WFRC #8: Describe the development hypotheses

WFRC #8: Describe your process for developing hypotheses (what you read, who you talked with)

(1)  Am I promoting self-efficacy?

·         Self-efficacy is a psychological skill. Fortunately, When I was at university I did a paper on Child Psychology. It actually helped me work with all learners. I am going to use google forms, students voice, KWL chart and interviews to develop the skills. Term 1

(2) Are my expectations/resources challenging enough for my students to get good grades (Merit or Excellence Endorsement)

·         I am working collaboratively with two of the internal with my colleagues in the department.

·         I work with colleagues from other schools as there is only one class doing year13 Calculus at Tamaki College. This is especially important for my scholarship students to compare the progress with the other students as scholarship is highly competitive.

·         I am presently upgrading my coding skills by to incorporate spehero into kinematics to make learning more meaningful.

(3) Am I Promoting self-directed learning to imitate the university environment and helping students to choose the correct carrier pathway?

• I have modified my teaching methodology in one of the topics to require the students to have greater autonomy. My role is to facilitate the learning rather directed by giving resource book at the beginning of the unit as well as the specific deadline. This allow students to put input in their own learning and crate their own learning pathway.
• I took my learners to Career Expo as I mentioned on the previous blog. Present undergraduate students and qualified engineers discussed the university environment and self-directed learning.
• Two ex-students Havea pamaka (Qualified Engineer) and Emma Brown(Qualified Engineer) are coming to work with my learners to strengthen the pathways.

(5) Am I giving them enough practice for them to retain their knowledge?

·         I am running extra tutorials to meet my learners’ needs.

·         I have engaged the parents in supporting their learning and encourage them to attend classes.

·         My learners have access to online revision tasks that I have made available on workspace.

WFRC #7: Explain the hypotheses about teaching

WFRC #7: Explain the hypotheses about teaching that you decided were MOST worth testing, and why...

(1)Am I promoting self-efficacy?
• Self-efficacy- Fortunately, self-efficacy is a psychological skill that you can foster and strengthen.  Learners  believe in their own abilities to deal with various situations, can play a role in, not only how they feel about themselves, but whether or not they can successfully achieve their goals in life. Strong self-efficacy learners view challenging problems as tasks to be mastered, develop deeper interest in the activities, a stronger sense of commitment in the subject and quickly recover from disappointments.

(2)Are my expectations/resources challenging enough for my students to get good grades (Merit or Excellence Endorsement)?

• As I mentioned in the blogs I have been working on each topic by digging deeper to ensure the students get good grades. And If they are not happy with the grade trying to give them resit opportunities as they are in the last year of school and all learning counts towards their rank score. Their rank score determines their career pathway.

(3)Am I Promoting self-directed learning to imitate the university environment and helping students to choose the correct carrier pathway?
• The research shows students are dropping out from university at an unacceptably high rate and one of the reasons is poor secondary preparation. Students are not self-directed enough to handle university the university environment so I am trying to imitate the university environment in the classroom.
• My learners and I have been working with tertiary providers and past students and the school's carrier department to identify the ideal pathway. I strongly believe that my learners need to choose pathways that provide both enjoyment and career satisfaction.

(4) Am I giving them enough practice for them to retain their knowledge?
• There are three internals and three external to the program. The three internal adds up to only 10 credits, University entrance requires at least 14 credits in a single subject as one of the entry requirements. Therefore to get entry every learner must be able to pass one of the external.Also, Auckland university engineering counts only externals which means learners must pass all externals(17 from Calculus). My challenge is huge, trying to find strategies to meet my learners' needs.

WRFC#(6) Developing a set of hypotheses

WRFC#(6) Develop a set of hypotheses about patterns in your teaching that could be changed to more effectively address the student learning focus.

My hunches are - I need to promote self-efficacy, Self-directed learning, and imitate university environments. Student enjoyment affects their success. Doing homework helps to retain knowledge. I need to help teach them how to manage their own time effectively and not leave things to the last minute! 

My challenge is to integrate these skills into my own practice to get my students to university by the end of the year. Also, cater for scholarship students.

