Burst and Bubbles 2023

My inquiry focus is on the Year 12 Statistics class to enable 
and progress learners’ Statistical capability through an explicit 
focus on reading comprehension and guided writing responses.

 My personal goal is that as an Assistant HOD, I want to increase
 learners’ Mathematics achievement in years 12 and 13. This goal 
will make a powerful contribution towards the School, Department, 
and Manaiakalani goals.

I identified this as my focus when I realized that facilitating a 
Year 12 Statistics course leads to  Year 13 Statistics, which,  strengthens 
the career pathway in health science and their desired pathway.

To build a rich picture of my learners' learning, I utilized student voice, topic tests , and PAT results. This is a mixed-ability class of 14 students: 3 Samoans, 6 Tongans, 2 Cook Island Maori,1 Niuean, 1 Maori, and 1 Asian.

Last year's NCEA result shows, six students came from the Statistical
pathway and the rest came from other pathways.

To build a rich picture of my learners' learning, I utilized student voice, 
topic tests , and PAT results.

This is a mixed-ability class of 14 students: 3 Samoans, 6 Tongans, 

2 Cook Island Maori,1 Niuean, 1 Maori, and 1 Asian. 

Last year's NCEA  result shows, six students came from the Statistical 

pathway and the rest came from other pathways.

This course consists of five internal assessments and one external 

assessment. I have divided the students into two groups: the first group of

 12 learners focused on internal and external, while the second group of 

2 learners focused on internal only.

The profiling of my teaching has shown that I have strengths in teaching 
Statistics. However, if I were to further develop their skills in reading 
comprehension, writing responses, promoting rewind,  frequent monitoring
- using the verb monitor, recording and tweaking whanau engagement, and 
of course chat GPT I can reach my dream goal.

The changes I made in my teaching included implementing the SOLO taxonomy,
 using a voice recorder, applying the Tapasa framework, utilizing PEEL structures,
 engaging in professional reading, using the Chunk Chew Check strategy for external
transition teacher ownership to student ownership, using Think Loud strategies,
 incorporating the ViTaL sheet, utilizing Google Jamboard, creating video lessons,
 offering career pathway guidance, and providing study classes. 

Dr Janni, Kerry Boyd, Marc Milford, and Matt Goodwin  helped me to make 
these changes.

The challenge is teaching Statistics to those who haven’t Statistics before as 
Year 12 is a huge jump., and maintaining the deadline.

Qualitative shift- Problem solving, well-being, and growth mindset.

Quantitative shift-  all the learners have completed all the internal with 

14 credits and completed externals with 100% attendance(12/12). First time 

I taught Year 12 Statistics at Tamaki and I enjoyed it too. feel free to view my blog,

week1 to week5 Montoring

 I have been monitoring my learners very carefully during this term and they have been working hard during class, after school as well as on Saturdays to improve their grades. Today they had their examinations and attendance was 100% (12/12)and they were happy about the examinations. I put them into three groups, one group was working toward Excellence, the second group was working on Merit, and the third group was towards achievement.  They have completed their internals with 14 credits and will be waiting for external examination results to finalize the endorsements.

Here is the tracking sheet- Link