PEEL Structure

My appraisal goal two(Personal Goal) is to increase the number of 14+ credits in year 12 and year 13(Mathematics).

#1.  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  NCEA years 11-13. As a CoL leader within school, I  am more interested in inquiring about student learning and my own practice.

Our Mathematics department,Year11 and Year12, are moving to Statistical investigations next term.

We will be using the PPDAC cycle to write an investigation.

P- Problem, P-Plan, D-data, A-analysis and C-Conclusion.

The following will be focusing on A-analysis
Learners found it challenging writing Analysis, so I did a PD(09/4/2019) on PEELstructure- which breaks down how to write a paragraph to explain graphs and discuss sample distributions. My colleagues found it useful and I hope this will shift learners' achievement.

                                                                                   

                                                                                                                              

Year11 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each time you finish your paragraph that you go back and check that you cannot see generic terms such as: “sample median, population median, the interquartile range…….”  And that you are consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEE(only for year11)

Point	What you see In my sample I noticed….        (comparison statement)
Evidence	Give values  (statistics) The evidence for this is….        (give the values to back it up)
Explanation	Explain what it means This means that            (what it means more generally)

Year12 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions
that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each
time you finish your paragraph that you go back and check that you cannot see generic terms
such as: “sample median, population median, the interquartile range…….”  And that you are
consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEEL.

Use PEEL

Point – what can I notice?

Explanation – how does it compare from one graph to the other?

Evidence – what are the numbers to support what I can see?

Link – what does this mean in terms of the context?

Each paragraph needs at least three sentences:

1. PE- The first two ideas can often be combined into one sentence:

I notice that………………………………whereas/compared to…..

2. E- The second sentence of your paragraph needs to identify the specific numbers
3. or sample statistics that support the point you are making in your first sentence.

I can see that……………………………with numbers and units.

3. L-The last sentence is the most important if you want to get merit. How does the
4. point you are making link back to the investigative question or the context that you
5. are investigating?

This means that…………………………