Sunday, June 30, 2019

Mid year 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.

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)

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)


Intervention Designs- Systems of equations

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.

Sunday, June 16, 2019

My Inquiry Causal chain

 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.


Causal chain 

At our last CoL teacher meeting we discussed the importance of causal chain to make the inquiry more effective.
A causal chain is when a cause leads to an effect and that effect becomes the cause of another effect
A leads to B. B leads to C. C leads to D.
Any intervention you design will (consciously or not) be based on a causal chain you have in mind - this is your theory of action.
A causal chain is the path of influence running from a root cause to the problem. Each link in the chain represents something in the real problem.

Causal chain   Link
The chain method is useful in applying to teaching as it provides learners with methodical, simple steps in approaching questions. This improved their overall achievement, attitude, language and hypothesis forming techniques.



Meeting with Dr. Janni van Hees


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 my year 11 mathematics class, there are a few ESOL students who are finding it difficult to understand and interpret contextual based problems. I have been working with Dr Jannie in improving their interpretation and comprehension skills so they can gain these numeracy credits. Last Friday, we sat down and discussed approaches to interpreting algebraic equations, which I will apply to teaching this week. The following is a general teaching plan;
Introduction: We will discuss Algebra Keywords and break down terms such as; Equation, problem, Substitution, like terms, Evaluate, Solve and Calculate and what exactly they entail. A matching activity will facilitate this understanding.
Forming equation for wordy question: There will be 3 steps introduced to students to aid in interpretation of world problems that can be applied to any scenario.

Step 1:  y=mx+c
This equation is a staple used in questions about rate, monthly fees, yearly fees, fixed prices.

Step 2: Explaining cost and specific equations to consolidate this type of question.

Step3: Hypothesis- Trialling different options to figure out which deals are the cheapest and dearest.

The challenge with this will be ensuring that students consolidate their learning by practising world problems consistently.

Next step: Dr Jannie will do a Deep Dive activity into Merit and Excellence questions.




Monday, June 10, 2019

Linear programming 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 the school. I  am more interested in inquiring about student learning and my own practice

3.2 Linear programming Evaluation:















·     This is our second internal. The percentage of students who gained Merit and Excellence has increased, thereby shifting achievement levels 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 Merit increase is over 20%. Consequently, all the learners have gained grades above Achieved.

·   These results contribute to Merit and Excellence endorsements. To gain endorsements learners must have at least 14 credits at that subject at that level in the same year.

·  To get learners feedback, I created a google form at the end of the topic test.
































































Learners’ perspective:       
·         Learners enjoyed this topic as it was an interactive online assessment where they see the application of mathematics in everyday life.

My challenge is:
·         Supporting my scholarship students in retaining this knowledge until the examinations.

Next step: To maintain a dialog with my scholarship students to ensure they do sufficient past papers to retain knowledge.


Sunday, June 9, 2019

Meeting with Dr. Janni van Hees

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

Meeting with Dr. Janni van Hees
I am currently working on Multivariate date practice test for my year11 class. I met with Dr Janni, to get guide lines to discuss at least three features of the Graph/data.

How to discuss at least three features of the data/Graph.
Practice test














Firstly unpack the word discuss-What does this mean in terms of assessment. Learners need to 
know the Mathematical language they are required to use and what that language means.

Unpack the word comparatively so learners understand what is required.

Make a comparison statement from the graph using the language that has previously been
 taught (bullet point1).

Clarify the comparative statement to explain the data.

Provide support evidence by using numerical values.

NEXT STEP: Learners will be sitting their internal next week.




Monday, June 3, 2019

My Colloborative Inquiry Yr11- Evaluation

WRFC(5) Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence

Transformation Geometry Evaluation:
I have collected individual students' PAT results from kamar blog post is here.
Data:

















 



Trends and students’ voice:
I have just finished our marking, moderation and making key tags on this internal. 
Ms Karen Ferguson spent lots of time making key tags which is very time consuming.
13 students gained Achieved, 9 gained Merits, one was absent and two of them are still working on the task as they are ESOL students. Dr Yanee’s strategies worked too and I am going to continue to work with her to get better grades for the next topics.
There is a shift in the learners’ achievement. This was a collaborative activity task, cultural based, interactive and fun topic. I am unable to do comparison as we have implemented this task for the first time in recent years. When the results for this standard are compared with the results for the first topic results in term1(same group of learners) there is a increase in the number of Merit achieved.
Definitely this two credit Achievement Standard is going to contribute towards Numeracy credits.
My colleagues and I were able to develop professional learning by interacting with each other as well as with the learners.
According to the student voice they also found the task really interesting.


Key tags



Next step: Going to work with Dr Yanee.


My Inquiry learners' group activity on 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


I have just finished linear programming and currently it is under marking and moderation. 
I have started my Exam revision with my learners as exams will commence next week.
One group will be doing Differentiation paper as a third round of practice tests and the other 
group will be doing Complex Numbers and Differentiation. Complex Numbers is a self-directed 
learning topic where the learn most of it themselves and I help them after school if needed.
This week my learners are working on past papers using the found Chunk. Chew Check strategy.

Chunk: Past papers.

Chew: Working in two or groups using whiteboards or past papers.


Check: Videos or Teachers.

  
Next step: My learners will going to continue revising until Examinations(week 8).

Sunday, June 2, 2019

Havea Pamaka to promote engineering studies at tertiary level:

#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 the school. I  am more interested in inquiring about student learning and my own practice


  



Visit by Havea Pamaka to promote engineering studies at tertiary level:

My learners and I attended South Pacifica Engineering Expo introduced by
 Havea Pamaka( Civil Engineer) and he promised he will come to work with my
learners and is  going to send other ex-students.

Havea Pamaka came to Tamaki College last Friday, 31st of May, He showed
a video about engineering specialization, his project on civil engineering and
university life and especially how to adapt from school environment to tertiary
environment. Learners were very keen to see different types of engineers and
he suggested bringing Paul Pamaka to talk about Electrical engineering and
Emma Brown to talk about Chemical engineering.














Next step: Bring the ex-students suggested by Havea to their experience,






Inquiry 2024- Question1 &2