Term3 reflection

 My class, 10PDv - My learners have completed the Numeracy exam with 100% attendance (15 out of 15 students present), and we are currently awaiting the results. During this period, we also completed the Statistics and Probability units, and have now started Algebra, which we plan to complete during Term 4. The learners’ overall progress during Term 3 was very good, and the Vital sheet is attached for reference.

Here is the student voice: My learners did well in the Numeracy exam and awaiting for the results.

Term2 reflection

 My class, 10PDv - My learners have completed both assessments: Geometry and Pythagoras/Trigonometry. The Measurement and Geometry assessment results are now available, and the Pythagoras/ trigonometry section will be tested next term. There has been a significant improvement in their academic performance, well-being, work ethic in class, and attendance, largely due to the positive influence of the Do Nows and study classes.

Here are the " Do Now" VitaL sheet results:

" Do Nows "

As seen in the Geometry/Measurement summary statistics, there is a noticeable positive shift, indicating that the "Do Now" activities are having a significant impact on assessment performance, especially as their questions and topics are closely aligned.

Here is the student's voice:

As we planned, the Numeracy study class for the whole cohort of Year 10 had an attendance of around 30 students and has been very successful. We will be continuing it next term as well. 

My focus group and cross-curricular subject teachers completed their Do Nows, which made an impact on our students' achievement, too. The science department successfully completed the ViTaL sheet there I gave rewards to the Science Department.

Numeracy Exam in May: Year 11s and one group of Year 12/13 have completed their Numeracy exam in May and awaining for the results. The second round of the exam will be held in May.

Term1 reflection for 10PDv

My class  10PDv -My learners have completed both assessments: Number and Measurement. The Number assessment results are available, and Measurement is currently being marked. There has been a significant improvement in their academic performance, well-being, work ethic in class, and attendance, largely due to the positive influence of the Do Nows and study classes. 

Do Now results

  

10PDv -NUMBER RESULTS

As I mentioned, there has been a positive shift in the results, and I plan to continue the study class, as it is having a powerful impact in all areas, including whānau engagement.

Here is the student voice of 10PDv;

As we planned, the Numeracy study class for the whole cohort of Year 10 had an attendance of around 30 students and has been very successful. We will be continuing it next term as well. In the meantime, we are also going to run a Numeracy study class for the Year 11s during the holiday study period, as they will be sitting their exams in May. Here are the highlights:

year10 Studyclass

Year10 studyclass

3.15 Systems of equations Evaluation:

Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13. As a CoL leader within the school. I  am more interested in inquiring about student learning and my own practice.

3.15 Systems of equations Evaluation:

This is our third and the final internal. The percentage of students who gained Merit and Excellence has increased, thereby shifting achievement levels higher than Achieved. Overall, I am happy with these results. Comparing the results with 2018 there has been a 6% increase in learners gaining Excellence and Merit credits. These results contribute to Merit and Excellence endorsements.
I am happy the student who started this course without any prerequisite, has also gained three credits.
Also, my scholarship students finished this standard last year and are included in the evaluation.
• While I was working with the learners I noticed:
The whiteboards are really working. Learners  really enjoy having the opportunity to spend part of a lesson out of their seats, The multiple whiteboards are perhaps the most effective tools available for giving the students opportunities to develop their key competencies in Mathematics and Statistics – thinking, relating to others, using language, symbols and text, managing self and participating and contributing.

  Here is the learners' feedback.

WRFC#(6) Developing a set of hypotheses

WRFC#(6) Develop a set of hypotheses about patterns in your teaching that could be changed to more effectively address the student learning focus.

My hunches are - I need to promote self-efficacy, Self-directed learning, and imitate university environments. Student enjoyment affects their success. Doing homework helps to retain knowledge. I need to help teach them how to manage their own time effectively and not leave things to the last minute! 

My challenge is to integrate these skills into my own practice to get my students to university by the end of the year. Also, cater for scholarship students.

I have been working with colleagues from my school and other schools, taking students to Pacifica Career Expo, organising NZDE whanau evening and working as mentor, running extra tutorials, initiating collaborative inquiry for one/two of the topics, collaborating with my colleagues for two of my internals, contacting parents to update their children’s progress, making time for scholarship preparation, preparing online lessons and asking for feedback to improve my own practice. 

I try to get feedback from the students on each topic at the beginning, halfway and end of the topic to ensure the best results as every grade counts towards the rank score.

Professional Reading:

Differentiated teaching by Carol Anne Tomlinson & Michael Murphey.

Escher on Ecsher by D Schattschneider 

Calculus Abstract Algebra by David S. Dummit and Richard M. Foote

Calculus Made Easy by Silvanus P. Thompson

“Calculus – Single and Multivariable” by Hughes-Hallett

Maori  designs by Reuben Paterson Maori Artist

SOLO Taxonomy: by Pam Hook; Julie Mills

The Calculus Lifesaver: All the Tools You Need to Excel at Calculus

 by Adrian Banner

Differential and Integral Calculus  by  Richard Courant

Meeting with Dr. Janni van Hees

Meeting with Dr. Janni van Hees

As part of our Collaboration Inquiry, and I met with Dr. Janni van Hees last week, helped me with few guidelines to describe Transformations hence students are struggling to describe what they have drawn in the practice task.
And  part of my challenge to use responsive practices as a pathway to achieving students will be reflect on their learning, this will help to understand where they are on the pathway to achievement.

Practice task: Create a shape using Reflection, Rotation, Translation, Enlargement and Describe.

Practice test

•     Learners are to record all the keywords of Transformation Geometry.

   

•  Learners are saying it with the (articulate) accurate Mathematical language →Learners are to write it ↔ teacher feedback
•     Thinking fluency and writing fluency must be accurate.
•    Write a cultural story and a Mathematical story behind the design.