Y12 - Party in the Car Assessment

Last night we received some pretty horrendous news. One of our ex-students passed away. We don't have full details yet but the ones that we do have so far made it difficult to teach today's lesson around driving and changing our behaviour in and around cars.

Last week was messy - we had students away on PE camp up in the Kauaeranga Valley - two trips meaning some were here when we looked at videos, some were here when we looked at techniques, some were here when we played the Film Technique game on Quizlet Live. Despite students coming and going, I felt truly positive about the direction we were all going in.

Until this morning. When I had the full class back. Today was messy. But... it worked. Somehow.

I started them all off with the Introduction I'd written on Google Classroom last night, got those who weren't here to play a couple games to learn Film Techniques on Quizlet Live, and the remainder who were here to continue with developing their brainstorms, filling in their introductions and thinking about the techniques and how they were used to 'effectively change the behaviour of (target audience) in and around cars'.

Homework today was simply to finish their brainstorms so that we could get started writing paragraphs on Wednesday. Hopefully they will do so and not write anything further so that we can use their reports for their writing portfolio assessment too.

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My Y12 EngA (Yellow) class started this assessment last term but only just finishing up their reports now. They've also had the gamification aspect of Quizlet. They actually chose for the Pink class which one worked better for them out of Quizlet and Kahoot.

It's interesting that juniors seem to love Kahoot and seniors like Quizlet better.

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Today I felt like I was doing blended learning right. Students were accessing their devices for the benefit of their learning and gaining knowledge on a just in time basis whereas previous to this the devices were used in a more structured way where I told them where to go and what to do. Seeing the students accessing the information needed, when they needed it was VERY VERY cool.

What did I actually do to make this work??

* I set up Quizlet a LOT faster than previously by telling students to get onto quizlet.live while I was opening Quizlet myself - students were waiting and asking for the passcode before I had it up on the projector.
* I had the introduction example on Classroom up on the projector in another tab.
* The game went faster than previous times as there were a smaller number of participants. They were able to play a couple of games and then got into what everyone else was doing
* I had the NZTA playlist from my channel as a link on Google Classroom which students were accessing as needed or using YouTube from their phones/devices
* I'd added the digital version of the film techniques on Classroom as well in a Resources post- which students were accessing as needed too
* Constant monitoring, helping, guiding, supporting and suggesting possible techniques for their chosen ads
* Printed copies of the report scaffold available for students

What might have helped to make this lesson smoother?

* Students checking Google Classroom prior to coming to class
* More teaching around using Google Classroom as a tool to find information
* Printed copies of all resources available for students
* Re-work the screenshots resource I made for the Yellow class?
* Re-work the Party in the Car resource booklet with clearer steps?

Overall thoughts -

This is one of my most favourite assessments in the Y12 programme and easily the best section of learning we do in the year. Because we discuss prior knowledge, learn together and from each other, collaborate and learn from shared experiences and discuss how target audiences are manipulated by Public Service Announcements like driving ads by the NZTA to change behaviours.

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Moe mai ra e tama. Fly high. Rest easy e tama. We all miss you. Watch over the rest of us.

NZTA Education Reference Day

NZTA Reference Day: 16th March 2015

Karen Melhuish Spencer

Videos to Watch:

Finland: 'Distracted Driving' – When you Drive, Just Drive

'Keep the Bromance Alive'

Recent publication from Shalom Hakkert and V Gitelman –

Ralph Nader – Unsafe at any speed

Doesn’t matter what the car is if it’s got no safety specs.

Discussion: When did you first learn something about road safety?

The roads is a commons – the roading system is the most expensive asset in NZ

New tech that is being put in under our roads to show how fast people are going

Andrea Milligan: Fac of Ed, Vic Uni (Wellington) – “citizenship education takes students beyond mere knowledge of society’s formal institutions and processes.”

On one hand – what are they experiencing – on the other hand – what is in our heads?

When we bring our own mental models into the issue – do we actually believe it?

Focus on Self vs Focus on Society Continuum:  Discussion

• Still stuck on 1970s style of road safety
• Only way you achieve adulthood is getting their drivers license. Perception around the car as bbeing the thing that marks you as an adult.
• Parent as the taxi. Push to get them to get their licences – inadvertently push them there.
• Drivers test should be cheaper –
• School rules –
• Change the continuum labels to – “My rights” vs “Responsibility to others”
• All of our students will be bringing their own mental models. They will have very personal experiences.
• If the students bring with them quite self centered starting points – our challenge is to challenge them to push towards the responsibilities to society aspect – moving towards front section of the curriculum – Principles.

Tweets:

Sarah: Maths curriculum resources

Moving away from crash and death to empowering people

She had to create something that was first and foremost going to get a Maths teacher to pick it up

‘How Far Until it Stops - Junior Maths PPDAC Investigation’ -

‘Random Sample of Stopping Distances’ - Collectively students know alot about this.

To start a maths lesson with a brainstorm gives them their contribution to the lesson - perhaps sometimes their first one for the whole year.

They use this to inquire certain aspects of driving - how far it takes for the vehicle to physically come to a stop, lots of outcomes from the Maths curriculum and then lots from the RSE outcomes

The Plateau:

A lot of teachers or other people say - “It’s about the behaviours…” = PB4L

From what we’ve seen - we don’t actually agree on what is okay and what isn’t okay. In the schools students need to engage in really well organised conversations about why do we have rules about road safety?

How do we get off of the plateau of having the stuff, the expo or the police coming in - to actually getting the conversations happening within the school. How do we make road safety something that our school sees as important?

Need follow up sessions after the Road Safety expos - too many tick box events.

Approaches to road safety education:

What do you understand these to mean?

Fear Appeals	Transmission, skills-based teaching	Actively contributing to a safe network
Shock factor, fear and nothing really changes. Lots of schools are still in this area	Chalk and talk, strategies and skills learnt	Talking about the issue and actively becoming involved in changing the situation

How do we change the conversation around this?

What do our students need? What works and why?

The culture of the area is how it’s going to work. It’s when their prior knowledge is being targeted that there is some actual buy in.

• Context
• Continuity
• Relevance
• Community
• Culture - local

Sprint #1: Identify our Challenge

Where to focus our attention next?

How might we? understand, create, help, ensure, engage, build, access, rethink, refine, redefine, encourage, raise awareness of…

If not “expo”, then what?

“When I went back to say that expo’s don’t work -

Needs to have some sort of continuity. Should fit in within

Have specific examples for different subjects.

Needs to become part of our NZ Curriculum. Need to enable the KC’s.

Road Safety Education fits the Key Competencies.

Needs to be planned. Needs to be visible on TKI.

How might we (NZTA):….

• help schools navigate conflicting influences?
• help senior leaders of school understand value of linking curriculum?
• help encourage cross-curricular links (MLE, BYOD)
• make the NZTA work visible
• co-ordinate the different levels and subject areas? Juniors particularly - not limited by assessment.
• target teacher trainees?
• involve student voice?
• grow community passion and local schools in the area?

If we want our students to be good citizens we would have to step away from credit-gathering!

School values - something will have to do with community. This is a topic that has significance for their lives.

As citizens of the world we have the responsibility to make a positive difference for everyone, particularly on our roads.

Here are a a few videos from the NZTA Ref Day

Re-Finding Pinterest

Over the summer, I read. A LOT. I also re-discovered Pinterest. I was looking at dresses and styles of clothes I'd like to learn how to sew when I remembered how good it was for teaching ideas and resources.

Lo and behold... I created new boards on writing, language techniques, class posters etc.

Check it out here: https://www.pinterest.com/ariaporo/