I have been working with colleagues from my school and other schools, taking students to Pacifica Career Expo, organising NZDE whanau evening and working as mentor, running extra tutorials, initiating collaborative inquiry for one/two of the topics, collaborating with my colleagues for two of my internals, contacting parents to update their children’s progress, making time for scholarship preparation, preparing online lessons and asking for feedback to improve my own practice. 

I try to get feedback from the students on each topic at the beginning, halfway and end of the topic to ensure the best results as every grade counts towards the rank score.

Professional Reading:

Differentiated teaching by Carol Anne Tomlinson & Michael Murphey.

Escher on Ecsher by D Schattschneider 

Calculus Abstract Algebra by David S. Dummit and Richard M. Foote

Calculus Made Easy by Silvanus P. Thompson

“Calculus – Single and Multivariable” by Hughes-Hallett

Maori  designs by Reuben Paterson Maori Artist

SOLO Taxonomy: by Pam Hook; Julie Mills

The Calculus Lifesaver: All the Tools You Need to Excel at Calculus

 by Adrian Banner

Differential and Integral Calculus  by  Richard Courant

NZDE PILOT Project for Diploma in engineering

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

What is the pathway project?

• Work with selected students in the school who can enrol into NZDE
• Offer NZDE Maths in School - recognises Maths taking in school & cover the Knowledge Gap at MIT
• Block 1 - 8th - 12th July (Term 2 holiday break)
• Block 2 - 10th Sept - 4th Oct (Term 3 break)
• Block 3 - after NCEA - 25th Nov - 13th Dec
• Start 9am - 3:30pm
• Transport provided to come to MIT from school
• Attendance will be marked

This year, selected year 12 and 13 Tamaki College students are partnering 
with MITto attend this pilot project. The mathematics department is very 
excited as our year 12 and 13 Calculus students now can have a pathway 
towards engineering. 

This program provides students with a pathway to a Diploma in Engineering from

 high-school to MIT. The pathway entails students going straight from year 12 
(or after completion of year13 too) into this diploma.

In order to gain access to this program, there is an entry requirement of 12 level 2 maths credits, as well as a combination of 42 credits in any other subjects. There are also some extra gap topics that will be covered by MIT (as per timetable above) as they will be running extra classes.

Whanau Evening:

We have finished the course selection process and as part of the Pacifica 
Pathway Project for New Zealand Diploma Engineering pathway (NZDE). 
Furthermore, we hosted an Open Evening on the 15th of May at the 
Tamaki College Library. The intention is for students and Whanau to 
come along to meet the MIT head of Engineering, Dr Neel Padey and
 Dr Gulshad Imran to learn more about the pathway.

It was a productive evening and moving forwards, the next steps are:

• Dr Gulshad Imran will be going to come to school and work with the students.
• Students will be attending the first week of Term2/3 break and 3 weeks after NCEA          examinations.

Using KWL chart

KWL chart:


#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 Years 1-10 and NCEA years 11-13. As a CoL leader within school. I  am more interested in inquiring about student learning and my own practice

Last week I did a survey using a  KWL chart  with my learners to find out what they have
learned so far and what are the key features  I have to concentrate on  as I  have
covered most of the contents.

Here is the feedback.

Know/Learn(Achievement/Merit): Apply linear programming methods, using relational
 thinking, in solving problems.
Apply linear programming methods, using relational thinking, in solving problems.

The learners have connected different concepts or representations. The learners have related findings to the context 

or have communicated thinking using appropriate mathematical statements.

WANT(Excellence): 

Apply linear programming methods, using extended abstract thinking, in solving problems

The learners  should use correct mathematical statements or communicated mathematical insight.


Next step: I found this information extremely useful, and I am going to focus on Excellence 
questions.

Cluster Create Staff Meeting session 1

#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 Years 1-10 and NCEA years 11-13. As a CoL leader within school. I  am more interested in inquiring about student learning and my own practice

Last week we had our Manaiakalani Cluster Create session meeting at Tamaki College.

It has been an excellent opportunity to learn and how to facilitate learning, introduce cooperative and inquiry.

It also helped to learn and explore new practices relevant to Mathematics.

Introduction session: conducted by Dorothy Burt and I found it very useful.

During the first session: 

I attended "how to create a digital magazine cover using tools that learners have access to" by   Lenva Shearing.

