Reflection of 13Mas including externals

 

My inquiry is to explore effective ways to help my Year 13 Statistics students prepare for tertiary studies by setting up a quasi-university style approach in class. This approach mirrors tertiary study methods by integrating a flipped classroom model, rewindable learning, and tutorial-style sessions.

This mixed-ability group of 14 students comprises five Samoans, four Tongans, two Cook Island Māori, two Māori, and one Asian student.

This Year 13 course includes five internal assessments, two externals, and a Scholarship program. To provide targeted support, I divided the class into three groups focused on internals, an external preparation group, and a scholarship-focused group( three externals and five internals), the first such initiative at Tamaki College. 

• For Internals: Using the PEEL (Point, Evidence, Explanation, Link) structure, Miro online boards, and rewindable video lessons.
  
• For Externals: Introducing the Chunk-Chew-Check strategy, collaborating with the Pacifica Academy, providing annotated handwritten exemplars, study sessions, and working with Epsom Girls Grammar and Mount Albert Grammar.

Results including externals:

Seven students sat for external examinations, and 5 successfully passed their external, earning one Excellence, one  Merit, and three Achieve. Furthermore, 4 learners have acquired 22 credits, 1 learner acquired 18 credits, and the rest gained 14 credits, including their external assessment. These show outstanding results by our learners, surpassing previous results.

 Two Maori learners are in this class; one passed their external(22 credits) while the other gained 14 internal credits.

My learners are thrilled with their results and have all met their tertiary partial qualification and pursue their careers in Law, Health Science, Business, Sociology, and tertiary pathways to get their dream jobs.

Success Highlights:

1. Flipped Classroom & Rewindable Learning: Empowered students to learn at their own pace, reinforcing understanding through accessible resources.
2. Targeted Grouping: The division into internal, external preparation, and scholarship groups allowed for tailored support, maximizing each student's potential.
3. Cultural Inclusivity: The integration of Pacifica and Māori perspectives likely contributed to the students' engagement and success.
4. Collaboration with Other Schools: Working with Epsom Girls Grammar and Mount Albert Grammar provided additional expertise and resources.
5. Positive Outcomes: The students' performance in both internal and external assessments surpassed expectations, and the tertiary pathways they are pursuing indicate strong foundational skills.

Extra for experts

 One of my students successfully completed her Statistics scholarship examinations yesterday. She really enjoyed the exam and this is the first time for Tamaki College.

 Scholarship Statistics is a three-hour exam covering all NZ Statistics curriculum areas. The exam has four questions consisting of multiple sub-parts and problems often link the learning from multiple achievement standards. The main focus is on data analysis so the report-based internal achievement standards are assessed more than the probability externals. Students do not need to be in the Scholarship Statistics course to consider taking this exam, but a strong work ethic is needed to learn new concepts. Students who enjoy engaging in discussion and those who can write concisely and insightfully generally do very well in this examination.

The topic content is as follows: Four internals and three externals have been taught. We worked hard to reach this point, and this would help her do a Statistics paper in university. Dr Marion Steel Director of Mathematics Epsom Girls' Grammar School and Michael Walden from Mount Albert Grammar helped me to make it successful.

Monitoring

Monitoring CTD

 My learners finished their school year last week and will come to extra classes during study break until examinations. 

Here is the update:

Here is the final internal update:

Fourteen learners in this class have met tertiary partial qualifications: two for Law, one for Sociology, two for health science, one for flight attendant, one for Economist, two for tertiary, one for business school, two for study abroad, and one for vocational pathway.

Term4 planning

 My learners have been working hard towards the external examination and Catching up towards the internals. As the examination is on the 14th of November, I have decided to continue monitoring using   Chunk, Check, Chew strategy. I chunked different years' past papers and checked their strengths and weaknesses. 

Here is the progress so far: I started with 16 learners and now 14 learners ( 2 left). Eight students are focusing on externals and the rest focusing on internal only. According to my testing, four learners worked at the Merit/Excellence level, and four students worked at the achievement/ Merit level. They found the Venn diagram and conditional probability questions challenging, so I am committed to continuing my efforts to achieve my dream result. My challenging part is out of the eight learners two of them hadn't taken Statistics before.

