Term3 -Monitoring- Integration

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

Third Hypothesis: Students are unsure how to interpret contextual exam questions, especially at the Merit and Excellence level.
Last week I have been working on my third hypotheses with Dr Janni.

Here is the example (1) 

Key steps before Answering: 
Step1: Circle the keywords such as; Diagram, Function F(x), point(k,k), contained and shaded area.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions

Here is the example (2)

Key steps before Answering: 
Step1: Circle the keywords as rounded; Object’s acceleration, object, velocity, how far.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions.

Here is the example (3)

Key steps before Answering: 

Step1: Circle the keywords as rounded; .Mass, burning candle, velocity.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in the diagram.
Step4: Answer the questions.

I gave students a practice test last week, and I was really impressed with how much work ethic had improved. There was a noticeable improvement in algebra with fewer careless mistakes. The rewindable learning technique and Dr Janni’s strategy has really facilitated students in achieving Excellence. Here are the results:  

Name	AS91579 Integration practice test	AS91579 Integration practice test(Mock examination)
Student A	WD
Student B	ab
Student C	WD
Student D	M
Student E	M
Student F	M
Student G	M
Student H	E
Student I	M
Student J	M
Student K	A
Student L	WD
Student M	E
Student N	WD
Student O	M

There are three external examinations in this course and  all of them will be sitting one external and a few selected students will be sitting all three depending on their career pathway. 

As you can see four learners did not sit this exam. Two students are working on the Excellence level and most students are aiming for a Merit level. Learners are working hard towards Mock examinations which will be the last practice and is important as it will give them their derived grade.

Next step: Revising for mock examinations

Monitoring - Differentiation

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
I am working three important hypotheses to monitor my learners’ progress as we are getting closer to the External examinations. In this blog, I am looking at two.
I have been giving them “Do now” s every lesson to figure out the classical mistakes in Algebra as well as rewind their learning to recall what they have learned so far and to dig deeper to find their weaknesses and strengths. Also, most of the time whiteboards have been used by learners as they enjoy working in small groups on a whiteboard. I strongly believe that learners can learn from their mistakes.

“Do now”	Classical mistakes/Rewinding
	They forgot to square the 4.
	They struggled with the second question.
	Where is sec in the calculator Miss? They struggled to put that in the calculator.
	Few of them struggle to get the correct answer.
	This was the last lesson  last week, every single learner got it correct!!

I used whiteboards to address the above hypotheses.

Impact on students:
• The students really enjoy having the opportunity to spend part of a lesson out of their seats
• The students like having the opportunity to work in small groups with different people each time.
• The boards allow the students a public opportunity for solving problems – so students can be affirmed for their expertise and also have the chance to learn from each other.
• There is an increased opportunity for conversations around mathematical thinking both with each other and also with me.
• Students can take photos of the best practice once they are up on the whiteboards.
• Students can present their ideas to each other and to the class while developing their ability to effectively express their mathematical ideas.

Impact on me: 
• I have instant feedback as to which students need further support to be able to get started on the current work.
• “Do Now” strategy identify easily who understood the work of the previous lesson.
• I obtained feedback as soon as a new concept has been introduced.

Next: I will be working on the third hypothesis.

Intervention design -Integration

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.
    

AS91579 (3.7) Apply Integration methods in solving problems

Achievement	Achievement with Merit	Achievement with Excellence
·      Apply integration methods in solving problems.	·      Apply integration methods using relational thinking, in solving problems.	·      Apply integration methods, using extended abstract thinking, in solving problems.

Plan:

This is the last topic for the year and it is an external topic and I have just started working through integration (3.7, External) with my 13MAA.
I got student input on how to teach this topic and after discussion with my learners, I have developed some teaching strategies.

My practice:
SOLO taxonomy, CHECK CHUNK and CHEW techniques and differentiated teaching in pedagogy will be used.
I will also continue with study classes on Wednesday, Thursday and Friday.
Learners will be sitting a halfway test, end of the topic test and mock examinations which will give them a derived grade.

Intervention: 
The changes I made for my teaching practice, I will apply to this topic for the next 6 weeks.
Link is here.
• Hypothesis - Students are unsure how to interpret contextual exam questions, especially at the Merit and Excellence level. I  believe, Practice by using past examinations will help them.
• Hypothesis- Students make careless mistakes in Algebra which cost them many marks.I believe cross checking and marking would help them to overcome this.
• Hypothesis- rewindable learning-I believe by accessing NZQA wed site will learners to fill the gaps.

Next step:
I will continue in the next blog about monitoring.

WFRC #11 &12 : Identify informal & formal ways you are monitoring & Recording

WFRC #11: Identify informal & formal ways you are monitoring

the effects of your changed practices/intervention on learner outcomes.  Explain the reflections and tweaks you are making along the way

WFRC #12: Describe how you will keep a record of each of the above in a manageable way

Over the next six weeks, I am going to start classes with “Do Now” questions which incorporate classic mistakes made by students. This is also to go through rewardable learning techniques and make sure students recall what they have already learned. I will also present exemplars of contextual questions to unpack keywords and skim reading techniques. I will also continue to do practice tests after school for the other two externals as well as scholarship questions.

I am also going to maintain a log to check student progress and keep a record of this on an excel spreadsheet. Testing of progress will be conducted at regular intervals so that if changes to teaching techniques need to be implemented they can be. 

