Term 4 Monitoring/ week 1 -- 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 CTD Term4/Week1

There are fifteen learners in my class. During week1 three learners were working towards scholarship, eleven learners were working towards NCEA, one students working from home (NCEA) due medical reasons and three learners are not sitting for externals due to their career pathway.
They were practice exam papers from NZQA web site and marking themselves and I guide them if needed. University entrance counts towards cut score. Achievement- 2points, Merit-3points and Excellence-4points. At this stage every grade matters so my learners and I working very closer to gain a good grade. My learners committed to attend extra school, weekend and past holidays.

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

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.

My Colloborative Inquiry Yr11- Evaluation

WRFC(5) Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence

Transformation Geometry Evaluation:
I have collected individual students' PAT results from kamar blog post is here.

Data:

 

Trends and students’ voice:

I have just finished our marking, moderation and making key tags on this internal. 

Ms Karen Ferguson spent lots of time making key tags which is very time consuming.

13 students gained Achieved, 9 gained Merits, one was absent and two of them are still working on the task as they are ESOL students. Dr Yanee’s strategies worked too and I am going to continue to work with her to get better grades for the next topics.

There is a shift in the learners’ achievement. This was a collaborative activity task, cultural based, interactive and fun topic. I am unable to do comparison as we have implemented this task for the first time in recent years. When the results for this standard are compared with the results for the first topic results in term1(same group of learners) there is a increase in the number of Merit achieved.

Definitely this two credit Achievement Standard is going to contribute towards Numeracy credits.

My colleagues and I were able to develop professional learning by interacting with each other as well as with the learners.

According to the student voice they also found the task really interesting.

Key tags

Next step: Going to work with Dr Yanee.

My Inquiry learners' group activity on Linear programming

#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

I have just finished linear programming and currently it is under marking and moderation. 

I have started my Exam revision with my learners as exams will commence next week.

One group will be doing Differentiation paper as a third round of practice tests and the other 

group will be doing Complex Numbers and Differentiation. Complex Numbers is a self-directed 

learning topic where the learn most of it themselves and I help them after school if needed.

This week my learners are working on past papers using the found Chunk. Chew Check strategy.

Chunk: Past papers.

Chew: Working in two or groups using whiteboards or past papers.

Check: Videos or Teachers.

  
Next step: My learners will going to continue revising until Examinations(week 8).

Cluster Create Staff Meeting session 1

#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

Last week we had our Manaiakalani Cluster Create session meeting at Tamaki College.

It has been an excellent opportunity to learn and how to facilitate learning, introduce cooperative and inquiry.

It also helped to learn and explore new practices relevant to Mathematics.

Introduction session: conducted by Dorothy Burt and I found it very useful.

During the first session: 

I attended "how to create a digital magazine cover using tools that learners have access to" by   Lenva Shearing.

The session I attended was useful because it enables me to create impressive digital magazine with well-designed layout for all my students.

During the second session:

Our Mathematics department planned to run 3 different create sessions during that time.  

Here is the session I have presented.

Next step: I will going to incorporate sphero activity to year13 in Kinematics.

Introduction to Linear programming

• #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.

Linear programming and Applications

Introduction

In the past few lessons, we have been forming inequalities out from word problems and drawing inequalities to find feasible regions.

It’s a method that is often used in companies to help them maximise profits or minimise costs under constraints. This method was developed during WWII to solve military logistics e.g. number of soldiers, airplanes and weapons.
My learners' engagement is very high at present as they are working with online tool demos for graphing
and the problems are very practical.
I hope this assessment will shift their achievement towards a better grade(Merit or Excellence)

Video watch
.



Applications





Student work

Linear Programming

Chocolatier Burie wants to make chocolates that are handmade and machine
made. They have employees who works no more than 1296 hours per week
and machines that can run up to 1824 hours per week.

Handmade chocolates require 18 hours of labour and 6 hours of machine
time while machine made chocolates require 4 hours of labour and 12 hours
of machine time. With handmade chocolates, they earn a profit of $89 per
batch and with machine made chocolates, they earn a profit of $55 per batch.

How many batches of handmade and machine made chocolates should be
made to achieve maximum profit on a weekly basis?

5 Graph constraints

Next step: I am going to use the KWL chart to find their weaknesses and strengths.

My Inquiry Learner' visit to engineering expo

#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

  Engineering Career Expo (South Pacifica Professional Engineering Excellence)

·         Two of my Colleagues Mr Vincent  Lee, Mr Johan Koch, and I took my year13 calculus students and year12 students to an Engineering Career Expo yesterday.  Students had an opportunity to learn about the engineering industry through South Pacific Professional Engineering Excellence.  The focus was to explore what a career in engineering could look like and dig deeper into Engineering.
        www.FACEBOOK.COM/SPPEEX.

·         What is engineering?        Engineering is the application of scientific knowledge to solving problems in the real world. While science (physics, chemistry, biology, etc.) allows us to gain an understanding of the World and the Universe, Engineering enables this understanding coming to life through problem solving, designing and building things.

     

·         I am thrilled that two of my old students, both Ex-students of Tamaki College, Havea  Pamaka (Site Engineer - Infrastructure Projects, Downer) and Emma Brown (Engineering PHD candidate), also spoke to our learners about their success. They have promised to visit the school to empower and inspire our learners . I also came to know about this event form Havea Pamaka, 

We also met with the other ex-student.who is a 

Bio medical Engineering student at Auckland university

·         It was emphasised by each provider that calculus was the key to success in engineering and other 

       science related courses at university.

·         The trip was very productive as students learned more about the career and the many types of 

        engineering that are offered. Students were particularly interested in biomedical and environmental engineering. I hope to bring in the ex-students to motivate these students further. Student found it overwhelming to see success from Polynesians and Maori too. Students are going to continue make a relationship with Tertiary providers and past students to find a meaningful pathway.

·         My colleagues and I also found the day extremely useful in understanding engineering in the 21^st century and this knowledge can be shared to other students also.

• Whanau Voice: I had a chance to talk to whanau while they dropped students off at school that morning. It was a good opportunity to update them about their progress.

·         Next Step:

o    Inviting ex-students to speak