Open day activitics

 Tamaki College had our open day last term. My learners had the privilege to present Geogebra activities, Robotics, and games. Here is the ppt.

Inquiry question3- PartB

 

My learners have completed three topics so far here is the evidence:

(1) Organise the workspace -

(2)SOLO taxonomy- Link

(3) Term-by-term reflection- Link.

(4) Study classes, Holiday classes, and whanu engagement -Link.

(5) Learner Voice- Link.

(6) Ethnicity breakdown -Link

(7) NCEA results from previous years- Link

(8) Collaboration with Epsom Girls' Grammer- Link

(9) Working with literacy specialist-Link & Link2

(10) Career pathway planning- Link

Inquiry Question3- PartA

My tools, measures, and approaches are:

(1) Organise the workspace with video lessons, practice tests, and formative tests- It helped me to promote a flipped classroom approach/Rewindable learning.

(2)SOLO taxonomy- It helped with my planning and a deeper understanding of Achievement, Merit, and Excellence for learners.

(3) Term by term reflection- to track learners' progress.

(4) Study classes, Holiday classes, and whanu engagement -for extension and fill the missed lessons.

(5) Learners voice- For effective planning and promote self-directed learning.

(6) Ethnicity breakdown -Increases cultural awareness and sensitivity and encourages empathy and understanding of the learner.

(7) NCEA results from previous years- For differentiated teaching.

(8) Collaboration with Epsom Girls' Grammer- for an extension for experts.

(9) Literacy Strategy- Mark Milford and Dr. Janni can be an excellent opportunity to improve my practice.

(10) Career pathway planning- to reach their dream goals.

Extra for experts

 A group of students, working faster than the deadline, wanted me to do an additional internal(3.10, 4 credits) as an extension. They came during the holidays too. This internal is also currently undergoing marking/ moderation. 

Holiday study class

Collaboration with Epsom Girls' Grammer:

One of the learners is very eager to do the year 13 Statistics scholarship, so I reached out to, Dr. Marion Steel(Director of the Mathematics department) from Epsom Girls' Grammer, she graciously visited to assist in planning the scholarship program and agreed to provide support. Additionally, she brought along some resources. Here are the materials.

Term1 Reflection

 My learners have completed both internals for the first topic, achieving 3 credits. The second topic is currently undergoing marking/moderation.

Here is the breakdown:

3.15 Internal went well 6 learners gained Excellence, 3 learners gained Merit, and the remainder gained Achievement. Flipping classroom in effective, learners found my video lessons valuable and are progressing well toward university entrance.

Student voice:

Go SOLO As91582 (3.10) Formal Inference

SOLO taxonomy helps learners to identify between Achievement/ Merit/ Excellence.

Here is the breakdown:

Go SOLO As91580 (3.8) Time series

 

I found SOLO taxonomy used to enhance teaching, learning, assessment, and curriculum design.

My learners found this useful to reach their desired grades.

Term1 topics

As I mentioned in the previous post there are three different types of learners in this class so I planned for three topics and learners have introduced personalized learners to a quasi-university university environment.

Topic1: As91587(3.15) Systems of Simultaneous Equations(3 credits):

• Promoting the Flipping Classroom model: 

1. Every day prepare before class in the workspace by watching videos and practicing Algebraic skills..
2. SOLO taxonomy.
3. Every lesson conversation with learners about smooth transitioning.
4. Annotated exemplars and Walker book to refer to.
5. Meeting deadlines/Deadlines.
6. encourage study groups
7. 
   

• Rewindable learning- 

1. Video lessons on the workspace, Study classes once a week for those poorly missed lessons, and catch-ups.

• Face to Face tutorial lesson-

1. Clear learners' doubts.
2. Intensive teaching on Merit and Excellence according to their needs.
3. Differentiated teaching.
4. 3D Geogebra lessons.
5. Literacy strategy- PEE structure.
6. Annotated exemplars and Walker book to refer to.
7. Meeting deadlines/Feedback.

Topic 2: As91580(3.8) Time series(4 credits):

• Promoting the Flipping Classroom model-

1. Every day prepare before class in the workspace by watching videos and reading articles as this is a Statistics topic.
2. SOLO taxonomy.
3. Every lesson conversation with learners about smooth transitioning.
4. Annotated exemplars and Walker book to refer to.
5. encourage study groups.

• Rewindable learning- 

1. Video lessons on the workspace, Study classes once a week for those poorly missed lessons, and catch-ups.

• Face to Face tutorial lesson-

1. Clear learners' doubts.
2. Intensive teaching on Merit and Excellence according to their needs.
3. Differentiated teaching.
4. Literacy strategy -PEEL structure.
5. meeting deadlines/Feedback.

Topic 3: As91582(3.10)-Using Statistical methods to make a formal inference:

This topic is a continuation of last year's topic 2.9 Statistical Inference and going to offer 

those who wish to get more than 14 credits from internal. 

• Promoting the Flipping Classroom model- 

1. Every day prepare before class in the workspace by watching videos and reading articles as this is a Statistics topic.
2. SOLO taxonomy.
3. Every lesson conversation with learners about smooth transitioning.
4. Annotated exemplars to refer to.
5. Annotated exemplars, Walker book to refer to, and research skills.
6. Encourage study groups.

