My Inquiry focus for 2020 is: Accelerating learning in my Year 12 calculus mix ability class so that Maori students (and other students) can gain at least 14 credits, endorsements, and pathways into the year13 Calculus course. This will be done by focusing on Algebraic skills and literacy strategies to facilitate success in contextually based questions. Why? The key successes in calculus are about mastering Algebra and interpretation of questions. Students must understand the Algebraic language which has already started, for most of them, from the primary level. The challenge, with this, is students come from various levels and backgrounds of algebraic knowledge. Due to the various algebraic levels, teaching is challenging and therefore I need to cater teaching to all levels to ensure they have a good basis. Another key issue is addressing careless mistakes. The key is to practice Merit and Excellence questions, which are not skill-based and more contextual based questions. Learners often fail to apply knowledge from reading and writing lessons to maths lessons and so this needs to be encouraged. Therefore, I strongly believe that if I underpin the key ideas of algebra and contextual question practice, I can shift their progress. The problem to be solved: This is a mix ability class of 23 consisting of; 3 Maori students, 10 Tongan students, 5 Samoan students, 3 Cook Island Maori, 1 Pakeha and 1 Asian. This class has great diversity and last year only two of these students endorsed with merit. There are four different types of learners in this class. One group is working at the Achieved level, the second group is working at the Merit level, the third group is working at the Excellence level and the other group is working below the Achieved level. My tools and measures are: • Data: Past years’ NCEA results from Kamar/NZQA web site to compare the shift, comparison with the national norm and PAT if needed. • Teacher observation: To test their confidence, work ethic and knowledge. • Student voice: Questionnaire using google forms, KWL chart, videos and Blogging. • Planning: Every topic according to SOLO taxonomy. • Topic Reflection: Every topic to compare strength, pattern and shift. • Test-Pre-test: halfway test, Tests. • Reading tools: To apply knowledge from reading and writing lessons to maths lessons. • Resource sheet: For internals.
My approaches are: • Using workbooks for differentiated teaching. • Everyday ‘Do Now’ with Algebraic questions. • Work with Dr. Jannie Van Hees and Mrs. Latu to help students unpack contextual questions. • Pre-test, Halfway test, End of Topic Test, Mid-year examination and Mock examinations for external topics. These tests will help to find out; what learner has achieved, what has not been achieved, and what the student requires to best facilitate further progress. • Formative assessments and practice tests for internally assessed topics, to help in gaining internal credits. • Student feedback for every topic to improve learners' work ethic and engagement - using google forms, KWL chart, Blogging, and videos. • After school tutorials and holiday programs to bridge the gap in Algebraic skills and wordy problems. • Promote Mathematical literacy/reading in class to understand the Merit/ Excellence questions to obtain better outcomes. • Teaching SOLO taxonomy to understand the breakdown of Achievement, Merit and Excellence in NCEA to gain endorsements. • Mentoring- Bringing in guest speakers, past students for motivational talks. • Attending Career Expos to promote meaningful vocational pathways. • Using workspace and videos to set effective lessons to revise and review the lessons before the examinations. • Using literacy strategies to understand respond and answer questions, Using the Chunk Check Chew, KWL for all topics and Differentiated teaching.
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