WFRC #11 &12 : Identify informal & formal ways you are monitoring & Recording

WFRC #11: Identify informal & formal ways you are monitoring

the effects of your changed practices/intervention on learner outcomes.  Explain the reflections and tweaks you are making along the way

WFRC #12: Describe how you will keep a record of each of the above in a manageable way

Over the next six weeks, I am going to start classes with “Do Now” questions which incorporate classic mistakes made by students. This is also to go through rewardable learning techniques and make sure students recall what they have already learned. I will also present exemplars of contextual questions to unpack keywords and skim reading techniques. I will also continue to do practice tests after school for the other two externals as well as scholarship questions.

I am also going to maintain a log to check student progress and keep a record of this on an excel spreadsheet. Testing of progress will be conducted at regular intervals so that if changes to teaching techniques need to be implemented they can be. 

Change  of plan:

Daily planner for the current topic with a timeline for testing/" Do Nows "

WFRC #9 & 10 : Monitoring

WFRC #9: Restate your inquiry question and your theory of action/chain of events (so you keep your eyes on the prize)
WFRC #10: Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you do differently)

Monitoring
Throughout the holiday program as I was teaching, listening and marking practice tests I identified three priority learning areas for students.  As this is the last term of teaching and mock exams are in week 9 it is paramount that I am able to implement effective strategies to improve these areas. The three areas are indicated on the flow chart with the respective implementation strategies.

Monitoring

In the next blog post, I will discuss monitoring and keeping records of these strategies

Systems of Equations As91587(3.15) 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.

I really enjoy teaching this topic with Geogebra as students clearly enjoy the practicality of the tasks. Learners also dealt with planes in 3D (not straight lines), which added to the complexity and excitement of the work.
Here are my instructions for learners to follow:

Achievement Criteria:
(1)   Form new equation
       Use GC-If answer=unique solution.
(2) Geometrical interpretation –Draw using Geogebra.
(3) Change of equation into context/write a conclusion.

Merit/ Excellence Criteria:
(1)   Form new equation
Prove algebraically-you must attempt by hand
Use GC-If answer=maths error
There are -Multiple solutions (dependent solutions) or No solutions (inconsistent)
0= Number means No solutions (inconsistent)
0=0 means multiple solutions (dependent solutions)
(2) Geometrical interpretation -Draw, Explain parallel, not parallel
(3) Put a change of equation into context/write conclusion.




Learners found the achievement section straight forward as they were able to use Graphics calculators/3D calculators in solving equations. The formation of questions were also manageable with the guidance of Dr Janni.

However, learners found Merit and Excellence sections more challenging as these equations had to be solved by hand and there were six different scenarios’s to choose from. In order to make this simpler, I got an idea from a chart in a calculus scholarship textbook. I then passed this chart and thinking on to my students and colleagues who found it incredibly useful in breaking equations down.

In order to solidify algebraic understanding, I also encouraged students to collaborate on practice questions using a whiteboard to avoid careless mistakes. I also continually link everything back to SOLO taxonomy and wrote headings for each exercise to clarify where exactly we are at in equations.

Feedback: The HOD Mrs Singh came to observe one of my lessons and is happy with the progress made by students. 

Next step: learners have completed their internal and it is under marking. 

Reference: Scholarship Calculus AMA book.

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

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 the last week of term on the 5th July our school, along with Sir Edmond Hillary College, attended the Powhiri ceremony at MIT Marae. This was for the beginning of the Pacifica Pathway Pilot Project for the Diploma in Engineering block one (8th to 12th of July). 

The Mathematics department and the school are extremely excited for this opportunity into a pathway for engineering. The learners get the opportunity to get a taste of the tertiary environment, whilst still being at school with no cost. We are grateful to our Principal Soana Pamaka for bringing this initiative into our department. 

This programme will be rich in learning and collaboration. We hope that this initiative can be spanned out to other year groups in the future, and we are able to build stronger relationships with other schools too. 

Dr. Neel Pandit Head of Engineering MIT Addressing the students                                                             

Our school Matua, Tautoko Witika addressing the students.

How does this fit into my Inquiry:
It enables my learners to try out a variety of pathways for next year to consider as careers. It also gives learners a plan B if their first option does not work out.

Woman in Engineering

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.

Enginuity programme.
One of my colleagues and I took a group of year13 Calculus girls to University of Auckland to Enginuity programme.

What is Enginuity programme?

Once a year high schools girls get a chance to visit University of Auckland’s Faculty of Engineering to explore the possibilities of a career as an engineer.
During the day learners got put into groups according to their interest in future study and did various workshop activities and demos. Learners found it useful to experiment with creativity and the problem-solving processes engineers use in real life. These conducted by Professional engineers, lecturers, and current students.

Here is the programme:

Preliminary session:

Highlights :

Faculty of Biomedical Engineering

Why should students(year13) need to see university environment when they are at school?

This is because Learners must understand the difference between high school and university life to make a smooth transition and this one of my key factors of the causal chain.
Our girls found it really useful to collaborate with current students and came up with double folded motivation.

My Inquiry Yr 13- Term 2 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.

Term 2 Evaluation:
My learners have completed two internal assessments (Trigonometry -4credits and Linear programming -3credits) and two external topics (Differentiation and Complex Numbers-Exam will be in November) in class. Furthermore, they have completed the third internal which is currently under marking and moderation.
Scholarship learners have completed all topics except Integration which they did during after-school time.

Here is the year Planner:

Overall, Most of the learners have gained seven internal credits and practice tests results are getting better, and I am going to focus on improving their weaknesses in the upcoming holidays. 

Next step:

In order to improve my method of teaching I must advance through the causal chain listed below to reach my final goal.

Promote Mathematical literacy and reading in class using Dr Janni 

Continue to work with SOLO taxonomy, KWL chart and chunk-check-chew strategy

Bring in guest speakers, past students to have a motivational talk/Mentoring.

Working with past papers to promote time management, Self-efficacy and accuracy skills, therefore, they can become self-directed learners.