• Rewindable learning- 

1. Video lessons on the workspace, Study classes once a week for poorly missed lessons, and catch-ups.

• Face to Face tutorial lesson-

1. Clear learners' doubts.
2. Intensive teaching on Merit and Excellence according to their needs.
3. Differentiated teaching.
4. Literacy strategy-PEEL structure.

Inquiry 2024- Question1 &2

(1) Our CoL teachers met with the Senior Leadership Team(SLT) to discuss our CoL Inquiry. 

As I mentioned in the previous post, my focus is the year 13 Statistics class. 

The SLT responded positively to my inquiry. I designed this inquiry with the support of 

Dr Janni, who has extensive experience in the tertiary sector.

Throughout my years of experience in education, I have witnessed the critical 

importance of a smooth transition for college students into tertiary studies. 

Readiness to study at the tertiary level, and post-secondary school,  influences 

their coping with tertiary institutions' new culture and study approaches. 

I am strongly motivated to support my students’ transition into tertiary studies 

to be as smooth and empowering as possible.

To support the student to be able to make a smooth transition from school 

learning to tertiary studies, I will focus on the:

1. Flipped Classroom model to promote independent learning and instill 

the importance of learning readiness through prior knowledge.

2. Rewindable learning offers students opportunities to revise and catch up 

with missed or poorly understood in-class learning.

3. Intensive teaching and learning sessions in class that thread prior

 learning to face-to-face tutorial-style teaching.

The Flipped Classroom involves pre-study for the next day’s lessons. With my students,

 the Flipped Classroom approach will focus on pre-reading tasks and assignments related

 to the new learning, viewing some input materials about the teaching and focus to come,

 and testing out independently how much they can do without input from me. 

Rewindable learning is focused on recycling and retrieving to consolidate new learning.

 Class lessons will be recorded and made available ubiquitously - anywhere, anytime.

 Further online consolidating lessons and learning will be made available by providing 

students with several links that offer clear explanations and working examples. 

Classroom tutorials are deep dives led by the teacher where new learning is carefully 

scaffolded and learners actively interact with teacher input and supportively try out examples. 

In my classroom, it will be a time when mathematical discourse is elevated and students 

are given the confidence and space to voice their applied learning - with their peers and 

with the teacher. 

Question 2- I have been gathering information, scanning about learner as well as working on

planning to upgrade myself. Link

Planning with the literacy specialist

 (1) I caught up with Literacy specialist Mark Milford, who agreed to work with me to enhance various literacy skills. Here is the breakdown:

• Improving Listening Skills and Summarising Lessons: Encouraging active listening techniques such as asking questions, taking notes, and paraphrasing what was heard.
• Dealing with Unknowns: Teach strategies for handling uncertainty, such as educated guesses, and breaking down complex problems into smaller ones.
• Processing vocabulary and Making connections: Encourage students to make connections between new vocabulary and concepts they really know.
• L3 Bivariate Data: Collaborate with Mark Milford to develop instructional materials and activities tailored to Level 3 bivariate data concepts. Utilize the whiteboard as a tool for visualizing data and facilitating the incorporation of real-world examples and applications to demonstrate the relevance of bivariate data analysis.
• Report writing for extension students: Provide a scaffold and support for students to plan and structure their reports effectively.

Throughout the process, I encourage active engagement, and critical thinking to foster a deeper understanding and mastery of literacy skills by working closely with Mark Milford, I can tailor my approach to meet the specific goals of my students.

Inquiry 2024 -knowing the learner

 Career pathways planning; 

The NCEA University Entrance requirements;

• NCEA Level 3.
• three subjects at Level 3, made up of 14 credits in each of the three approved subjects.
• 10 credits in literacy at Level 2 or above, from a specified list of standards, 5 credits in reading, and 5 credits in writing.

I have been working with my learners to discover their career goals as they are in year 13. I have developed a program where they could achieve at least 14 credits from their internal to secure their university partial university entrance before working on externals.

Here is their career goal: 

Course planning:

After investigating their last year's results, their dream career pathway, and their abilities, I have modified the plan for the year  as follows:

One group of learners will focus solely on internals, aiming for 14 or more credits.

A second group of learners will tackle one external exam along with 5 internal assessments.

The third group of learners will take on three external exams and 4 internal assessments.

My Inquiry 2024 -Knowing the learners

 My Inquiry this year is Year 13 Statistics class. In this class ethnicity breakdown is as follows: 

There are five Samoan learners, Five Tongan learners. one Asian learner, five  Maori learners, and two  Cook Island Maori learners.

Last year's (2023) NCEA results:

Last year NCEA results showed that nine learners came from the year 12 Statistics pathway, 

seven students came from the General Maths pathway and two of them didn't take maths in 

year 12. Additionally, of those who came from the year 12 Statistics pathway, two gained 

Excellence, 3 gained Merit, and three gained Achieved in External examination.

Reflection for 2023 including externals

 There are 15 learners in this class. Initially 14 and with one transferred from another class. Among the 15 learners, 9 successfully passed their external, earning two Excellence, three Merit, and four Achieve. Furthermore, nine learners have acquired 18 credits, including their external assessment. These show outstanding results by our learners, surpassing previous results.

 There are two Maori learners in this class and one of them passed their external while the other one gained 14 internal credits.

My learners are thrilled with their results and have decided to year 13 Statistics pathway to pursue careers in Law, Medicine, and more.