Monthly Archives: November 2016

Reflections from (near) the top of the SAMR Ladder

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Earlier this year I blogged about my attempts to integrate a SAMR ladder effectively into a unit of work for Year 13 Geography. A couple of weeks ago my students sat their school examinations – the results of which were the first indication of the success, or otherwise, of this approach. Below are my final thoughts around this approach:

Upon completion of teaching, and assessing student performance in this standard it is an opportune time to reflect on the impact that the teaching changes implemented in this inquiry have been effective. This evidence will take two forms; first my own reflection, and secondly student feedback in the form of a short survey.

The original aim of this inquiry was to implement a clear SAMR ladder approach to the teaching of this unit. This happened to a certain extent, though unfortunately (as I think perhaps was to be expected) when the pressure off examinations arrived it was the redefinition task which was neglected.

Positives: The Spatial Variation component of this unit was particularly successful. Because students spent much less (almost zero) class time copying down note, I found that I could dedicate a week of class time to the activity. It was a great way to allow students to discover for themselves. I blogged about the success of this teaching here. In the student survey the class was asked “During the teaching of 3.2 you used Google Earth to investigate the Spatial Variation of TD in Queenstown. How effective was that activity?” Student responses are below:

  • very
  • Because we could keep this for our final exams and keep referring back to it
  • Yes it was very helpful for providing a physical representation
  • Was very effective. Helped to remember where everything was located
  • very effective
  • Really effective!!!!
  • very helpful visualises a better picture of qtown
  • it allowed us to clearly see how attractions and features were dispersed through the Queenstown region
  • yes as it is going to help me with my external study
  • Somewhat helpful, was good seeing the content at the time making it although have not found it incredibly useful in revision.
  • Very effective, clearly showed us the spatial variations
  • Effective, but I felt like if I got behind or missed one listen I would struggle to catch up.
  • Very effective

I think that this is very good feedback and shows the effectiveness of this activity. I was also encouraged that the other two Year 13 Geography teachers invited me into their classes to do the same thing with their classes, and gave positive feedback about the effectiveness of it, it also a positive.

Impact on assessment results:

The original aim of this inquiry was twofold. On the one hand I wanted to more deliberately implement the SAMR model as a ladder during a whole topic. As discussed above I believe that I partially fulfilled this aim.

Secondly, this standard has traditionally been one where there are high numbers of SNA and N grades in the school, and NCEA examinations. This was something I wanted to address. By actively incorporating the SAMR ladder more deliberately, I was hoping to engage students in the content, and have more time to actively prepare them to achieve to their potential.

Obviously, it is always difficult, and potentially misleading to compare academic results across years. the dynamics, prior experience, and academic ability are always different, and it is hard to get a clear control group, in most cases. despite this, I feel that the results of the students so far – even when compared to the PEP for the standard; my students have performed well.

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Although the Merit and Excellence grade numbers are lower than I would like – I feel very positive that there were no students who either did not attempt, or did not Achieve, the paper. It is these students who most often will choose to SNA the paper – so them tasting some success in the school examination should hopefully relate to a zero SNA rate in the NCEA examination later this month. As shown by the PEP below, this standard has relatively low rates of M and E anyway. (reminder than the SNA grades are not included here – so a PEP is always biased towards the performance of more able students.

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Future Steps:

In 2017 I think that this approach is worthwhile continuing with. I think that students in my classes are beginning to respond to meaningful use of technology to support their learning. Next year I will focus more on implementing the higher order activities, and I will attempt to implement some such tasks that are incorporated into the unit, rather than as a summary task. Being a summary task this year meant that it was realistically unlikely to be completed under the time pressures of the end of the academic year – it was simply easier to return to a more tried and true revision program.

Technology Supporting Gifted Students

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This post was written by Ms Ellen Hampson and Mrs Kelly McBride and was originally posted in the GiftEDnewz e-newsletter from the Professional Association for Gifted Education

Secondary School – overview of technology and current activity

Two concepts come to mind when contemplating Technology and its significance within education. Firstly, once hailed as the Holy Grail for its innovation within the communication field, Technological innovation increasingly holds the auspicious role of ‘global saviour’ when engineered by socially conscious citizens. Experts argue that we are now living in the age of the Anthropocene – the proposed epoch when humanity has irrevocably altered the planet’s geology and ecosystems. Can the youth of today, who will live in a world where the ‘internet of things’, ‘bio- wearables’ and ‘blockchain’ technology are the norm, turn our influence around and steer our global impact in a new direction towards a more sustainable future aided by innovative technology?

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Marie Pellin, 2014

Secondly, technology (characterised by exponential growth) surely needs to be influenced by socially conscious citizens as eluded to above. For example, exponential growth of internet technology may be tempered by our socially aware youth favouring net neutrality. Equally so, it appears that technology is forcing companies to be better global citizens. “In the age of internet transparency, it seems corporates no longer have anywhere to hide – a spot of corporate social responsibility (CSR) whitewashing is not going to cut it anymore” (Lawson, 2016).

At St Andrew’s College we are aiming for continuous improvement as far as opportunities for ‘technology enablement’ and development of ‘computational thinking’ are concerned. Well-supported by our Technology Department’s academic expertise and our ICT Division (headed by Director, Sam McNeill, and e- Learning Integrator, Tom Adams) the additional support we offer GATE students includes: Coding Club, Neuroscience Learning Module with participation in the Australasian Brain Bee Competition for Year 11 students, Forensic Science and Astrophysics Learning Modules, Passion Projects where students have the opportunity to complete coding-based projects, online participation in the New Zealand Diplomacy Competition, attendance at University of Canterbury public lectures, such as the recent Black Hole lecture, meetings with University of Canterbury lecturers and access to technology-based opportunities and events such as the recent Singularity University workshop.

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Students taking part in the Neuroscience module

Future strategies for 2017 include: offering Geographic Information Systems modules as part of the Year 9 and 10 Academic Extension and Enrichment (ACEE) Programmes, development of the Coding Club supported by Tech tutors drawn from industry, introduction of a comprehensive robotics programme to bridge our Preparatory School’s excellent programme, facilitation and guidance for students wishing to apply for the NASA Space School, potential visits to Auckland’s Stardome Observatory and/or the Mt John Observatory, online tech learning opportunities such as edX and Coursera [the top specialisations in Coursera are all technology-based], facilitation of Orion’s Evolocity Competition, and the establishment of further connections with Christchurch’s Innovation Precinct as part of the Christchurch Tech Sector Strategy [2015-2025]. In addition we will continue to punctuate our GATE calendar with further ‘SMAC’ opportunities for intellectual growth and sharing of minds such as expanding the classroom via e-meetings.

The St Andrew’s College Secondary School GATE programme has integrated Technology as a learning area with Philosophy, Sustainability and increasingly, Global Citizenship. Continue reading →