Term4 / Week 2 & 3 monitoring

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.

Monitoring CTD Term4/Week2 and 3

During week 2/3, two students were working hard towards scholarship and eight students were focusing on Complex Numbers and Integration. The idea was that complex numbers/Integration would accelerate mathematical gaps in Algebra and literacy comprehension that would be important in the exams. I encouraged students to learn key points and do a practice test which gave them a grade of Achieved/Merit/Excellence. We took a short, sharp focus; using exemplars to revise and consolidate learning.

Furthermore, three students worked towards an extra internal as two students are not sitting external exams and another one is only sitting one. One student has been absent for the whole term and the other learner is working from home.

I kept emphasizing the importance of going back and consolidating algebra knowledge, by looking at the contextual questions. I did a final quick test, to see how the students were going. Learners had their prize giving on Monday last week (4) and have started their study break on Tuesday.

Next step: Learners will be coming to school during the study break to get in touch with topics as the Calculus examination will be on the 26th of November.

working on internals

Weekend study class

After school study class

After school study class

After school study class

weekend study class

Term 4 week 2/3 Monitoring Differentiation CTD

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.

Monitoring CTD Term4

This is Term4 and my year13s will be having their study break within three weeks’ time.
As we had a tight deadline the learners came in the holidays for two weeks and worked so hard towards NCEA and scholarship exam past papers.
This is the plan for 3weeks also agreed to come in the study break.

NCEA Calculus exam will be on the 8th of November and Scholarship will be on the 26th of November.

My learners will sit for three externals which are Differentiation, Integration and Complex Numbers. They are using NZQA website past papers, Student exemplars, and you tube videos.
Every week towards the exam there will separate topics for revision as indicated in the plan.
And they must finish three papers within three hours, so they are working on time management too.
Next step: I will post the first-week testing results.

Intervention Designs- Systems of equations

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.


Systems of Equations As91587(3.15)

Achievement		Achievement with Merit	Achievement with Excellence
·       Apply Systems of equations methods in solving problems.		·       Apply Systems of Equations methods, using relational thinking, in solving problems.	·       Apply Systems of Equations methods, using extended abstract thinking, in solving problems.

This is last internal(3 credits) for the year to the 13MAA class. This is an exciting topic as it entails an online assessment with the use of Geogebra to draw graphs.
I got student input on how to teach this topic and after discussion with my students, I made the following planning decisions:

Intervention Designs
• I am going to apply SOLO taxonomy, Geogebra and differentiated teaching in pedagogy.
•   I’ve decided to get help from Dr Janni on forming and using a model which will; relate findings to a context, communicate thinking and use appropriate mathematical statements.
• I am going to focus on Problems which are situations that provide opportunities to apply knowledge or understanding of mathematical concepts and methods.  Situations will be set in real-life with mathematical contexts.
• I am going to focus on building accuracy and Algebraic skills as this has been identified as a student weakness.
• I have made a site already using Video lessons, Khan academy videos, Online quizzes, Power points and repetitive practice on online past papers to enhance learning and promote self-directed learning to imitate university life.
• I have decided to continue my study classes on Wednesdays and Fridays including scholarship topics as well.
• At the end of the topic test, I am going to get feedback from the students to get their strengths and weaknesses in order to organise a resit if needed.

Every week I will do one to one interview and progress test to see the improvement.

Havea Pamaka to promote engineering studies at tertiary level:

#1.  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


  

Visit by Havea Pamaka to promote engineering studies at tertiary level:

My learners and I attended South Pacifica Engineering Expo introduced by
 Havea Pamaka( Civil Engineer) and he promised he will come to work with my
learners and is  going to send other ex-students.

Havea Pamaka came to Tamaki College last Friday, 31st of May, He showed
a video about engineering specialization, his project on civil engineering and
university life and especially how to adapt from school environment to tertiary
environment. Learners were very keen to see different types of engineers and
he suggested bringing Paul Pamaka to talk about Electrical engineering and
Emma Brown to talk about Chemical engineering.

Next step: Bring the ex-students suggested by Havea to their experience,

My Inquiry (Year13 ) frame work

LINK

My inquiry approach for 2019

My inquiry approach for 2019- Year 13 Calculus with Externals

I’d like to share my Teaching  Inquiry focus for 2019:

 I have decided to challenge myself by achieving

#1.  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 school I  am more interested in inquiring about student learning and my own practice.

This year my Inquiry focus is - year13 class with externals for targeted Maori students as well as the rest of the students so that they can gain at least 14 credits to get university entrance. By the end of the year, the Maori (targeted students) and the rest of the class can experience success in their learning by getting Merit and Excellence endorsements in mathematics.

This is a mix ability class and There are 4 Maori students, 6 Tongan students, 2 Samoan students , 2 Cook island Maori, 1 Asia and 1 Pakeha in this class.

In this class, I taught  all of them except two  last year. Their external results were two excellent endorsements, three Merit endorsements and rest of them passed at least one of the externals. Here is the link

Whilst working with them last year I realised I could offer scholarship this year. I prepared one group of the students from last year with two extra Level three standards and one extra level two internal with their last year’s programme.

I intend to enter one group of students in the Calculus scholarship examination, I am very excited by the challenges as this is first time for our school.

I am interested in learning more about myself and cater effectively to every learner in the classroom.

To make this effective, I have made the following initial plans with my students.

•      Organise sites/ work space/unit plans/ yearly planner and weekly planner.
•      Teaching three internals and two externals during class time and offering one external        and   one internal after school.
•        Weekly study classes two times a week and holiday classes. to balance the work load.
•      Organise teaching online to promote self-directed teaching.
•       Interactive activities, video lessons, Geogebra, Desmos 3DGraphing calculator etc.
•       Bring guest speakers for future tech and past students to promote engineering and        Architecture.

Year Planner for 2019

There are (two units)two internals which I offer in this programme which is a common for the other one year13 classes and one of the internals is common in all three year13 classes. We have decided to take a collaborative approach to the common standards which we teach. I am going to support my colleagues in teaching the skills and content of the course in order to maintain the consistency and cater for every student in the classroom.

I have made the following in order to support / collaborate with my colleagues

·        Updating sites with all the lessons, work space for every topic before the head of the term.
·         Meet with the teachers to keep everyone on track.
·         Discussion about success and improvements.
·         Literacy strategies
·         Weekly catch ups
·         Discussion in department meetings to share ideas
·         Making unit plans a term a head and encouraging colleagues to share resources.

I am excited about the challenge this year with my year13 calculus class with scholarship and collaboration with two of the units (two internal) with my one of my colleagues and one of the internals with two of my colleagues.

I strongly belief that collaboration adds motivation and values, when we work together with teachers can identify the common challenges, analyse common data,  it can improve our instructional approach.