My Inquiry Question (7)

 

(1) Key changes are: Flipped classroom model, My learners were introduced to Pacifica Academy, Statistics Scholarship exam in collaboration with Epsom Girls' Grammar School, Katalina Mau- Pathways manager from Auckland University, talked about transitioning to Tertiary, Dr. Janni's guidance to design my Iiquiry, Video lessons for all the internals,   Miro online board and study/ holiday classes.

(2/3) This course has 4/5 internal tests and external examinations. My learners have completed internals and are working hard towards Derived grade examinations(week 2/term4) and external examinations(14/11/24) and the Statistics scholarship will be on 5/11/24.

here is the reflection is here for the internals and I will complete the derived examination reflection after the examinations and external reflections next year. Term1 Reflection, Term2 Reflection & Term3 Reflection.

(4) Reflection about my Inquiry:

The flipped classroom model is a teaching approach where traditional learning structures are reversed. Instead of receiving direct instruction in class and doing homework afterward, students engage with learning (video) at home and then use classroom time for discussions.

(1) Pre-class preparation: Learners watch videos for internals and read workbooks for externals.

(2) Class time- Applying knowledge, group discussions, and the teacher acts as a facilitator/ addressing specific challenges.

(3) Continual feedback- 

• Real-time feedback during classroom activities helps students correct misconceptions and deepen their understanding.
• Peer-to-peer interactions often play a significant role, with students collaborating and supporting each other's learning

The flipped classroom model, especially when coupled with tertiary providers, allows for more personalized, engaged, and practical learning experiences. It harnesses the potential of technology while fostering collaboration, making it an ideal fit for modern education.

Term3 Reflection

 My learners have completed the internals except for one learner, and now they are working towards the external examination.

Here is the breakdown: five gained 18 credits, 10 gained 15 credits, and two gained 10. This means they have met partial tertiary entry qualification before external examinations. Holiday classes continue and working towards external examinations.

Here is feedback from learners:

Last term monitoring:

Pasifica Academy

 My learners completed their Mentoring program at Pacifica Academy last week. They found it extremely useful to collaborate with other school learners and Mentors. This program helps them excel in external examinations and smoothly transition into Auckland University.

Here are some study notes given to them to revise Probability concepts.

Monitoring continues

 My learners have been working hard towards externals and here is their internal update. All the learners reached their 10 credits and completed the last internal which is under marking to get 14 credits. Furthermore, they are working towards external examination to achieve their dream careers.

Monitoring update:

CHUNK CHEW CHECK strategy

 My learners have completed all the external learning and have started past papers. I found it useful to use annotated exemplars written by me rather than online examples. Also, the chunk, check, chew strategy is beneficial.

For example, chunk questions by question, make them chew, and check the score.

Chunk:

Subject pathway evening

 Today is Subject Pathway Evening at Tamaki College and it is fully packed with students and parents. My learners had the privilege of conversing with tertiary providers to make their conversations with providers to finalize their next year's pathway.

Holiday class

 My learners came in the first week of the holiday and worked on externals and worked by themselves with minimal help from me. I am so impressed by the way worked on externals. 

Learn Creat Share workshop (TOD 2024)

 

I had the privilege of running a workshop on TOD day at Panmure Bridge School. Two of my students from my Inquiry class came to assist.

Here is the presentation:

Inquiry question (4)

 

(1) My challenge is, that year 13 students are final year of secondary school. The challenges are 

• Academic pressure- Year 13 students often face very important exams as these exams significantly impact their future.
• University applications, Career Guidance.
• Student motivation- Juggling academics, with extracurricular activity and social lives.
• Balancing independence and guidance.
• Wellbeing.

(2) So far I have gathered Baseline data, Ethnicity, and Term-by-term reflection to compare the end of the year.

(3) Professional Reading(1), (2) & (3)

Miro online board

 We started the Recap session on the Miro online board today to familiarise the keywords, Here is the students' activity using Miro. Video link

Professional reading 3

 I read a book about Flip Your Classroom, and I found it extremely useful for my learners.

The changes:

Key facts are:

• This book says that the flipped classroom model can transform education by making learning more student-centered, interactive, and effective. 
• Flipped classroom model, Benefits, Implementations, Challenges-Solutions, Assessments, Case studies, and examples.