Chris Bailey, DPE teacher and Dave Gillies, Assistant Principal, share how they build rapport with students and make learning fun for them. Building contexts for learning around student interests has led to successful outcomes.
Title slide: Using technology in authentic contexts to engage at-risk learners
Filmed at Rāroa Normal Intermediate School
Chris Bailey, DPE teacher |
As a school we obviously identify some of those at risk students.
|Front of school showing sign "Rāroa Normal Intermediate School".|
|And before we even start getting them into a different programme we need to develop the rapport with him. So, often it will be a case of building the relationship with the students before we start anything. And then just getting an idea of what kind of interests they have. So, for example, we had those boys who were really into wanting to build stuff.||Chris speaking to the camera.|
|We're using hammers, and nails, and drills,||Tools in the DPE area.|
|so we were able to design a programme for them,||Chris speaking to the camera.|
|as well as getting them to think about how they can contribute to to how we can make the school a better place.||Students working in the DPE area.|
Dave Gillies, Assistant Principal|
Within the classroom context we were able to use technology for them to create a skatepark for what are called techdecks.
|Dave speaking to the camera.|
|They're small miniature skateboards known as finger boards and they were able to use Tinkercad, one of our 3D design programs to design a skate park. Then use one of our 3D printers to actually create that skate park.||Students working in the DPE area on skateboard design project.|
|And so they were able to apply that in that learning context as well. And so that you need measurement skills to be able to do that successfully and you need to program it successfully in order for the computer to know exactly what you want to do and that you're producing something as an outcome that actually looks like a skate park.||Dave speaking to the camera.|
Some of these boys were, you know, they had a high sort of shame value I guess you could say and they didn't really want to want to be noticed.
|Chris speaking to the camera.|
|But you could really see that when they had this project finished and we put it out there we put it together and took photos of them. They were they were really, really stoked.||Five students around table working at laptop.|
|That level of success was worth everything. It was worth all of the hard afternoons, and the long hours, and that kind of thing, and the planning. That’s the biggest factor for me, is finding success for those kids and finding a way for them to enjoy themselves.||Chris speaking to the camera.|