PEEL structure

 Analysis:

We used PEEL structure to write the Analysis. My learners are confident with PEE already from the first topic and I introduce L only.

P: Point

E: Explain

E : Numerical Evidence

L : Link to the population

Here is an example:

Statistical Inference 2.9/Check point 1

This is a 4-credit-worth assignment. I have divided it into 3 checkpoints as this is a long assignment

as well as Level 2 to is a huge jump compared to level 1.

Here is the breakdown. My learners and I found the workspace,  my short videos, and acronyms to pose questions very useful in order to move it forward. 

Second topic/ Term1

As91264(2.9) Statistical Inference-Internal 4 credits-

This is our second topic with 4 (internal) credits assignment.

What is Statistical Inference? This is a very English-rich standard and continuation work done in

L1 Multivariate data. Effective work of the PPDAC cycle is essential. A lot of writing is involved.

I am planning to break it into 3 checkpoints in order to make this smooth and manageable for my learners.

Here is the plan:

• Apply SOLO taxonomy- To differentiate between Achievement/Merit/Excellence.

• Comprehension -Vocab introduced(My definition strategy), underlining the keywords, Acronyms, think loud strategy.

• Think loud strategy: Recently attended the toolkit workshop by Dr. Naomi Rosedale ( Manaiakalani literacy facilitator) and I found it useful to read and solve problems.

• PPDAC cycle.

• ViTaL sheet.

• Peer teaching- Made them into groups and worked on the whiteboard to build confidence.

• Workspace and Google Calendar.

• Video Lessons- Short videos.

• Google Quizlet flashcards to familiarize yourself with keywords.

• PEEL Structure to write the analysis.

• CODAC to create a box and whisker graph-Introduced on calculus day in 2021.

• Afternoon class for those missed lessons due to other commitments.

• Checklist to meet all the requirements.

Checkpoint: There are 3 checkpoints.

Checklist:

Think loud strategy:

Think loud PLD 

Think Loud example

Meeting with Dr Jannie

 I caught up with Dr Jannie with our 2.1 Coordinate geometry practice test.

Learners find it comfortable with skills(finding gradient, length, and midpoint), however,

communicating with the finding is their challenging part.

Their challenging part was discussion and reasoning.

Discussion -what do they do? How did they do? With clear communication.

Reasoning - why you used this type of strategy and method. Photo taken with

answers and made an audio recording to go over it. I found this strategy very useful to rewind

And boost their learning. Here are the answers with audio recording.

After all the different types of approaches, learners have successfully finished their first internal and will be moving on to the second topic.

PEE structure paragraphing

What is PEE ?

Point	What you see I noticed…. (comparison statement)
Explanation	Explain what it means This means that (what it means more generally)
Evidence	Give values  (statistics) The evidence for this is…. (give the values to back it up)
Link (optional)	Link back to the population, context, research or prediction This confirms my initial… I expected…. This is surprising…. From my research….

I used PEE structure paragraphing to answer the question of Merit and Excellence.

Example1:

Gradient AB- 0

Gradient BC  -2.4

Gradient DC-0

Gradient AC-  -2.4

Point: Line segment AB is parallel to line segment DC.

Explain: This means they have the same gradient.

Evidence:GradientAB= Gradient DC =0

Example2:

Length AB- 13

Length BC- 13

Length DC- 13

Length AC- 13

Point: All sides are equal.

Explain: This means they have the same length.

Evidence:LengthAB= LengthBC= LengthDC=LengthAC=13

Inquiry question#1(Part2)

 

Ethnicity:

There are 13 Learners in this class. Three learners are Samoans, six students are Tongan, Two students are Cook Island Maori, one is Niuean and one is Maori.

Last year(2022) Achievement :

There are three types of pathways in year 11. They are Statistics, Calculus, and internal pathway.

Last year's NCEA  result shows, one learner obtained a Merit endorsement, and four obtained an 

Achieved endorsement through the Statistical pathway.

One learner obtained an Achieved endorsement through Calculus and switched to the Statistics 

pathway this year and the rest did not gain any endorsements or came from the internal pathways.

There are clear gaps shown here in terms of comprehension and writing skills in Statistics as they came

from different pathways. My challenge is to accelerate their learning towards NCEA Level 2, achieve

14 credits with endorsements and effectively contribute to ensuring they pass their NCEA Level 2.

I am very excited about this inquiry that cultivates their comprehension and deepens their statistical

writing skills.

To make this effective, I have made the following initial plans with my students:.

•  Promote comprehension skills.

• Guided writing responses.

•  Collaborative inquiry- collaborate with another subject/Colleague.

•  Interactive activities using videos, games, and  Miro online boards.

•  Organize sites/ workspace/unit plans/ yearly planner, Google calendar, and weekly planner.

•  Literacy strategies with Dr. Janni Van Hees.

•  Research into effective teaching strategies- te kotahitanga

•  Apply SOLO taxonomy effectively.

•  Working with Matt.

• How to increase the confidence and motivation of the learners.

• Develop good Homework habits.

• Video classroom lessons to rewind learning.