Professional reading 3

 I read a book about Flip Your Classroom, and I found it extremely useful for my learners.

The changes:

Key facts are:

• This book says that the flipped classroom model can transform education by making learning more student-centered, interactive, and effective. 
• Flipped classroom model, Benefits, Implementations, Challenges-Solutions, Assessments, Case studies, and examples.

Professional reading 2

 I read an article on  New Zealand Herald about:

University Entrance Initiative for Māori and Pacific Students:

The UE partnership seeks to enhance the preparation of Māori and Pacific secondary students for university by emphasizing the attainment of NCEA external credits, thereby improving their chances of success and benefiting the wider community.

Key concepts are:

1. Initiative Objective:

   • The initiative aims to ensure Māori and Pacific secondary students obtain a “fit for purpose” University Entrance (UE) qualification. This goal is driving the development of partnerships and new initiatives.

2. Importance of External Credits:

   • Katalina Ma, the pathways program manager, emphasizes the importance of attaining NCEA external credits for university success. Data shared with schools shows a significant advantage for students who enter university with more than 20 external credits, with a 95% success rate in their first year.

3. Partnership Goals:

   • The partnership with schools aims to ensure that learners, their families, and teachers are well-informed and aligned on the importance of attaining external credits.

Professional reading 1

 I read an article on smoothing the path to transition by Lisa Emerson, Ken Kilpin, and Angela Feeker.

 Secondary teachers need to update their understanding and teaching practices to align with the current expectations and demands of tertiary education. This involves fostering student independence, adapting to diverse assessment forms, and emphasizing the importance of information literacy and proper referencing techniques.

Key findings are:

Assessment Forms:

• Secondary teachers were surprised by the variety of assessment formats at universities, extending beyond traditional essays and reports. This diversity requires students to be adaptable and open to different presentation styles.

Independent Learning Demands:

• Teachers noted the high level of independent learning expected from first-year university students. The lack of scaffolding and support at the university level poses a challenge, as secondary students are often used to relying on teacher guidance.

Online Learning:

• There is a significant emphasis on independent engagement with online learning resources at universities. Secondary teachers realized the need to foster student independence to better prepare them for this environment.

Go SOLO As91581(3.9) Bivariate data

 

My learners found it useful to follow the SOLO taxonomy to work on Achievement, Merit, and Excellence.

Term2 Topic- Plan

There are three types of learners in the class. According to the year planner, my learners will be doing two internals and one of the external as an extension.

Topic1: As91587(3.2) Linear programming(Internal-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. Using Desmos Graphing calculator lessons.
5. Annotated exemplars and Walker book to refer to.
6. Meeting deadlines/Feedback.
7. Literacy strategy-  using the above keywords.

Topic2: As91581(3.9) Bivariate data(internal-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 and  Acrynome TARSOG to write Analysis.
5. meeting deadlines/Feedback.

Topic 3: As91586(3.4)-Probability Distributions(External-4 credits).

This topic is an external topic for those wanted to sit for two externals. This topic contains discrete and continuous distributions.

• 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.
7. meeting deadlines/Feedback.
8. Graphics calculator.

• 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 and Keywords.