My inquiry learners' movie

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.

My inquiry learners' movie

 

My Calculus class produced a movie to capitalize the journey as a team. They helped each other with full of dedication and co operation. I noticed a positive team work. After the movie production  I started to emphasis the learners  by asking how can we do well in Maths as a team? 

Maori Pacifica way is no matter you do , do as a team.

I started to capitalize two things with my learners:

(1) I will track together as we are stronger.

(2)We are stronger with the pathway if everyone support each other with the journey.

I noticed  a dramatic change in their relationships after the movie production..

My Inquiry YR13-Evaluation

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.

Major Inquiry- How can I accelerate learning in Yr13 calculus so that my Maori learners(and the other learners) can pass exams and gain University entrance with getting 14+ credits.
Minor Inquiry- Can I improve the Year 11 numeracy credits by collaborating with one of my colleagues and also technology department.

Personal Goal: The role as  Asst HOD is to increase learners' Mathematical achievement in year 12 and year 13.

As a CoL leader with in school, I am very confident that these three goals would make a huge contribution towards Achievement Challenge 1.

Major inquiry Evaluation

(1) Summarise evidence about key changes in teaching and other factors that influence student           learning: Learners have finished all their internals and are awaiting external results to make a complete evaluation however here is the evaluation for the internals.

The key changes I made over the year

     Catalyst issues- Link

     Causal chain- Link

     Literacy strategies.Link

     NCEA standard breakdowns to understand A/M/E using SOLO taxonomy.Link

     Collaborating with tertiary providers. Link

     Ex-students came to mentor the cultural responsive relational pedagogy.

     Monitoring -Link

     Feedbacks using Google forms, talking, listening and KWL chart.

     Scholarship classes for extension students and extra internal conics taught for them .

     Those who don't sit for external due to their personal reasons, extra internal got taught to gain
      14+ credits. 

(2)  Summarise evidence about key shifts in the problem of student learning.

      2018 Summary

2019 Summary

2019 Summary

There are 15 learners in this class. Four learners have gained 14+ credits, four students have gained 13+ credits, six students have gained ten credits and one student gained six credits but last year I offered only three internal and Maximum credit gain was only ten credits. So I did differentiated teaching and monitored every learner carefully to reach these outcomes.

There are 11 students are willing to sit all 3 of the papers at the end of the year. This is in contrast to only 3 students sitting all 3 last year. 
Furthermore, one learner gained six credits which are better with comparing with other subjects. 

Internal (1)-Trigonometry

Trend: This is our first internal. The percentage of students who achieved Merit and Excellence thereby shifted to get higher than achieved.

internal (2)- Linear programming(3.2)

  

Trend: This is ours second internal. The percentage of students of who gained Merit and Excellence has increased, thereby by shifting the achievement level higher than Achieved. Overall,I am happy with these results. Comparing the results with 2018 there has been a 3% increase in learners gaining Excellence and 20% increase in Merit. Consequently, all the learners have gained grade above Achieved.



Internal (3) -Systems of Equations(3.15)

Trend: This is our third internal. The percentage of students who gained Merit and Excellence has increased. Comparing to results with 2018 there has been a 4% increase in learners gaining Excellence and Merit credits.

Internal(4)-Conics(3.1) - First time introduced to incorporate with the scholarship the program. The passing rate is 100%.

Internal(5)- Bi variate data(3.9)- Introduced to make the credits for 14+ as four students will not going to sit for the external exams as they wanted to join the workforce next year. The passing rate is 100%.

 (3) Write an overall evaluation of your intervention in terms of the causal chain you had theorised. i.e.To what extent was the intervention successful in changing factors such as teaching? To what extent were those changes in teaching effectively in changing patterns of student learning?

Overall comparison with Docile one school and National norm.

I used causal chain effectively as I mentioned in the previous blogs and I am happy with progress on Quantitative data analysis and qualitative data.

Quantitative changes; There is a shift in all the internals and the total number of credits compare to 2018.
Qualitative changes: The learners who were were reluctant to do homework/attending study class decreased. They become independent, engaged effectively with group discussions, improved on questioning skills as a result of they produced a movie at the movie festival.Link

(4.) Write a reflection on your own professional learning through this inquiry cycle.

Literacy strategies specially PEEL structure and KWL chart I discussed in the department meeting and my colleagues found it useful too.
I was able to upgrade my literacy strategies with  Dr. Janni.
Lena was very helpful with upgrading my blogging skills as this is my first-year CoL leader within the school journey
The first time, I taught scholarship calculus at Tamaki College it has a huge learning curve and a huge commitment between my two learners and me. my confidence increased and was able to upgrade Level8 Calculus content knowledge.

Term4 / Week 2 & 3 monitoring

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.

Monitoring CTD Term4/Week2 and 3

During week 2/3, two students were working hard towards scholarship and eight students were focusing on Complex Numbers and Integration. The idea was that complex numbers/Integration would accelerate mathematical gaps in Algebra and literacy comprehension that would be important in the exams. I encouraged students to learn key points and do a practice test which gave them a grade of Achieved/Merit/Excellence. We took a short, sharp focus; using exemplars to revise and consolidate learning.

Furthermore, three students worked towards an extra internal as two students are not sitting external exams and another one is only sitting one. One student has been absent for the whole term and the other learner is working from home.

I kept emphasizing the importance of going back and consolidating algebra knowledge, by looking at the contextual questions. I did a final quick test, to see how the students were going. Learners had their prize giving on Monday last week (4) and have started their study break on Tuesday.

