My Inquiry Question (6)

 

My learners are getting closer to the examinations, and the time has come to aim for the prize. 

This is all about the transition from teacher authority to student authority. My tweaks are study 

classes, a smart study plan, Annotated exemplars, Pacifica Academy, A well-being check, making 

study notes a Chunk check chew strategy, attending pathway evening, and weekly monitoring.

Here is my intervention.

Subject pathway evening

 Today is Subject Pathway Evening at Tamaki College and it is fully packed with students and parents. My learners had the privilege of conversing with tertiary providers to make their conversations with providers to finalize their next year's pathway.

Pacifica Academy

 What is Pacifica Academy? is a tutoring program run in several high schools. Students are provided an opportunity to receive after-school tutoring.

Auckland University runs this program to advance external results for Pacifica/Maori learners. With the influence of Katalina Mau's visit to our school, my learners enrolled in this program. Learners started this program last week and my learners found it very useful to explore/ collaborate with the other learners, it will be a smooth transition into university with confidence. My learner found it useful with their annotated exemplars and a few of them going to attend alternative week as they have another program at school too.

Here is an example of an Annotated exemplar:

I continue to monitor my learners as the time is getting closer to examination. Here is the monitoring sheet. So far getting better and better to aim for the prize.

Intervention design towards external examination

Annotated exemplars: 

There are two distinct types of learners in my class: those with an external focus and those who concentrate solely on internal aspects. The externally focused learners tend to be motivated by outside factors, such as grades, feedback, or peer recognition. These learners work in pairs at different stages of their learning process, which allows them to collaborate and share ideas as they progress.

However, I found it challenging to meet the diverse needs of all students, especially given their varying levels of ability and the different stages at which they are working. To address this, I took the initiative to create detailed exemplars in the workbook and past papers. These exemplars served multiple purposes: they helped me better understand each learner's specific requirements and provided a clear, annotated guide for students to follow.

By designing these exemplars, I was able to encourage peer teaching based on their ability levels—whether they were achieving at an  Achievement/Merit/Excellence level. This method allowed students to teach and learn from one another in a structured way, tailored to their individual capabilities.

The result has been very positive. The annotated exemplars have become a valuable resource, making the learning process more accessible and understandable for all students. This approach not only helps them grasp the material more effectively but also fosters a collaborative learning environment where students are actively engaged in helping each other succeed.

Monitoring week3

Term3 Topic- Plan

 

Learners have almost completed internals and stepping into external as the derived grade exam is on week 2/Term 4 and the External examination is on the 8th of November.

I have divided them into three groups, the first group focuses on two Externals, the second group focuses on one external, and the third group focuses on completing externals.

Topic1: As91585(3.13) Probability concepts(External- 4credits):

• Promoting the Flipping Classroom model: 

1. Every day prepare before class in the workspace by working on Walker's workbook.
2. SOLO taxonomy.
3. Every lesson conversation with learners about smooth transitioning.
4. Past paper practice.
5. Meeting deadlines/Deadlines.
6. encourage study groups.
7. Attending Pacifica Academy for extra practice.
8. Encouraging peer groups.
9. 
   

• Rewindable learning- 

1. Video lessons on the workspace, weekly Study classes for poorly missed lessons, and catch-ups.
2. Written annotated exemplars, and written answers on the workbook.

• Face to Face tutorial lesson-

1. Clear learners' doubts.
2. Intensive teaching on merit and excellence is provided according to their needs.
3. Differentiated teaching.
4. Using Graphics calculator.
5. Annotated exemplars and Walker book to refer to.
6. Meeting deadlines/Feedback.
7. Literacy strategy-  chunk, check, chew strategy.
8. Monitoring using Excel spread sheet.

Topic2: As91586(3.14) Probabilty distributions.(External-4 credits):

• Promoting the Flipping Classroom model: 

1. Every day prepare before class in the workspace by working on Walker's workbook.
2. SOLO taxonomy.
3. Every lesson conversation with learners about smooth transitioning.
4. Past paper practice.
5. Meeting deadlines/Deadlines.
6. encourage study groups.
7. Attending Pacifica Academy for extra practice.
8. Encouraging peer groups.
9. 
   

• Rewindable learning- 

1. Video lessons on the workspace, weekly Study classes for poorly missed lessons, and catch-ups.
2. Written annotated exemplars, and written answers on the workbook.

• Face to Face tutorial lesson-

1. Clear learners' doubts.
2. Intensive teaching on merit and excellence is provided according to their needs.
3. Differentiated teaching.
4. Using Graphics calculator.
5. Annotated exemplars and Walker book to refer to.
6. Meeting deadlines/Feedback.
7. Literacy strategy-  chunk, check, chew strategy.
8. Monitoring using Excel spreadsheet.

Monitoring sheet: