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One week is more focussed on getting to know material and what is required. The next week is more of a breather to see where everyone is up to and share work.

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Students care a lot about the assessments and seem very motivated by them. It is difficult to hide them.

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There is the potential to make NCEA more thematic

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There is the potential to make NCEA more thematic

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The original intent was to capture naturally occuring evidence.

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General discussion is one way. I have used quick survey tools to get individual feedback. Polls in Zoom are quire useful and fun.

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I have given access to an online resource as well.

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Ensures we are focused on the learner and the group as they develop. Flexibility, adaptability. Not a one size fits all.

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I wouldn't say the learning is modular. It is more about the way you package curriculum. It is also about bringing the contexts forward and stepping outside of a 'subject'.

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I think it is important for students to be able to bring themselves to their learning and ask questions as they go. Which seems to work quite well for the perceptive and insightful thinking required for higher levels of achievement in L3 Art History.

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Students have formed their own little groups. This is good and bad as they should be communicating on the Community.

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Students have formed their own little groups. This is good and bad as they should be communicating on the Community.

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The ideas, exploration and conversation behind what we can see in the data (L3 Stats course)

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There is a course each term. They are independent of each other. Although, it is not any different to teaching topics, they just have a term long timeframe

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Students are able to inquire into areas of interest and engage where it suits. The term is very open ended so they can take inquiries where they want.

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How to make the learning more genuinely emergent? I have modules of learning that span a term, but could have more checkpoints and adapting according to the needs of the students,

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The Community and communities that have formed

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The Community and communities that have formed

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I am finding that a lot of students are not completing tasks which is frustrating because then I don't know where they're at with their understanding and there's no way to give them feedback.

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The design of this term is very emergent. The inquiry is set up and then students go for it. I put in support and adapt as they progress. However, I have found that messiness can be quite challenging for some and also, what do you do when the learning you need doesn't 'emerge'?

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When it is good it's good. But when students don't want to participate (sit on the periphery) it is really difficult to engage them and draw them into to the group's activities

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Then break it down into the core skills
Engaging students and enlivening the lessons is the main focus and everything will hopefully follow from that

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Here is the link to my weekly tasks

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Community is actually an important element of emergent design. In enables a very responsive environment, that isn't locked down by the teacher's availability

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-double click to make a note
- click on the vertical elipses to connect to another note and chose which idea/s it connects with
-make it a conversation (respond to other's ideas, build on them, etc.)

Use these prompts if they help
My theory is ...
New information ...
What about ...
I need to understand ...
I wonder ...
Here's another way of looking at it ...
Pulling our ideas together ...

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How do you think the NCEA review will affect this?

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Does emergent design fit well with NCEA assessment?

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Does emergent design fit well with NCEA assessment?

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Why/why not?

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If you were to plan a teacher inquiry around emergent design, what would you focus on in your subject area?

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How to stop NCEA assessment from being the tail that wags the dog

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How to stop NCEA assessment from being the tail that wags the dog

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How do you break up the learning into modules or themes

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How do you break up the learning into modules or themes

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Students made a virtual background (or posted a link in the chat if the technology wasn't working) that represented where they were at, then talked about it with the class. It was a good way to gauge the class mood and also get them to reflect on their progress with their learning. Humour helps, I think.

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How do you 'take the temperature' of the class?

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How do you 'take the temperature' of the class?

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understanding
mood
what's important to them
etc

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How are you making the learning more flexible?

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How are you making the learning more flexible?