Next step: Learners will be coming to school during the study break to get in touch with topics as the Calculus examination will be on the 26th of November.

working on internals

Weekend study class

After school study class

After school study class

After school study class

weekend study class

Term 4 Monitoring/ week 1 -- Differentiation

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.

Monitoring CTD Term4/Week1

There are fifteen learners in my class. During week1 three learners were working towards scholarship, eleven learners were working towards NCEA, one students working from home (NCEA) due medical reasons and three learners are not sitting for externals due to their career pathway.
They were practice exam papers from NZQA web site and marking themselves and I guide them if needed. University entrance counts towards cut score. Achievement- 2points, Merit-3points and Excellence-4points. At this stage every grade matters so my learners and I working very closer to gain a good grade. My learners committed to attend extra school, weekend and past holidays.

Term 4 week 2/3 Monitoring Differentiation 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.

Monitoring CTD Term4

This is Term4 and my year13s will be having their study break within three weeks’ time.
As we had a tight deadline the learners came in the holidays for two weeks and worked so hard towards NCEA and scholarship exam past papers.
This is the plan for 3weeks also agreed to come in the study break.

NCEA Calculus exam will be on the 8th of November and Scholarship will be on the 26th of November.

My learners will sit for three externals which are Differentiation, Integration and Complex Numbers. They are using NZQA website past papers, Student exemplars, and you tube videos.
Every week towards the exam there will separate topics for revision as indicated in the plan.
And they must finish three papers within three hours, so they are working on time management too.
Next step: I will post the first-week testing results.

Term 3 -Monitoring - Complex Numbers

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.

Monitoring CTD (week 9/10) for Complex Numbers

During week 9 and 10 we were concentrating on preparing for the Complex Number practice test and derived examination.
This will be their third external, and 11 students are willing to sit all 3 of the papers the end of the year. This is in contrast to only 3 students sitting all 3 last year. The Auckland university engineering requirement is that students must achieve 17 external credits, which means they must pass all 3 externals. Internals are not taken into account for entry. My learners are very interested in this pathway.
According to their results 1 student gained Excellence, 3 gained Merit, 4 got Achieved, 2 Not Achieved and one didn’t sit due to family reasons. I then asked students about how we could improve achievement in the short term and here is the KWL chart. They have agreed to come to study classes in the holidays to get more practice.
These are the last few weeks I get to spend with the year 13’s and so as a class we are trying to cherish them. I will miss this class a lot!

Learners' Feedback

Term 3(week 8) Derived examination Evaluation

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.

Evaluation (week8) with Derived grade examination for Differentiation and Integration

Week8(the week before last week) the students sat their Derived Grade Examinations. The learners sat 2 of the papers; Differentiation and Integration. They revised well and I am pleased with their performance.

The whole the class sat for differentiation and got good results; with 2 Excellences, 6 Merits and the rest of achieving the unit.

10 students sat for integration with results spread over; 2 Excellences, 3 Merits, 3 Achieved and 2 not Achieved.

From these results, there still needs to be more work done in integration, however this topic was only finished recently so more time is needed for consolidation.

The students are achieving better after introducing my three hypotheses. More work still needs to be given to Merit and Excellence questions.

Next step: Currently learners are working on the third external paper (Complex Numbers) and the quick test  and derived examination is in week 10.

Term3 Monitoring CTD for Differentiation

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.

Monitoring CTD(week7) for Differentiation
Last week I spend the whole week revising the differentiation topic and gave students a quick test.

I was working towards my three hypotheses which are Do now’s to fix classic mistakes in Algebra, rewindable learning and Merit/Excellence questions as I did for the Integration topic.

The learners and I worked towards the prize. We are getting closer to reaching these goals. Unfortunately, a few students were sick last week, so I will have to do some catch-up work with them when they are back.

Here are results and feedback

Next step: This week Learners will be sitting there mock examinations (derived grade exam). There are three externals for this course but in week 8(this week) they will only be sitting two papers (Differentiation and Integration). Will be sitting their third paper(Complex Numbers) in week9/10.

Action plan after the Mock examination: Reteach the topics and continue to work on rewindable learning to use practice exams using the NZQA website.

Term3 -Monitoring- Integration

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.

Monitoring CTD

Third Hypothesis: Students are unsure how to interpret contextual exam questions, especially at the Merit and Excellence level.
Last week I have been working on my third hypotheses with Dr Janni.

Here is the example (1) 

Key steps before Answering: 
Step1: Circle the keywords such as; Diagram, Function F(x), point(k,k), contained and shaded area.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions

Here is the example (2)

Key steps before Answering: 
Step1: Circle the keywords as rounded; Object’s acceleration, object, velocity, how far.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions.

Here is the example (3)

Key steps before Answering: 

Step1: Circle the keywords as rounded; .Mass, burning candle, velocity.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in the diagram.
Step4: Answer the questions.

I gave students a practice test last week, and I was really impressed with how much work ethic had improved. There was a noticeable improvement in algebra with fewer careless mistakes. The rewindable learning technique and Dr Janni’s strategy has really facilitated students in achieving Excellence. Here are the results:  

Name	AS91579 Integration practice test	AS91579 Integration practice test(Mock examination)
Student A	WD
Student B	ab
Student C	WD
Student D	M
Student E	M
Student F	M
Student G	M
Student H	E
Student I	M
Student J	M
Student K	A
Student L	WD
Student M	E
Student N	WD
Student O	M

There are three external examinations in this course and  all of them will be sitting one external and a few selected students will be sitting all three depending on their career pathway. 

As you can see four learners did not sit this exam. Two students are working on the Excellence level and most students are aiming for a Merit level. Learners are working hard towards Mock examinations which will be the last practice and is important as it will give them their derived grade.

Next step: Revising for mock examinations