NCEA data analysis show acceleration in student achievement

Analysing my NCEA has enabled me to assess the impact of video and rewindable learning on student achievement.

Trying to work out what data is relevant is the key. My Level 2 and Level 3 PE class has had very high achievement. Much higher than any other class I have taught. However the students in my class were streamed on NCEA level 1 results. I had the high achieving class. Thus, comparisons to other classes and national statistics is flawed as the disengaged students were not attending.

My level 1 class were however randomly selected. There were three classes within the school. Each class faced the challenge of having dis-engaged students who were not putting in the effort required to achieve.

The standards I am using for analysis are both theory standards where rewindable learning opportunities were significant.

In analysing this data I did notice that the class that had rewindable learning opportunities had a significantly higher percentage of merit and excellence passes than the other two classes.

	Class using Rewindable learning	Teacher 2	Teacher 3
1.6 3 credits	A - 17% M - 22% E - 9%	A - 44% M - 4% E - 9%	A - 16% M - 0% E - 0%
1.2 5 credits	A - 14% M - 14% E - 10%	A - 36% M - 10% E - 0%	A - 0% M - 0% E - 0%

This fits with my hypothesis that rewindable learning enables students to accelerate their learning and achieve at higher levels. The videos were significant in enabling students to either catch up due to absence or just because they forget knowledge and have to re-learn

In an earlier post I shared the students views on rewindable learning

Student Feedback

Disappointingly significant numbers of students still gained Not Achieved. If a student is not going to listen to you in class, or complete work they are possibly not going to click on links via a website. Getting these students onto a website and away from computer games is an ongoing challenge.

Reflection about video

I had an interesting discussion with a colleague on Monday regarding capturing lessons with video and why teachers are reluctant to be videoed.

It is my feeling that teachers often like their practice to be perfection. When you capture lessons often things are not perfect. Sharing this can be daunting if you expect perfection every-time. Always what I share on my website is raw footage and often I will have to deal with mis-behaviour or I will lose my thought and the video will not be an illustration of good practice or communication. 

If I was to go edit every video and turn it into something that shows me in good light I would be spending too many hours to make the practice sustainable. I prefer to just post video and not worry about peoples judgement.

Another observation is that while I am videoing I find student behaviour improves. I think students are aware when a camera is on and they are in full view and their behaviour is rewindable. There has been times this year where a class has been difficult to engage so I have started videoing and the students have settled down because of this.

2016 SPARK MIT review

Being part of the innovative teacher group in 2016 has been a tremendous experience. The most enjoyable part is belonging to a community of highly effective teachers and hearing about their ideas, and thoughts on teaching and learning.

Meeting at SPARK headquarters once a term for PLD is something I look forward to. The working environment prompts thought and innovation. I will truly miss the experience. We are very well looked after.

My inquiry into rewindable learning is now embedded into my practice. I am very happy with the results and the feedback I have received. Presenting at U learn and the Manaiakalani leaders Hui were highlights. I felt well received by both audiences. Using video for rewindable learning is something I am going to continue to explore into the future. The release days and the mentoring pushed me into expanding the boundies around rewindable learning and I am grateful for the experiences.

In 2017 I am going to focus on helping other teachers use video to create rewindable learning in the Kootuitui cluster. I have received a time allowance of five hours a week and I intend on supporting other teachers in this journey.

Already I have presented to Papakura High school staff meetings and have also now presented at Toolkits and leaders PLD's and this has been well received.

A big thank you to Dorothy Burt and Juanita Garden for the mentoring and encouragement. You are both fantastic

Students discussing rewindable learning

Feedback session with my senior students.

My lovely Senior PE students discuss with me their experiences using digital platforms for learning and assessment and also discuss their thoughts on rewindable learning.

I am very fortunate to have such positive and articulate young people to work with

U learn evaluations

Received some great feedback from my u learn presentation in October. Here are the responses

Question Answer How would you rate the value of this breakout session for you? (0 = poor, 10 = excellent) 8 Any comments about the value of the breakout? (optional) How well was the breakout session planned and executed? (0 = poor, 10 = excellent) 10 Any comments about the planning & execution of the breakout? (optional) Any other comments? (optional) Submitted on 6 Oct 2016 8:54 PM by Cindy Nielsen #2 Question Answer How would you rate the value of this breakout session for you? (0 = poor, 10 = excellent) 9 Any comments about the value of the breakout? (optional) Good tools and useful examples How well was the breakout session planned and executed? (0 = poor, 10 = excellent) 8 Any comments about the planning & execution of the breakout? (optional) Any other comments? (optional) Submitted on 7 Oct 2016 1:13 PM by Kirsty Purvis #3 Question Answer How would you rate the value of this breakout session for you? (0 = poor, 10 = excellent) 9 Any comments about the value of the breakout? (optional) How well was the breakout session planned and executed? (0 = poor, 10 = excellent) 9 Any comments about the planning & execution of the breakout? (optional) Any other comments? (optional) Great examples of ways to use video feedback. It was great to have a PE context. Submitted on 9 Oct 2016 9:57 AM by Chris Hueston #4 Question Answer How would you rate the value of this breakout session for you? (0 = poor, 10 = excellent) 10 Any comments about the value of the breakout? (optional) I have been given some innovative ideas to take into the classroom. How well was the breakout session planned and executed? (0 = poor, 10 = excellent) 10 Any comments about the planning & execution of the breakout? (optional) Well planned, great delivery. Any other comments? (optional) Submitted on 9 Oct 2016 10:36 AM by Anonymous user #5 Question Answer How would you rate the value of this breakout session for you? (0 = poor, 10 = excellent) 10 Any comments about the value of the breakout? (optional) Was awesome and I will be using many of the tools/ideas shared with us even though it was from a different curriculum area to me. It will be really helpful in science. How well was the breakout session planned and executed? (0 = poor, 10 = excellent) 10 Any comments about the planning & execution of the breakout? (optional) i liked how informal the session was, it made me feel more comfortable especially in not knowing a lot about making videos. Any other comments? (optional)

Embeding video onto sites using an HTML code

I have finally managed to work out how to embed a video onto my site using HTML codes. This is important for my learners as important discussion is noe visually accessable. Previously discussion had been links.

Below a screenshot of my site with an embedded video using an HTML code