Burst and Bubbles 2024

 My inquiry is to explore effective ways to help my Year 13 Statistics students prepare for tertiary studies by setting up a quasi-university style approach in class. This approach mirrors tertiary study methods by integrating flipped classroom model , rewindable learning, and tutorial-style sessions. As an Assistant Head of learning, my personal goal is to improve Mathematics achievement in Years 12 and 13, contributing significantly to this and  Department, and Manaiakalani goal.

Through my years in education, I have seen how crucial it is to ensure a smooth transition from secondary to tertiary studies. Readiness for tertiary education greatly influences how students adapt to the academic culture and expectations of higher education. This awareness drives my commitment to support my students’ transition as seamlessly and empowering as possible.

I developed this approach using multiple data sources, including student feedback, past results, and topic tests, to comprehensively understand my students’ learning needs. 

This is a mixed-ability group of 14 students, consisting of five Samoans, four Tongans, two Cook Island Māori, two Māori, and one Asian student. Last year’s NCEA results revealed that seven of these students had come from the Statistics pathway, while the rest had varied backgrounds in Mathematics.

This Year 13 course includes five internal assessments, two externals, and a Scholarship program. To provide targeted support, I divided the class into three groups focused on internals, an external preparation group, and a scholarship-focused group, the first such initiative at Tamaki College. 

The changes I implemented in my teaching include:

• For Internals: Using the PEEL (Point, Evidence, Explanation, Link) structure, Miro online boards, and rewindable video lessons.

• For Externals: Introducing the Chunk-Chew-Check strategy, collaborating with the Pacifica Academy, providing annotated handwritten exemplars, study sessions, and working in partnership with Epsom Girls Grammar and Mount Albert Grammar.

I am grateful for the guidance of Dr. Janni for Designing my inquiry, Dr. Marion Steel Director of Mathsmatics Epsom girls’ grammer, Michael Walden( Mount Albert Grammer), Katalina Mau Pathway Manager Auckland University , and Matt Goodwin in making these adjustments.

Challenges-Teaching Statistics at the Year 13 level to students without prior Statistics experience poses challenges, as does managing deadlines and maintaining scholarship-level content.

• Qualitative Shifts: They became self-directed learners, prioritizing well-being and adopting a growth mindset.

• Quantitative Shifts: All students have achieved 14 credits, meeting the partial qualification requirement for tertiary readiness. We are now awaiting external results.

I strongly believe in the power of collaboration. Working with other teachers allows us to identify shared challenges, analyze data together, and refine our instructional approaches. You are welcome to view my blog for further insights.

Extra for experts

 One of my students successfully completed her Statistics scholarship examinations yesterday. She really enjoyed the exam and this is the first time for Tamaki College.

 Scholarship Statistics is a three-hour exam covering all NZ Statistics curriculum areas. The exam has four questions consisting of multiple sub-parts and problems often link the learning from multiple achievement standards. The main focus is on data analysis so the report-based internal achievement standards are assessed more than the probability externals. Students do not need to be in the Scholarship Statistics course to consider taking this exam, but a strong work ethic is needed to learn new concepts. Students who enjoy engaging in discussion and those who can write concisely and insightfully generally do very well in this examination.

The topic content is as follows: Four internals and three externals have been taught. We worked hard to reach this point, and this would help her do a Statistics paper in university. Dr Marion Steel Director of Mathematics Epsom Girls' Grammar School and Michael Walden from Mount Albert Grammar helped me to make it successful.

Monitoring

Monitoring CTD

 My learners finished their school year last week and will come to extra classes during study break until examinations. 

Here is the update:

Here is the final internal update:

Fourteen learners in this class have met tertiary partial qualifications: two for Law, one for Sociology, two for health science, one for flight attendant, one for Economist, two for tertiary, one for business school, two for study abroad, and one for vocational pathway.

Term4 planning

 My learners have been working hard towards the external examination and Catching up towards the internals. As the examination is on the 14th of November, I have decided to continue monitoring using   Chunk, Check, Chew strategy. I chunked different years' past papers and checked their strengths and weaknesses. 

Here is the progress so far: I started with 16 learners and now 14 learners ( 2 left). Eight students are focusing on externals and the rest focusing on internal only. According to my testing, four learners worked at the Merit/Excellence level, and four students worked at the achievement/ Merit level. They found the Venn diagram and conditional probability questions challenging, so I am committed to continuing my efforts to achieve my dream result. My challenging part is out of the eight learners two of them hadn't taken Statistics before.

My Inquiry Question (7)

 

(1) Key changes are: Flipped classroom model, My learners were introduced to Pacifica Academy, Statistics Scholarship exam in collaboration with Epsom Girls' Grammar School, Katalina Mau- Pathways manager from Auckland University, talked about transitioning to Tertiary, Dr. Janni's guidance to design my Iiquiry, Video lessons for all the internals,   Miro online board and study/ holiday classes.

(2/3) This course has 4/5 internal tests and external examinations. My learners have completed internals and are working hard towards Derived grade examinations(week 2/term4) and external examinations(14/11/24) and the Statistics scholarship will be on 5/11/24.

here is the reflection is here for the internals and I will complete the derived examination reflection after the examinations and external reflections next year. Term1 Reflection, Term2 Reflection & Term3 Reflection.

(4) Reflection about my Inquiry:

The flipped classroom model is a teaching approach where traditional learning structures are reversed. Instead of receiving direct instruction in class and doing homework afterward, students engage with learning (video) at home and then use classroom time for discussions.

(1) Pre-class preparation: Learners watch videos for internals and read workbooks for externals.

(2) Class time- Applying knowledge, group discussions, and the teacher acts as a facilitator/ addressing specific challenges.

(3) Continual feedback- 

• Real-time feedback during classroom activities helps students correct misconceptions and deepen their understanding.
• Peer-to-peer interactions often play a significant role, with students collaborating and supporting each other's learning

The flipped classroom model, especially when coupled with tertiary providers, allows for more personalized, engaged, and practical learning experiences. It harnesses the potential of technology while fostering collaboration, making it an ideal fit for modern education.

Term3 Reflection

 My learners have completed the internals except for one learner, and now they are working towards the external examination.

Here is the breakdown: five gained 18 credits, 10 gained 15 credits, and two gained 10. This means they have met partial tertiary entry qualification before external examinations. Holiday classes continue and working towards external examinations.

Here is feedback from learners:

Last term monitoring:

Pasifica Academy

 My learners completed their Mentoring program at Pacifica Academy last week. They found it extremely useful to collaborate with other school learners and Mentors. This program helps them excel in external examinations and smoothly transition into Auckland University.

Here are some study notes given to them to revise Probability concepts.