My Inquiry question #1-Part 2

WFRC#(1-1,2) Describe how and why you have selected this challenge

of student learning. Locate your inquiry in the context of patterns of student learning in Manaiakalani overall.

 

Last year my inquiry aimed to raise the achievement of year 11 students in a lower ability

class and raise the achievement of Maori students. We did this by taking a focus on literacy strategies and doing repetitive skills practices. I trialled a variety of literacy strategies using practice questions to build student insight, clarity and to develop extended abstract thinking. Students worked hard by attending extra tutorials and using online resources. However,

there was still room for improvement as the COVID situation brought additional challenges.

 

This year I am focusing on a mixed ability year 11 Akomanga Kahinga class. I am

interested in tracing their progress as I have been teaching them since year 9. Additionally,

the manaiakalani findings prompted interest in this group too. I am going to focus on the wellbeing of the tauira as these are unprecedented and challenging times. I also want to

work on creating a good balance as we transition into a smoother hybrid learning model. 

 

For this Akomanga Kahinga class, there are  four internals and three externals. 

I began preparing these students last year by teaching all the year 10 topics at a level 5-6

curriculum level. Whilst working with students last year, I identified a few outstanding

students to whom I can offer all three externals to by holding extra tutorials (online and offline). There are 9 Maori earners, 8 Tongan learners, 6 Cook island Maori learners, 2 south

east asian learners and one Samoan learner in this class.

 

 

In order to move forward, Dr Jannie van Hees has helped me build confidence building strategies.I will continue to work on contextual based questions in every topic and I am

going to get help from Marc Milford , Dr Jannie Van Hees and Mrs Latu to bridge the gaps

in learner knowledge and expand extended abstract thinking. This is with the aim that

students can gain at least 16 credits to meet the partial requirement to pass NCEA level

one and achieve endorsement.

 

By the end of year I hope the whole class will confidently use mathematical language,

written, listening, interpersonal, comprehension and listening skills. This is in order to

build their confidence in this landscape and become lifelong learners.

 

My Challenge:

I have divided them into three groups. Currently there are 9 students who are working

above  the expected level, 10 students who are at the expected level and 9 students

who are working below the level. 2 of the students in the class are ESOL. There are

clear gaps here in terms of mathematical skill levels, literacy skills and confidence

that need to be built upon this year. 

My challenge is to accelerate learning, despite all the COVID disturbances, to

enable learners to  get endorsements and 16+ credits.

 

I am interested in learning more about the students to effectively cater to the

needs of each student, whilst promoting whanaungatanga and wellbeing.

WFRC#(1-4) Explain why you judge this to be the most important and catalytic issue

of learning for this group of learners this year (In chemistry, a catalytic substance

one  which increases the speed of a chemical reaction).

I judge this to be the most important issue as I identified the following three challenges that are impeding on progress: 

• Literacy and comprehension challenges

• Wellbeing and confidence challenges 

• Missed lessons 

If I am to work on these specifically, I predict the achievement of students will increase. The strategies to improve these challenges include the following: 

• Practising literacy strategies repetitively and the ViTaL sheet to track progress.

• Extra support- after school online/face to face study classes.

• To cultivate confidence I caught up with Dr Jannis Van Hees, her ideas are;

• Giving voice to my learners  that empowers them, their voice suggests

• pathways to interrupt barriers and enhance existing capabilities

• Collaborative ways of learning as we are all teachers and learners

• Peer teaching groups

• All questions are worthwhile, voice them and address them

• Stocktake on the session’s learning

• Weekly surveys to identify individual and class learning progress

• Invitational teaching and learning- approaches and teaching and

• practice points are organised but fluid and response

• Learning as a community embraces pacifica well being

• Collaborating with the whanau weekly

I am confident that if I choose to work on these then there will be momentum forward

for students. I will actively be blogging about topics, teaching styles, literacy

strategies and evaluations. 

These are some further questions I will ask myself as the year progresses:

• How can I promote and cater effectively for three different groups?

• Do my students really enjoy this subject and enjoy this pathway?

• Are they doing enough homework in order to retain the knowledge?

• Are there enough resources and practice mathematical language activities to cope

• up with the NCEA requirements?

• How can I build respectful, trusting relationships together, we are in this together

• during ths unprecedented time?

• How can I promote learning as a community aspect as pacifica learners embrace

• learning as community?