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

My Inquiry Causal chain

 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.


Causal chain 

At our last CoL teacher meeting we discussed the importance of 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.

Causal chain   Link

The chain method is useful in applying to teaching as it provides learners with methodical, simple steps in approaching questions. This improved their overall achievement, attitude, language and hypothesis forming techniques.

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 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

Yr13 -WRFC#(5) Begin to collect evidence-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

• I have collected individual students' past year results from kamar blog post is here

• Historical results from NZQA site and my blog post is here.

• Student voice blog post is here.

• The following is the year planner:

• 

• Data:So far my whole class has finished the first internal Trigonometry test( 4credits) and here is the comparison of results between 2018 and 2019

Trends:

• The percentage of students who achieved Merit and Excellence increased, thereby shifted achievement higher out of achieved. Overall, I am happy with these results.

I am currently teaching the differentiation topic and currently only have data from the halfway topic test. As seen above, the majority of students got achieved.
Challenges:

• Lifting achievement up to Merit and Excellence; In order for student to get Merit and Excellence endorsements, students must at least get a Merit or Excellence in this topic.
• Another challenge is that getting students to retain this knowledge up until the end of year exams. 
• To combat this: I have held revision classes in the first week of the holidays to make sure students remember this learning.
• I also hold after-school study classes to ensure that students retain this knowledge and accuracy. 
• My scholarship students have finished another internal test (3 credits) and here is the blog post explaining this. My challenge is to balance the yearly schedule and continue with the scholarship program.

• To figure out how effective these solutions are, I will create a google form at the end of the topic as well as compile data of achievement after the topic finishes and share this in my next post. 

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.

Yr13-WRFC#(4) tools/measures/approaches .

WRFC#(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

LINK

Major inquiry -  How can I accelerate learning in Y13 calculus so my Maori students (and other students) can pass exams and gain University Entrance with endorsement.

My hunches are - I need to promote self-efficacy, Self directed  learning, and imitate university environments. Student enjoyment affects their success. Doing homework helps retain knowledge. I need to help teach them how to manage their own time effectively and not leave things to the last minute!

The problem to be solved:

This is a mix ability class and there are 3 Māori students, 6 Tongan students, 2 Samoan students, 2 Cook island Maori, 1 Asia and 1 Pakeha in this class.

Currently, there are 3 students who are working above the expected level, 4-5 students who are at an average level and 5 students working below the level. One of these student had never taken calculus before. There are clear gaps here in terms of Mathematics and literacy skills.

My approaches are:

• Knowing learner-approaching according to ethnicity background and past year NCEA results using Kamar, guides me in delivering effective and differentiated teaching.
• Using Vital sheet to track their progress.
• Pre test, Halfway test, End of Topic Test, Mid year examination and Mock examinations for external topics. These tests will help to find out; what learner has achieved, what has not been achieved, and what the student requires to best facilitate further progress.  
• Formative assessments and practice tests for internally assessed topics, helps in gaining internal credits.
• Student feedback for every topic to improve learners work ethic and engagement - using google forms, KWL chart, Blogging and videos.
• After school tutorials and holiday programs to bridge the gap.
• Promote Mathematical literacy/reading in class to understand the Merit/ Excellence questions to obtain better outcomes.
• Teaching SOLO taxonomy to understand the breakdown of Achievement, Merit and Excellence in NCEA to gain endorsements.
• Mentoring- Bringing in guest speakers, past students for motivational talks.
• Attending Career Expos to promote meaningful vocational pathways.
• Using work space and videos to set effective lessons to revise and review the lessons before the examinations.
• Starting scholarship (one group) classes as they have finished their term1 goals. This program will help them to gain university scholarship next year.
• Using literacy strategies to understand, respond and answer questions-Chunk Check Chew, KWL for all topics and Differentiated teaching.