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.

Inquiry question(6)

 

(1) Key changes are environmental, educational, motivational, and social factors that influence learning factors. 
(2)/(3) Key shift- My learners have completed their internals and working towards external topic.
There are five internals and one external.
Topic1 Coordinate Geometry-Reflection 1
Topic2 Trigonometry - Reflection 2
Topic3 Statistical Inference - Reflection 3
Topic 4 Statistical Experiments -Reflection 4
Topic 5 Systems of Equations-Reflection 5
(4)  
Internal: Reflection

• Coordinate Geometry- Working Dr janni Audio recording.

• Trigonometry- Think Aloud strategy and KWL chart.

• Statistical Inference- PEEL strategy and My video.

• Statistical Experiment- Jelly bean activity and PEE strategy.

• Systems of Equations- Working with Mark-Think loud strategy and Miro online board.

External: Reflection

Causal chain- If I work on the above factors I can reach my dream goal.

• SOLO taxonomy-Link 

• Personalized learning.

• Motivation

• Frequent monitoring- Learning, well being-Running record-Monitoring, recording, and tweaking.

• Rewindable learning- making study notes, video, audio.

• Chunk check chew strategy- Teacher ownership to Student ownership.

• Study classes to close the gaps.

• Career promotion-Career Pathways Expo.

• Student voice-

• Whanau engagement-

Subject Pathways Expo 2023

 Here are the Subject Pathways Expo details for Mathematics. I found the information extremely useful to motivate my learners towards examinations.

Enquiry question(5)

Causal Chain:

At our last CoL teachers meeting, we discussed the importance of a causal chain to make the inquiry more effective.

A causal chain is when a cause leads to an effect and that effect becomes the cause of another effect.

A leads to B. B leads to C. C leads to D.

Any intervention you design will (consciously or not) be based on a causal chain you have in mind - this is your theory of action.

A causal chain is the path of influence running from a root cause to the problem. Each link in the chain represents something in the real problem.

Tweak-Causal Chain and external focus:
The time has come to aim for the prize. My learners' strong performance in the internal assessments has provided them with a solid foundation. By concentrating on excelling on external examinations, they are positioning themselves for an endorsement. This will acknowledge their current capability and set them up for future success. Also guiding them as they prepare for the externals exams, maximizing their chances of achieving the desired outcome. 
Here is my causal chain, this tweak may change over time.

I have planned to monitor their progress learning and well-being weekly by surveying learners/ whanau and maintaining a running record with smiley faces. Here is the link

Inquiry question(4) Part3

 

Next steps:

My learners have been working with fifth internals(short one) and will be moving to external soon. By implementing these next steps and constantly monitoring progress for externals, I am confident that my teaching practice will continue to evolve and positively impact my students' learning outcomes, The intervention will be a testament to my commitment to continual improvement and dedication to providing educational experience for all my learners.

Intervention :

Inquiry question (4) Part2

 

What is my  Inquiry:  

Year 12 Statistics(12Mas) class to enable and progress learners’ statistical capability through an explicit focus on reading comprehension and guided writing responses.

This goal provides gaining 14+ credits to the pathway into year 12 using literacy strategies and reading comprehension.

Why 14+ credits? This is a partial qualification to diploma entry-level, department, and school goals.

According to my year planner, there are five internals and one external. My learners have completed the four internal during the holiday break and working on the fifth internals.

Here is my reflection so far:

Quantitative analysis:

Reflection 1-Link

Reflection 2-Link

Reflection 3-Link

Reflection 4 - under moderation/marking at the moment.

Qualitative analysis:

Student voice -Link

Here is the current update:

There are 14 learners in this class, 13 of them have gained 9 credits and one learner has gained 2 credits as he has just joined the class. The fourth is under marking and moderation will publish the results soon.

13 of them have submitted and one did with the other teacher as he is a new arrival to my class.

Inquiry question(4)- Part1

 

I strongly believe inquiry requires commitment, honesty, and openness to feedback. By using multiple tools and gathering data throughout the year, I can gain valuable insights into my teaching practice and make informed decisions to improve student learning outcomes. In this course, there are five internals(14 credits) and one external(4 credits).

My current strengths and areas of development are:

(1) Set clear Goals: I established clear objectives(Plans) for my inquiry. For every topic, I made clear objectives(plans) that are specific, measurable, achievable, relevant, and time-bound(SMART).

(2) Select Inquiry Tools:

I used the above combinations of inquiry tools that can provide different perspectives on my teaching.

1. Self-observation: Reflecting on my teaching practices, I recorded my lessons ( Video and Audio) and take notes of my instructional practices, interaction with learners, and classroom dynamics.

2. Peer observation: I have been working with Mark Milford to provide feedback and insights on my teaching practices from an external perspective.

3.  Analysis of Class Site: I examine the layout and organisation of my physical and virtual classrooms. Assess how the environment may affect student engagement and learning as I use online study classes as well. I work with Matt to ensure everything is on track.

4. Student Voice: I have been collecting feedback from my learners through Google Forms, conversations, interviews, or group discussions. Encourage honest and constructive feedback about their learning experience in class.

(3) Monitor progress:

Throughout the year, I continuously monitor their progress using tracking sheets and writing reflections after assessing every topic I have set. I adjust my teaching strategies and practices accordingly based on the feedback I collect.

