year 10 Exploring Substances unit, brainstorming the major topics I would like to teach . I teach six Year 10 Health classes, which are somewhat streamed, but I don't have time to develop six different units. I decided I would need to differentiate along the way with specific learning activities instead (such as adding in extension questions for the higher level learners, or changing word for the lower literacy learners). I also had designed the outline on my own, and really wanted the students current knowledge and interests to be included in the unit outline too.

Because I have around 140 students to cater for, I decided the easiest way to formatively assess students knowledge was through the use of a Google Form. As below, the Form asked a series of questions related to the topics I was interested to teach the students. From the students answers, collated into a Google Sheet, I could quickly see where the students had gaps in their knowledge (e.g. classes of drugs) and where students had greater knowledge (e.g. basic understanding of addiction). 

I then asked students to send me a personal email explaining what they would like to learn about during the exploring substances unit. I, like Karen, find it difficult to motivate students to share their thoughts honestly. Many of the students said 'anything' or 'whatever you want to teach', rather than taking this an an opportunity to have their say in their learning. This is something I am trying to change slowly.  I made the below Wordle to illustrate the most common words students used in their email requests, as majority of the students did flick me an email. 

After reading through student responses on the Google Sheet and reading each email, I used these to reshape my unit plan to suite my 140 learners in Year 10 currently. Although the unit is not individualised for every class, and definitely not for every student, the unit provides me with a skeleton to teach from, and is a great base for next year.

Similar to Karen, I will be sending out the same Google Form at the end of the term as a summative assessment of learning, and will also send students another Form to provide feedback about the unit. I am hoping by the end of the term (5 more lessons of Health), students will feel more comfortable to express what they would have changed/liked more of. Their feedback will support the Exploring Substances unit for next year, as well as their unit next term.

I feel it is super important for me to try and differentiate between classes and learners, but with so many classes this year my priority is trying to develop skeleton unit plans which can be built upon, with greater student voice in the future. As the unit plan is all over the place at the moment, I will share some of my skeleton units later in the term!

Hāuora Through Cartoons

In Junior Health our unit is about our Hāuora and wellbeing, to learn and revise the four dimensions of the whare tapa wha. The focus of Year 10 is to begin to interrelate the four dimensions, as they all effect each other. I describe to my students the metaphor of a bulldozer knocking over the whare - as soon as one wall starts to crash, the others crash too (although this may not happen straight away, it will happen over time). This is our Health and wellbeing in a nutshell.

To revise the dimensions and think about what affects us, Year 10s are currently completing their own PowToons. As an example for the students I created the below PowToon. This activity encourages students to reflect on their wellbeing, and is formative/summative assessment for me to gauge student understanding (or lack of).

Check out some of the students work below. I will continue to add as more students complete their blog posts. (Sidenote - I am excited for students to start blogging again!).

Vaifoa Lam Sam

Loloma Pepa

Kolio Makalio

Deandra Cooper