My Inquiry Evaluation including external results

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.
2018



2019

In the externally assessed 91578 Differentiation standard, two students Achieved 20% (2 out of 10) compared to last year’s 43%(6 out of 14.) There were no merits whereas last year there were 7%(1 out of 14). Two students got Excellence 20% (2 out of 10) compared to none last year. Overall 4 learners passed this standard.

The externally assessed 90636 Integration standard went particularly well in 2019. The Achievement rate was 70 % (7 out of 10) compared to last year's rate of 56% (5 out of 9). The Merit rate is 10% ( 1 out of 10) compared to last year's 11% ( 1 out of 9). The Excellence rate was 10% (1 out of 10) compared to none last year. Overall 9 learners passed this standard.

The externally assessed 91577 Complex Numbers standard went well in 2019 too. The Achievement rate was 37.5 % (3 out of 8) compared to last year's rate of 80% (4 out of 5). The Merit rate is 12.5 % (1 out of 8) compared to last year's rate of 20 % (1 out of 5). Excellence was 25% (2 out of 8) compared to none last year. Overall 5 learners passed this standard.

2 students endorsed with Excellence and 1 endorsed with Merit- which is a vast improvement from the 3 merit endorsements last year.

14 (14 out of 15) students gained 14 + credits compare to 9 (9 out of 21) last year. These students are eligible for Engineering, Biomedical, Health science, Law and Architecture. Of these, 3 students are eligible to study engineering at Auckland University as they have passed all three externals.

In 2019, there were 10 students enrolled for externals with 1 student absent due to personal reasons. The highlight is every student has passed at least passed one external which means every single student is eligible for university entrance and 4 students already gained 14+ credits from internals. Thereby having 14 out of 15 students eligible for university entrance is phenomenal. The student left behind stopped coming to school from halfway through term 3. In conjunction with this, a highlight is that there were 3 excellent endorsements and 1 merit endorsement. A student gained Excellence in all three External standards and another gained 2 Excellences which is exceptionally good and a first for Tamaki College.

During the last couple of years as a Calculus teacher, I have been at Tamaki College,  I have seen a positive trend in calculus students passing externals and the majority now gaining university entrance.

Burst and Bubbles

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.

Major Inquiry - How can I accelerate learning in Y13 calculus so that my
Maori students (and other students) can pass exams `by getting at least 14+ credits.
Minor Inquiry- Can I improve the Year 11 numeracy credits by collaborating with one
of my colleagues (one of my hunches!) and also with the technology department.
Personal Goal - As an Assistant HOD is to Increase students’ Mathematics achievement
 in year 12 and Year 13.

As a COL leader within school I am very confident that these three goals would be a
huge contribution towards Achievement challenge 1.

