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).