Sunday, July 21, 2019

Systems of Equations As91587(3.15) CTD

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

I really enjoy teaching this topic with Geogebra as students clearly enjoy the practicality of the tasks. Learners also dealt with planes in 3D (not straight lines), which added to the complexity and excitement of the work.
Here are my instructions for learners to follow:

Achievement Criteria:
(1)   Form new equation
       Use GC-If answer=unique solution.
(2) Geometrical interpretation –Draw using Geogebra.
(3) Change of equation into context/write a conclusion.

Merit/ Excellence Criteria:
(1)   Form new equation
Prove algebraically-you must attempt by hand
Use GC-If answer=maths error
There are -Multiple solutions (dependent solutions) or No solutions (inconsistent)
0= Number means No solutions (inconsistent)
0=0 means multiple solutions (dependent solutions)
(2) Geometrical interpretation -Draw, Explain parallel, not parallel
(3) Put a change of equation into context/write conclusion.




Learners found the achievement section straight forward as they were able to use Graphics calculators/3D calculators in solving equations. The formation of questions were also manageable with the guidance of Dr Janni.

However, learners found Merit and Excellence sections more challenging as these equations had to be solved by hand and there were six different scenarios’s to choose from. In order to make this simpler, I got an idea from a chart in a calculus scholarship textbook. I then passed this chart and thinking on to my students and colleagues who found it incredibly useful in breaking equations down.



















In order to solidify algebraic understanding, I also encouraged students to collaborate on practice questions using a whiteboard to avoid careless mistakes. I also continually link everything back to SOLO taxonomy and wrote headings for each exercise to clarify where exactly we are at in equations.










Feedback: The HOD Mrs Singh came to observe one of my lessons and is happy with the progress made by students. 
Next step: learners have completed their internal and it is under marking. 
Reference: Scholarship Calculus AMA book.


Saturday, July 6, 2019

Powhiri Pacifica Pathway PILOT Project for Diploma in engineering (NZDE):

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.


In the last week of term on the 5th July our school, along with Sir Edmond Hillary College, attended the Powhiri ceremony at MIT Marae. This was for the beginning of the Pacifica Pathway Pilot Project for the Diploma in Engineering block one (8th to 12th of July). 

The Mathematics department and the school are extremely excited for this opportunity into a pathway for engineering. The learners get the opportunity to get a taste of the tertiary environment, whilst still being at school with no cost. We are grateful to our Principal Soana Pamaka for bringing this initiative into our department. 

This programme will be rich in learning and collaboration. We hope that this initiative can be spanned out to other year groups in the future, and we are able to build stronger relationships with other schools too. 















Dr. Neel Pandit Head of Engineering MIT Addressing the students                                                             








Our school Matua, Tautoko Witika addressing the students.



















How does this fit into my Inquiry:
It enables my learners to try out a variety of pathways for next year to consider as careers. It also gives learners a plan B if their first option does not work out.

Friday, July 5, 2019

Woman in Engineering


Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

Enginuity programme.
One of my colleagues and I took a group of year13 Calculus girls to University of Auckland to Enginuity programme.

What is Enginuity programme?

Once a year high schools girls get a chance to visit University of Auckland’s Faculty of Engineering to explore the possibilities of a career as an engineer.
During the day learners got put into groups according to their interest in future study and did various workshop activities and demos. Learners found it useful to experiment with creativity and the problem-solving processes engineers use in real life. These conducted by Professional engineers, lecturers, and current students.

Here is the programme:


Preliminary session:





Highlights :

Faculty of Biomedical Engineering

















Why should students(year13) need to see university environment when they are at school?

This is because Learners must understand the difference between high school and university life to make a smooth transition and this one of my key factors of the causal chain.
Our girls found it really useful to collaborate with current students and came up with double folded motivation.


Wednesday, July 3, 2019

My Inquiry Yr13

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

Term 2 Evaluation:
My learners have completed two internal assessments (Trigonometry -4credits and Linear programming -3credits) and two external topics (Differentiation and Complex Numbers-Exam will be in November) in class. Furthermore, they have completed the third internal which is currently under marking and moderation.
Scholarship learners have completed all topics except Integration which they did during after-school time.
Here is the year Planner:


















Overall, Most of the learners have gained seven internal credits and practice tests results are getting better, and I am going to focus on improving their weaknesses in the upcoming holidays. 