(4) Reflection:

Topic-by-topic reflection helps me to improve my teaching and use this documentation to provide a shift in my teaching by the end of the year. At the end of the year, I can combine the whole topic and reflect on the progress I have made. I use the baseline information gathered at the beginning of the year to demonstrate the shift in my teaching practice. Share my insights with colleagues, and communities to contribute to the broader field of my teaching and learning

working with Mark Milford CTD

 I caught up with Mark Milford again to improve my literacy teaching strategies. Here is an example of one of the practice tests.

Mark Milford suggested I modify the practice test with the following:

(1) Students highlight the keywords and write predictions.

(2) What is a Navigator? port?

(3) Spot Mooring? (Mathtown) peninsula?-Match these with the diagram before the start the practice test?

Here is the modified version of the practice test.

I found Miro, an online board, very useful for Matching activities to review straight lines, Parabolas, Hyperbolas, circles, and tangents.

(write out thinking, I ask…, next I ask….. If its……. Then it is a) 

Inquiry Question (3)

 

(1)

• Baseline data are Ethnicity and Achievement data-link 
• I used Pre-tests too.
• Many students struggle to balance academic responsibility with extracurricular activity, part-time jobs, and personal commitments.
• Time management issues.

In every lesson, I take all these facts into account to plan my lessons to promote equity, culturally responsive pedagogy, targeted support to mitigate disparities and provide equal opportunity to every learner. I am impressed with their progress despite all the challenges. Here is the link to reflection1 and Reflection 2.

(2) Baseline data provides valuable insight into their knowledge. This is a powerful tool to track and measure their progress, evaluate the effectiveness of the practice, identify area of improvement, and make decisions for future interventions.

Ethnicity and Achievement data can be used to compare this data to the end-of-year data.

Pre-tests- Pre-tests and post-tests can be used to measure their growth.

(3) Reading(1), Reading(2) & Reading(3).

Professional reading 3

 Last week I had the privileged to attend management holders PLD at the due drop event center at Manukau. One of the presenters was mentioning about Universal Design Learning(UDL) and here is the guide. I found this very useful for all my classes.

What is UDL? is an educational framework that offers multiple ways for students to access, demonstrate knowledge, and give equal opportunity to learners. It promotes flexibility, and abilities,  and accommodates different learning styles.

How to plan using UDL:

Design considerations in secondary settings:

Five suggestions to implement this:

(1) Prepare the environment for flexibility.

(2) Refine and support goal setting.

(3) Match teaching methods to student preferences.

(4) Ensure materials are flexible and accessible.

(5) Design assessment to enable students to demonstrate their understanding.

How can I apply UDL in my classroom:

(1) Provide multiple means of representation- using audio, video, visual aids, and recordings to support understanding.

(2) Creating multiple means of engagement-by offering choices of topics, assignments, and activities.

(3) Offering multiple meanings of expressions -Exprees their knowledge and understanding through assignments, presentations, visual projects, etc. 

Professional reading 2

 In my Inquiry year 12Mas(Statistics) class, I was looking for more strategies to strenghen my learners' literacy strategies. I can across a literacy guide, here is the link. It is about 17 Literacy strategies for teachers to improve their classroom practice.

What are literacy strategies? Are the techniques and approaches used to develop enhanced speaking, listening skills, writing, and enhanced writing Learners aim to improve critical thinking, comprehension, critical thinking, and effective communication.

Here are the 17 strategies:

(1) Annotate the text-This strategy encourage students to provide their own commentary on a text by highlighting keynotes, writing text or circle, etc.

(2) Working in teams- This teamwork enhances and deepens the understanding of literacy.

(3) Read loud-Improve their active listening skills.

(4) Host a book recommendation event-

(5) Encourage students to choose their own book-

(6) Making a geographically map-Useful practice when attempting to accommodate different academic strengths. 

(7) Conduct individual meetings with students-I found this useful for my slow learners.

(8) Offer reading awards-

(9) Perform the text-giving students the opportunity to both write and perform so they can experience both mediums.

(10) Provide visual organizer- flow charts, arrows, etc.

(11) Play classroom games-

(12) Use a mnemonic device as a memory tool.

(13) " Survey-Question-Read-Recite-Review:

(14) Engage with the author-

(15) Draw or paint-

(16) Use time reading session-

(17) Assign journaling project-

By incorporation these literacy strategies into my statistics class, I can support my learenrs' comprehension, critical thinking and overall success in learning and applying statistical concepts.

Meeting with Marc Milford

 My learners working hard on the third internal Trigonometry (2.4), there are so many formulas to choose from. Mark Milfors, a literacy specialist help me to harness this problem using the "think loud" strategy as well as the KWL chart. This strategy encourages everyone to actively engage in discussion and share opinions. This strategy promotes collaboration and ensures that different perspectives are considered, leading to more well-rounded and comprehensive solutions.

What to "think loud" strategy? Set a problem and verbally express your thought process "Think loud" by vocalizing your thoughts and decision-making, Share reasoning, ideas loud, and considerations out loud until reach the solution.

"Think Aloud" Strategy to identify the correct formulae?

Step 1, I ask: Is the triangle a right-angled triangle

or a nonright-angled or right-angled triangle?

Step 2, I ask: -Are all the sides given to find the angle?

Step 3, I ask: -Are two sides and one angle given to find the angle?

Step 4, I ask: -Are two sides and one angle given to find the side?

Step 5, I ask: -Are two angles, and one side was given to find the angle? 

step6, I ask: This means I must use the formulae -----------

Once they reach the decision KWL chart is introduced to write answers.