The catalytic aspect of student learning my inquiry focused on this year is
How can I promote self-efficacy, independent learning and imitate university
environments in the classroom at all times.
I identified this as my focus from my past experience students were finding
it difficult to do homework to rewind their learning, how to manage time and
leave everything to the last minute and hard to understand Merit and Excellence
questions.
To build up a rich picture of my learners I used NCEA results from previous
years. Student voice, Pre-test/Post-test/half way test/end of topic test/Mid-year examination
/ Mock examination.
The main patterns of student learning I identified is This is a mixed ability class.
Currently there are 3 students who are working at the expected level, 5-6 students
 who are at an average level and 4 students working below the level. 1 of these
students have never taken calculus before. There are clear gaps here in terms
of mathematics and literacy skills.
My challenge is to accelerate learning to get an entry level for university and teaching
Calculus  scholarship.
My profiling of my own teaching showed that I had strengths in teaching up to scholarship
level and how to meet everyone's needs too.
Two key ideas-
My  students would likely make more progress if I developed in how to use literacy skills
and find extra time to bridge the gap.
Every time I ask my learner to give me feedback to improve my own teaching pedagogy to
move every learner to 14+ credits to get eligible for university entrance.
The changes I made in my teaching were:
Causal Chain-After mid-year exam causal steps are Literacy strategies, student assisted
learning, collaboration with tertiary providers and testing periodically.
Monitoring
As I get closer to externals I did a tweak to my monitoring their progress weekly. By doing
Do now  and weekly tests to improve their accuracy skills.
Literacy strategies played a huge part in calculus I used  KWL chart , chunk check
chew strategy, PEEL structure literacy specialist  and Dr Jannie helped to unpack
M/E Algebraic contextual based questions for them to understand.
The easiest thing is teaching to use online packages-desmos and geogebra to teach
Linear programming (3.2), Systems of equations(3.15) and Trigonometry(3.3).
The hardest thing is to teach 3 externals during class time and how to fit my Calculus
scholarship program. I did lots of after school hours to make this happen. Has been a huge commitment between my students, parents and me
Overall I would rate the changes in student learning as impressive so far as because I offered 5 internal but last year only 3 internals. There are 11 students are willing to sit all 3 of the papers at the end of the year. This is in contrast to only 3 students sitting all 3 last year.
Learners have finished all their internals and are awaiting external results to make a complete evaluation however here is the evaluation for the internals.
Quantitative shift- There is 15 learners in this class. I offered 5 internals according to their strength/carrier pathway- Four learners have gained14+ credits, four students have gained
13+ credits, six students have gained ten credits and one student gained six credits but
last year I offered only three internal and Furthermore, one learner gained six credits which are better with comparing with other subjects.
Qualitative shift- positive attitude, questioning skills, self-efficacy and independent learners
as a result they produced a movie at the film festival. Awaiting for the externals to finalize my evaluation.
The most important learning I made about working on self-efficacy, Independent learning
and questioning skills. According to my understanding it is working. More time needed and pastoral care needed to address these issues
Some learning that would be relevant to other teachers are KWL chart and PEEL
structure and I did PD in my Mathematics department mtg. 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 believe 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.
My Next steps are I am waiting for the external results to finalise 14+ credits and endorsements. Collaboration with other teachers sharing my findings with colleagues/dpt. Feel free to view my blog

My inquiry learners' movie

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.

My inquiry learners' movie

 

My Calculus class produced a movie to capitalize the journey as a team. They helped each other with full of dedication and co operation. I noticed a positive team work. After the movie production  I started to emphasis the learners  by asking how can we do well in Maths as a team? 

Maori Pacifica way is no matter you do , do as a team.

I started to capitalize two things with my learners:

(1) I will track together as we are stronger.

(2)We are stronger with the pathway if everyone support each other with the journey.

I noticed  a dramatic change in their relationships after the movie production..

Term 3 -Monitoring - Complex Numbers

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 (week 9/10) for Complex Numbers

During week 9 and 10 we were concentrating on preparing for the Complex Number practice test and derived examination.
This will be their third external, and 11 students are willing to sit all 3 of the papers the end of the year. This is in contrast to only 3 students sitting all 3 last year. The Auckland university engineering requirement is that students must achieve 17 external credits, which means they must pass all 3 externals. Internals are not taken into account for entry. My learners are very interested in this pathway.
According to their results 1 student gained Excellence, 3 gained Merit, 4 got Achieved, 2 Not Achieved and one didn’t sit due to family reasons. I then asked students about how we could improve achievement in the short term and here is the KWL chart. They have agreed to come to study classes in the holidays to get more practice.
These are the last few weeks I get to spend with the year 13’s and so as a class we are trying to cherish them. I will miss this class a lot!

Learners' Feedback

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.

Linear programming evaluation

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

3.2 Linear programming Evaluation:

·     This is our second 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 3% increase in learners gaining Excellence and Merit increase is over 20%. Consequently, all the learners have gained grades above Achieved.

·   These results contribute to Merit and Excellence endorsements. To gain endorsements learners must have at least 14 credits at that subject at that level in the same year.

·  To get learners feedback, I created a google form at the end of the topic test.

Learners’ perspective:       

·         Learners enjoyed this topic as it was an interactive online assessment where they see the application of mathematics in everyday life.

My challenge is:

·         Supporting my scholarship students in retaining this knowledge until the examinations.

Next step: To maintain a dialog with my scholarship students to ensure they do sufficient past papers to retain knowledge.

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,

Using KWL chart

KWL chart:


#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 I did a survey using a  KWL chart  with my learners to find out what they have
learned so far and what are the key features  I have to concentrate on  as I  have
covered most of the contents.

Here is the feedback.

Know/Learn(Achievement/Merit): Apply linear programming methods, using relational
 thinking, in solving problems.
Apply linear programming methods, using relational thinking, in solving problems.

