Learners' are working on Number Topic that is an English-rich standard so I collaborated with Dr. Janni and Mrs. Mele Latu for ESOL learners to make it more effective.
Dr. Janni taught me how to teach the Learners who are working PAT1 to 4 to work within a short time. Learners find it difficult to write information down that is not necessarily given.
Example: Number practice test
1. Go back and read and find what you really need?
2. create a layout? Here is the layout and is what learners found useful.
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| Link |
And for the Tongan learners, Mrs. Latu supported me with their cultural responses by translating the practice task into the Tongan language. Below is the translated version.
I tried to bring their talanoa into the classroom so we can embrace their culture and become more active and visible members in the classroom. I believe that ffective teaching is culturally responsive. Link
My learners found it very useful to differentiate between Achievement, Merit, and Excellence.
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Criteria |
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Achievement |
uses
at least three different numeric methods in an attempt to solve the problem. Ratio
and Proportion (need at least one) Rounding
and rates (need at least one). Fraction
of, Percentage of, Percentage Increase/decrease and GST
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Merit |
Solve a problem involving one or
more of: Communicating thinking using
appropriate mathematical statements. What this means? |
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Excellence |
Extended abstract thinking. What this means? |
I have ben working through to teach Number(1.1). This is our first internal worth of 4 credits. got student input on how to teach this topic after discussion with my students as my learners are working between PAT1-4.
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| Friday study class highlights |
My Inquiry - year 11Mat (General Mathematics) class with internals for targeted Maori students and the rest of the students to gain Numeracy with at least 16 credits and a pathway into year12 using literacy strategies and skill practice.
By the end of the year, the Maori (targeted students) and the rest of the class can experience success in their learning by getting Numeracy and fulfilling their part of the contribution to passing NCEA L1 by using literacy strategies and skill practice.
There are 22 students in this class. Five Maori students, 8 Tongan students, 3 Samoan students, 2 Cook island Maori, 2 Fijian, 1 Filipino, 2 Niuean, and 1 Afghani. Four of them are ESOL too.
To make this effective, I have made the following initial plans with my students:
warm-up questions every day to practice skills.
Differentiated teaching.
Collaborative inquiry- collaborate with another subject/Colleague.
Interactive activities using videos, games, and Miro online boards.
Organize sites/ workspace/unit plans/ yearly planner, Google calendar, and weekly planner.
Literacy strategies with Dr. Janni Van Hees and Mrs. Latu.
Research into effective teaching strategies- te kotahitanga
Apply SOLO taxonomy effectively.
Working with Lenva Shearing.
Promote rewindable learning.
Incorporate Maori into the topics.
How to increase the confidence and motivation of the learners.
Develop good Homework habits.
Our school Goal for this year is:
Goal 1 Maori Achievement
To raise Maori student achievement and cultural visibility.
That 85% of Maori students will achieve NCEA L2.
Goal 2 Literacy and Numeracy
By the end of Year 10, 80% of students will be reading at or above the expected level
By the end of Year 10, 70% of students are writing at or above the expected Curriculum Level.
By the end of Year 10, 70% of students are achieving in Mathematics at or above the expected Curriculum Level.
That 90% of Year 11 students will achieve NCEA Literacy.
That 90% of Year 11 students will achieve NCEA Numeracy.
Goal 3 Student Wellbeing
Increasing Student, Family, and Community Engagement with Schools Student Support Network.
Goal 4 Teacher Wellbeing
All teachers at Tamaki College will be well supported so that their practice meets the needs of their students.
Our Mathematics Department goal for this year is:
By the end of Year 10, 50% of students are achieving in Mathematics at or above the expected Curriculum Level (PAT: stanine 4-6 or higher).
At least 80% of Year 11 students will achieve NCEA Numeracy.
Year 13s to leave college with sufficient maths skills to get into their chosen vocational pathway.
By looking at both goals, I have decided to focus on year 11 students to make a powerful contribution to school goals as well as Department goals.
I spoke to 4 members of Middle and senior management to discuss my inquiry.
HOD Mathematics
Literacy Strategies/skills.
Sharing blog during department meetings.
Differentiated teaching techniques.
Sharing resources.
Numeracy contribution.
Maori learner’s achievement and career pathways.
Deputy Principal
Numeracy contribution.
Achieving in Mathematics and choosing the year12 pathway is a contribution towards student wellbeing.
Sharing ideas is powerful towards teacher well-being.
Maori learners' identity and career pathway.
Executive Dean
Meeting the learners' pastoral needs.
Collaborating with literacy skills.
Meeting the learners’ wellbeing.
Mrs. Mele Suipi Latu
Meeting the ESOL learners’ learning styles.
Meeting the ESOL learners’ wellbeing.
Scaffolding strategies.
After meeting the above leaders I started my inquiry with confidence.
My Inquiry is for year 11Mat (General Mathematics class) is that there will be internals for targeted Maori students and the rest of the students to can gain Numeracy with at least 16 credits. This also provides a pathway into year12 using literacy strategies and skill practice.
By the end of the year, the Maori (targeted students) and the rest of the class can experience success in their learning by achieving numeracy and fulfilling their part of the contribution to passing NCEA L1 by using literacy strategies and skill practice.
