Chunk Check Chew strategy(CCC's) by Kathleen Kryza

 My learners are putting in a lot of effort to prepare for mock examinations. Last week, I began the revision process. I discovered that Chunk Check Chew is extremely beneficial for preparing for the mock examinations.

What is the Chunk Check Chew strategy?

Chunk -This involves breaking down study materials into smaller, manageable " chunks". Focusing on smaller pieces of information at a time can make learning more manageable and help prevent from overwhelmed.

Chew- Students process their answers in different ways. Group discussions and whiteboards.

Check-Students show their outputs-Show and tell?

Example:

Subject Pathways Expo 2023

 Here are the Subject Pathways Expo details for Mathematics. I found the information extremely useful to motivate my learners towards examinations.

SOLO taxonomy As91267(2.12) -Probability methods

 I found the SOLO taxonomy to be extremely useful for differentiated teaching, as well as my own for my own learning.

ACHIEVEMENT
Candidates who were awarded Achievement for this standard demonstrated the required skills and knowledge. They commonly:
• calculated probabilities or percentages using either Normal Distribution Tables or a Graphics calculator
• calculated probabilities using Probability Tree Diagrams
• calculated probabilities or proportions from the information presented in contingency tables.
ACHIEVEMENT WITH MERIT
In addition to the skills and knowledge required for the award of Achievement, candidates who were awarded Achievement with Merit commonly:
• inverse normal distribution problems.
• applied calculated probabilities or proportions to determine the expected value for a situation and gave the answer as a whole number for a discrete situation
• compared features of a sample distribution with a Normal Distribution by partially describing 
similarities/differences using correct statistical terms
• calculated probabilities for multiple events using Probability Tree Diagrams
• could set up and solve a linear probability equation.
ACHIEVEMENT WITH EXCELLENCE
In addition to the skills and knowledge required for the award of Achievement with Merit, candidates who were awarded Achievement with Excellence commonly:
• applied their understanding of inverse Normal Probability situations to find an unknown parameter 
(e.g. could find a new mean or standard deviation)
• could compare in depth the features of a sample distribution with a Normal Distribution by fully describing similarities/differences using correct statistical terms
• found a conditional probability for an event using either an extended probability tree diagram or conditional probability rule
• determined relative risks and drew a conclusion relating to a claim about the events occurring

As 91265 Experiments Reflection(4)

 I have reviewed the outcome, and my learners have found it to be more manageable. This version appears to be a more gentle approach to Ads91269(2.9), which they have already completed.

Here is the final update

Most of them reached 12 credits, Last internal( 2.14 Systems of Equations) under moderation and my learners are working hard towards external examinations.

Here is last week's monitoring Link: Progress indicated by smiley face and well being rated from 1 to 5.

Enquiry question(5)

Causal Chain:

At our last CoL teachers meeting, we discussed the importance of a 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.

Tweak-Causal Chain and external focus:
The time has come to aim for the prize. My learners' strong performance in the internal assessments has provided them with a solid foundation. By concentrating on excelling on external examinations, they are positioning themselves for an endorsement. This will acknowledge their current capability and set them up for future success. Also guiding them as they prepare for the externals exams, maximizing their chances of achieving the desired outcome. 
Here is my causal chain, this tweak may change over time.

I have planned to monitor their progress learning and well-being weekly by surveying learners/ whanau and maintaining a running record with smiley faces. Here is the link

Mathe week

 We are celebrating Maths Week at Tamaki College this week.

Here are "Year 9 challenges"

Monday Challenge:

Tuesday Challenge:

Wednesday Challenge:

Thursday Challenge:

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External topic Term3-As91267 Probability methods

 As91267(2.12) Probability methods -External -4 credits

My learners have completed all the internals and stepped into external last week.

What are Probability methods? This involves Probability fundamentals, Probability models, Condition probability, Expected probability, Statistical Inference, and Problem-solving. This will be assessed through the end-of-year examination(8/11/2023) and learners will sit the derived grade examination during week 10.

Here is the plan:

• Applying SOLO taxonomy provides a deeper understanding, higher order thinking, and assessing student learning outcomes. It improves teacher practice and enhances student achievement.
• Check list.
• Chunk check chew strategy.
• Problem-solving skills.
• Monitoring.
• Peer teaching
• Workspace and Google Calendar.
• Study classes
• Making videos by learners.
• Using will be using Walker's textbook.
• NZQA past paper
•