The session I attended was useful because it enables me to create impressive digital magazine with well-designed layout for all my students.

During the second session:

Our Mathematics department planned to run 3 different create sessions during that time.  

Here is the session I have presented.

Next step: I will going to incorporate sphero activity to year13 in Kinematics.

Differentiation Evaluation

#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 Years 1-10 and NCEA years 11-13. As a CoL leader within school. I  am more interested in inquiring about student learning and my own practice

Differentiation Evaluation;

Trends:

       My learners have finished a practice test with 2 more lined up before the NCEA 

   examinations in November.

    The percentage of students who achieved Merit and Excellence increased, shifting

    achievement. However, there is still room for improvement. Those who did achieve
    higher

    were also those who attended after school and holiday classes.

      I did a student survey to retain their results.


  Survey- Google form link

Here is a student perspective:       The heart of the problem with calculus is what skills students bring into the classroom before commencing the class. There are often gaps in the learning and this must be identified within teaching.

·         A problem is seen in the process of “simplifying” mathematics for learners- as often over simplifying can make the maths inaccurate.

I really want to teach this topic well as this topic is key for the engineering degree or science degree students.

My challenge is:

·         There is a lack of basic mathematical foundations for most students, so levelling knowledge and identifying gaps will be a challenge.

·         Identifying how to keep students engaged and active in study classes and homework up until the November exams.

·         How can I accelerate my learners continuously so that they can shift up to at least a Merit level?

·         Teaching scholarship students without allocated class time. I will write a blog about my school students in a blog.

Next step for this topic: Learners will be sitting the second round practice test  in the Midyear examination (week5, Term2).

Introduction to Linear programming

• #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 Years 1-10 and NCEA years 11-13. As a CoL leader within school. I  am more interested in inquiring about student learning and my own practice.

Linear programming and Applications

Introduction

In the past few lessons, we have been forming inequalities out from word problems and drawing inequalities to find feasible regions.

It’s a method that is often used in companies to help them maximise profits or minimise costs under constraints. This method was developed during WWII to solve military logistics e.g. number of soldiers, airplanes and weapons.
My learners' engagement is very high at present as they are working with online tool demos for graphing
and the problems are very practical.
I hope this assessment will shift their achievement towards a better grade(Merit or Excellence)

Video watch
.



Applications





Student work

Linear Programming

Chocolatier Burie wants to make chocolates that are handmade and machine
made. They have employees who works no more than 1296 hours per week
and machines that can run up to 1824 hours per week.

Handmade chocolates require 18 hours of labour and 6 hours of machine
time while machine made chocolates require 4 hours of labour and 12 hours
of machine time. With handmade chocolates, they earn a profit of $89 per
batch and with machine made chocolates, they earn a profit of $55 per batch.

How many batches of handmade and machine made chocolates should be
made to achieve maximum profit on a weekly basis?

5 Graph constraints

Next step: I am going to use the KWL chart to find their weaknesses and strengths.

GO SOLO Y13 -Linear Programming As91574(3.2)

Linear Programming As91574(3.2)



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 Multi structural-skills
Provides a feasible region graphically showing at least 2 constraints correctly
Provides an equation of the inequality for the time constraint                                             OR Provides an equation of the inequality for the cost constrain (ingredients)
Provides the profit equation to be maximised
Achievement with Merit Relational -
Clearly identifies that the variables of interest in context
All constraints correctly identified (including inequalities written correctly)
Correctly graphed all the constraints and has identified the feasible region
Maximum profit correctly stated in context
Has started to investigate what happens when a new profit is used
Has started to investigate what happens when a new profit is used
Achievement with ExcellenceExtended Abstract-  establish a model
Identifies new profit equation to be maximised
Identifies the new maximum profit in context using mathematical evidence providing  multiple examples of maximum profit
Clearly demonstrates that there are multiple solutions to maximise profit (using mathematical evidence)

Importance of linear programming-With linear programming learners can
 easily solve business problem. It is very benefited for increase the profit or
 decrease the cost of business. Linear programming solve problem under
 different limitations and conditions. so It is easy for manager to work under 
limitations and conditions. 


Example of student work





Next step: I am going to give examples of  real life problems to dig deeper into the  
concept of linear programming.