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.

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

Term 3(week 8) Derived examination 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.

Evaluation (week8) with Derived grade examination for Differentiation and Integration

Week8(the week before last week) the students sat their Derived Grade Examinations. The learners sat 2 of the papers; Differentiation and Integration. They revised well and I am pleased with their performance.

The whole the class sat for differentiation and got good results; with 2 Excellences, 6 Merits and the rest of achieving the unit.

10 students sat for integration with results spread over; 2 Excellences, 3 Merits, 3 Achieved and 2 not Achieved.

From these results, there still needs to be more work done in integration, however this topic was only finished recently so more time is needed for consolidation.

The students are achieving better after introducing my three hypotheses. More work still needs to be given to Merit and Excellence questions.

Next step: Currently learners are working on the third external paper (Complex Numbers) and the quick test  and derived examination is in week 10.

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.

Mid year examination 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.

Midyear Examinations evaluation:
  My learners have finished midyear examinations one group sat for two practice papers.
(Differentiation and Complex Numbers) and the second group sat for one paper (Complex Numbers). For Differentiation, this is their third practice
For Complex Numbers, this is their first practice test, therefore, I am unable to draw a comparison graph. Normally my learners do not sit two papers at this stage of the year.
I was impressed by their commitment and determination demonstrated by their attending after school classes.

Differentiation & Complex Numbers

Trends:
Differentiation:
• The percentage of students who have achieved Merit increased. However, there is a room for improvement in the number of Excellences.
• Those who did achieve higher were those who attended after school and holiday classes.
Complex Number:
• I am impressed with the results as this is our self-directed learning topic.

Here is a student perspective:
• Learners enjoyed Complex Numbers rather than Differentiation.
• Learners identified three areas of concern. Finishing the paper on time, careless mistakes and panicking about where to start.

My challenge:
• Ensuring my learners have the strategy to complete exam papers on time.
• Embedding checking for errors into all learning activities.
• Continuously reinforcing test condition in class to overcome learners needs.
• Those who attend study classes did well. I need to ensure my learners understand they need to continue attending their study classes for future success.
• Accelerating my learners, so they can reach at least a Merit level.

Next step for this topic: Learners will be sitting the third round practice test for Differentiation and the second round of practice for Complex Numbers  in week9, (Term3). These practice tests are very important as they give my learners their derived grade.

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.

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.

WFRC #8: Describe the development hypotheses

WFRC #8: Describe your process for developing hypotheses (what you read, who you talked with)

(1)  Am I promoting self-efficacy?

·         Self-efficacy is a psychological skill. Fortunately, When I was at university I did a paper on Child Psychology. It actually helped me work with all learners. I am going to use google forms, students voice, KWL chart and interviews to develop the skills. Term 1

(2) Are my expectations/resources challenging enough for my students to get good grades (Merit or Excellence Endorsement)

·         I am working collaboratively with two of the internal with my colleagues in the department.

·         I work with colleagues from other schools as there is only one class doing year13 Calculus at Tamaki College. This is especially important for my scholarship students to compare the progress with the other students as scholarship is highly competitive.

·         I am presently upgrading my coding skills by to incorporate spehero into kinematics to make learning more meaningful.

(3) Am I Promoting self-directed learning to imitate the university environment and helping students to choose the correct carrier pathway?

• I have modified my teaching methodology in one of the topics to require the students to have greater autonomy. My role is to facilitate the learning rather directed by giving resource book at the beginning of the unit as well as the specific deadline. This allow students to put input in their own learning and crate their own learning pathway.
• I took my learners to Career Expo as I mentioned on the previous blog. Present undergraduate students and qualified engineers discussed the university environment and self-directed learning.
• Two ex-students Havea pamaka (Qualified Engineer) and Emma Brown(Qualified Engineer) are coming to work with my learners to strengthen the pathways.

(5) Am I giving them enough practice for them to retain their knowledge?

·         I am running extra tutorials to meet my learners’ needs.

·         I have engaged the parents in supporting their learning and encourage them to attend classes.

·         My learners have access to online revision tasks that I have made available on workspace.

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).