Change  of plan:

Daily planner for the current topic with a timeline for testing/" Do Nows "

WFRC #9 & 10 : Monitoring

WFRC #9: Restate your inquiry question and your theory of action/chain of events (so you keep your eyes on the prize)
WFRC #10: Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you do differently)

Monitoring
Throughout the holiday program as I was teaching, listening and marking practice tests I identified three priority learning areas for students.  As this is the last term of teaching and mock exams are in week 9 it is paramount that I am able to implement effective strategies to improve these areas. The three areas are indicated on the flow chart with the respective implementation strategies.

Monitoring

In the next blog post, I will discuss monitoring and keeping records of these strategies

Systems of Equations As91587(3.15) 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.

I really enjoy teaching this topic with Geogebra as students clearly enjoy the practicality of the tasks. Learners also dealt with planes in 3D (not straight lines), which added to the complexity and excitement of the work.
Here are my instructions for learners to follow:

Achievement Criteria:
(1)   Form new equation
       Use GC-If answer=unique solution.
(2) Geometrical interpretation –Draw using Geogebra.
(3) Change of equation into context/write a conclusion.

Merit/ Excellence Criteria:
(1)   Form new equation
Prove algebraically-you must attempt by hand
Use GC-If answer=maths error
There are -Multiple solutions (dependent solutions) or No solutions (inconsistent)
0= Number means No solutions (inconsistent)
0=0 means multiple solutions (dependent solutions)
(2) Geometrical interpretation -Draw, Explain parallel, not parallel
(3) Put a change of equation into context/write conclusion.




Learners found the achievement section straight forward as they were able to use Graphics calculators/3D calculators in solving equations. The formation of questions were also manageable with the guidance of Dr Janni.

However, learners found Merit and Excellence sections more challenging as these equations had to be solved by hand and there were six different scenarios’s to choose from. In order to make this simpler, I got an idea from a chart in a calculus scholarship textbook. I then passed this chart and thinking on to my students and colleagues who found it incredibly useful in breaking equations down.

In order to solidify algebraic understanding, I also encouraged students to collaborate on practice questions using a whiteboard to avoid careless mistakes. I also continually link everything back to SOLO taxonomy and wrote headings for each exercise to clarify where exactly we are at in equations.

Feedback: The HOD Mrs Singh came to observe one of my lessons and is happy with the progress made by students. 

Next step: learners have completed their internal and it is under marking. 

Reference: Scholarship Calculus AMA book.

My Inquiry Yr 13- Term 2 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.

Term 2 Evaluation:
My learners have completed two internal assessments (Trigonometry -4credits and Linear programming -3credits) and two external topics (Differentiation and Complex Numbers-Exam will be in November) in class. Furthermore, they have completed the third internal which is currently under marking and moderation.
Scholarship learners have completed all topics except Integration which they did during after-school time.

Here is the year Planner:

Overall, Most of the learners have gained seven internal credits and practice tests results are getting better, and I am going to focus on improving their weaknesses in the upcoming holidays. 

Next step:

In order to improve my method of teaching I must advance through the causal chain listed below to reach my final goal.

Promote Mathematical literacy and reading in class using Dr Janni 

Continue to work with SOLO taxonomy, KWL chart and chunk-check-chew strategy

Bring in guest speakers, past students to have a motivational talk/Mentoring.

Working with past papers to promote time management, Self-efficacy and accuracy skills, therefore, they can become self-directed learners.

Meeting with Dr. Janni van Hees

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

In my year 11 mathematics class, there are a few ESOL students who are finding it difficult to understand and interpret contextual based problems. I have been working with Dr Jannie in improving their interpretation and comprehension skills so they can gain these numeracy credits. Last Friday, we sat down and discussed approaches to interpreting algebraic equations, which I will apply to teaching this week. The following is a general teaching plan;
Introduction: We will discuss Algebra Keywords and break down terms such as; Equation, problem, Substitution, like terms, Evaluate, Solve and Calculate and what exactly they entail. A matching activity will facilitate this understanding.
Forming equation for wordy question: There will be 3 steps introduced to students to aid in interpretation of world problems that can be applied to any scenario.

Step 1:  y=mx+c
This equation is a staple used in questions about rate, monthly fees, yearly fees, fixed prices.

Step 2: Explaining cost and specific equations to consolidate this type of question.

Step3: Hypothesis- Trialling different options to figure out which deals are the cheapest and dearest.

The challenge with this will be ensuring that students consolidate their learning by practising world problems consistently.

Next step: Dr Jannie will do a Deep Dive activity into Merit and Excellence questions.

Meeting with Dr. Janni van Hees

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

Meeting with Dr. Janni van Hees
I am currently working on Multivariate date practice test for my year11 class. I met with Dr Janni, to get guide lines to discuss at least three features of the Graph/data.

How to discuss at least three features of the data/Graph.

Practice test

Firstly unpack the word discuss-What does this mean in terms of assessment. Learners need to 
know the Mathematical language they are required to use and what that language means.

Unpack the word comparatively so learners understand what is required.

Make a comparison statement from the graph using the language that has previously been
 taught (bullet point1).

Clarify the comparative statement to explain the data.

Provide support evidence by using numerical values.

NEXT STEP: Learners will be sitting their internal next week.