Next step:
In order to improve my method of teaching I must advance through the causal chain listed below to reach my final goal.
Promote Mathematical literacy and reading in class using Dr Janni 
Continue to work with SOLO taxonomy, KWL chart and chunk-check-chew strategy
Bring in guest speakers, past students to have a motivational talk/Mentoring.
Working with past papers to promote time management, Self-efficacy and accuracy skills, therefore, they can become self-directed learners.

Sunday, June 30, 2019

My Inquiry Yr13

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

Midyear Examinations evaluation:
  My learners have finished midyear examinations one group sat for two practice papers.
(Differentiation and Complex Numbers) and the second group sat for one paper (Complex Numbers). For Differentiation, this is their third practice
For Complex Numbers, this is their first practice test, therefore, I am unable to draw a comparison graph. Normally my learners do not sit two papers at this stage of the year.
I was impressed by their commitment and determination demonstrated by their attending after school classes.














Differentiation & Complex Numbers

























Trends:
Differentiation:
• The percentage of students who have achieved Merit increased. However, there is a room for improvement in the number of Excellences.
• Those who did achieve higher were those who attended after school and holiday classes.
Complex Number:
• I am impressed with the results as this is our self-directed learning topic.

Here is a student perspective:
• Learners enjoyed Complex Numbers rather than Differentiation.
• Learners identified three areas of concern. Finishing the paper on time, careless mistakes and panicking about where to start.

My challenge:
• Ensuring my learners have the strategy to complete exam papers on time.
• Embedding checking for errors into all learning activities.
• Continuously reinforcing test condition in class to overcome learners needs.
• Those who attend study classes did well. I need to ensure my learners understand they need to continue attending their study classes for future success.
• Accelerating my learners, so they can reach at least a Merit level.

Next step for this topic: Learners will be sitting the third round practice test for Differentiation and the second round of practice for Complex Numbers  in week9, (Term3). These practice tests are very important as they give my learners their derived grade.





Sunday, June 23, 2019

GO SOLO Yr13

Systems of Equations As91587(3.15)


Using SOLO taxonomy involves learners in their own differentiation and makes the
process behind learning explicit. It highlights the difference between surface and deep
understanding, helping students understand where they are on that spectrum, and what
they need to do to progress.
My learners found SOLO taxonomy very useful to understand the NCEA breakdown A/M/E

Achievement
Form the 3 simultaneous equations
Find a solution to the simultaneous equation
Interpret the valid solution in context


Merit
Defined the variables
Justified the valid discrete solution
Formed new equations
Shown algebraically solved 0=0 and interpreted the  solutions
Found the relationship between variables and filling equations and interpreted


Excellence
Shown algebraically solved 0=0 and interpreted the  solutions
Found the relationship between variables and filling equations and interpreted
Find the equation representing line of solutions
Find a combination of values  for the variables that satisfies the model



Next step: Working on accuracy, Algebraic skill (3x3 Equations)


My Inquiry Year13

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.


Systems of Equations As91587(3.15)


Achievement
Achievement with Merit
Achievement with Excellence

·       Apply Systems of equations methods in solving problems.
·       Apply Systems of Equations methods, using relational thinking, in solving problems.
·       Apply Systems of Equations methods, using extended abstract thinking, in solving problems.


This is last internal(3 credits) for the year to the 13MAA class. This is an exciting topic as it entails an online assessment with the use of Geogebra to draw graphs.
I got student input on how to teach this topic and after discussion with my students, I made the following planning decisions:

Intervention Designs
I am going to apply SOLO taxonomy, Geogebra and differentiated teaching in pedagogy.
  I’ve decided to get help from Dr Janni on forming and using a model which will; relate findings to a context, communicate thinking and use appropriate mathematical statements.
I am going to focus on Problems which are situations that provide opportunities to apply knowledge or understanding of mathematical concepts and methods.  Situations will be set in real-life with mathematical contexts.
I am going to focus on building accuracy and Algebraic skills as this has been identified as a student weakness.
I have made a site already using Video lessons, Khan academy videos, Online quizzes, Power points and repetitive practice on online past papers to enhance learning and promote self-directed learning to imitate university life.
I have decided to continue my study classes on Wednesdays and Fridays including scholarship topics as well.
At the end of the topic test, I am going to get feedback from the students to get their strengths and weaknesses in order to organise a resit if needed.




Every week I will do one to one interview and progress test to see the improvement.