The learners have connected different concepts or representations. The learners have related findings to the context 

or have communicated thinking using appropriate mathematical statements.

WANT(Excellence): 

Apply linear programming methods, using extended abstract thinking, in solving problems

The learners  should use correct mathematical statements or communicated mathematical insight.


Next step: I found this information extremely useful, and I am going to focus on Excellence 
questions.

Differentiation Evaluation

#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

Differentiation Evaluation;

Trends:

       My learners have finished a practice test with 2 more lined up before the NCEA 

   examinations in November.

    The percentage of students who achieved Merit and Excellence increased, shifting

    achievement. However, there is still room for improvement. Those who did achieve
    higher

    were also those who attended after school and holiday classes.

      I did a student survey to retain their results.


  Survey- Google form link

Here is a student perspective:       The heart of the problem with calculus is what skills students bring into the classroom before commencing the class. There are often gaps in the learning and this must be identified within teaching.

·         A problem is seen in the process of “simplifying” mathematics for learners- as often over simplifying can make the maths inaccurate.

I really want to teach this topic well as this topic is key for the engineering degree or science degree students.

My challenge is:

·         There is a lack of basic mathematical foundations for most students, so levelling knowledge and identifying gaps will be a challenge.

·         Identifying how to keep students engaged and active in study classes and homework up until the November exams.

·         How can I accelerate my learners continuously so that they can shift up to at least a Merit level?

·         Teaching scholarship students without allocated class time. I will write a blog about my school students in a blog.

Next step for this topic: Learners will be sitting the second round practice test  in the Midyear examination (week5, Term2).

My Collaborative Inquiry Year 11

WFRC#(4) Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools
Minor Collaborative inquiry - Can I improve the Year 11 numeracy credits by collaborating with one of my colleagues (one of my hunches!) and also the technology department?

My hunches are- I need to apply literacy strategies  and SOLO taxonomy effectively in order gain Achievement/Merit/Excellence. Hence, how to carryout an effective Collaboration Inquiry?

The Problem to be solved is:

First Name	Ethnicity	PAT Stanine 2018	Transformation Geometry (AS91034)	2 Cr
Student 1	Maori	4
Student 2	Tongan	2
Student 3	Niuean	3
Student 4	Cook Island Maori	4
Student 5	Cook Island Maori	3
Student 6	Maori	3
Student 7	Tongan	new
Student 8	Tongan	2
Student 9	Samoan	2
Student 10	Tongan	3
Student 11	other	new
Student 12	Maori, Indian	3
Student 13	Cook Island Maori	3
Student 14	Cook Island Maori	3
Student 15	Filipino	new
Student 16	Cook Island Maori	3
Student 17	Tokuluan maori	new
Student 18	Tongan	3
Student 19	Cook Island Maori	4
Student 20	Tongan	4
Student 21	Tongan	3
Student 22	Cook Island Maori	1
Student 23	Tongan	3
Student 24	Tongan	new
Student 25	Maori	new
Student 26	Maori	ab

 The above data shows that the students range from Stanine 2-4.
My challenge will be in figuring out  how to accelerate teaching within a short period.
There are 3 international students struggling with the writing and reading skills

My Tools/Measures/Approachers are:

• Knowing the learner-Approach according to ethnicity background and past year PAT results using Kamar, helps to apply differentiated teaching according to their ability.
• Formative assessments and practice tests in internally assessed topics will help students gain Numeracy credits.
• Student Voice- Instead of simply making assumptions about how best to support students, I am interested in collecting student voice using; google forms, Blogging and videos.
• Promote Mathematical literacy/reading in class to understand the Merit/ Excellence questions to gain better grades.
• Teaching SOLO taxonomy to understand the breakdown of Achievement, Merit and Excellence in NCEA to gain endorsements.
• Using work space and videos to set effective lessons in revising and reviewing before tests.
• Using literacy strategies to understand new concepts.
• Incorporate google drawing into Transformation geometry to increase engagement.
• Peer teaching- Learners feel more comfortable and open when interacting with their peers.
• Weekly catch ups with Mr Nilesh Krishna and Ms Karen Ferguson for effective collaboration.
• Creating key tags using design to make this topic meaningful.