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..

Term4 / Week 2 & 3 monitoring

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/Week2 and 3

During week 2/3, two students were working hard towards scholarship and eight students were focusing on Complex Numbers and Integration. The idea was that complex numbers/Integration would accelerate mathematical gaps in Algebra and literacy comprehension that would be important in the exams. I encouraged students to learn key points and do a practice test which gave them a grade of Achieved/Merit/Excellence. We took a short, sharp focus; using exemplars to revise and consolidate learning.

Furthermore, three students worked towards an extra internal as two students are not sitting external exams and another one is only sitting one. One student has been absent for the whole term and the other learner is working from home.

I kept emphasizing the importance of going back and consolidating algebra knowledge, by looking at the contextual questions. I did a final quick test, to see how the students were going. Learners had their prize giving on Monday last week (4) and have started their study break on Tuesday.

Next step: Learners will be coming to school during the study break to get in touch with topics as the Calculus examination will be on the 26th of November.

working on internals

Weekend study class

After school study class

After school study class

After school study class

weekend study class

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 4 week 2/3 Monitoring Differentiation 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.

Monitoring CTD Term4

This is Term4 and my year13s will be having their study break within three weeks’ time.
As we had a tight deadline the learners came in the holidays for two weeks and worked so hard towards NCEA and scholarship exam past papers.
This is the plan for 3weeks also agreed to come in the study break.

NCEA Calculus exam will be on the 8th of November and Scholarship will be on the 26th of November.

My learners will sit for three externals which are Differentiation, Integration and Complex Numbers. They are using NZQA website past papers, Student exemplars, and you tube videos.
Every week towards the exam there will separate topics for revision as indicated in the plan.
And they must finish three papers within three hours, so they are working on time management too.
Next step: I will post the first-week testing results.

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.

Term3 Monitoring CTD for 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(week7) for Differentiation
Last week I spend the whole week revising the differentiation topic and gave students a quick test.

I was working towards my three hypotheses which are Do now’s to fix classic mistakes in Algebra, rewindable learning and Merit/Excellence questions as I did for the Integration topic.

The learners and I worked towards the prize. We are getting closer to reaching these goals. Unfortunately, a few students were sick last week, so I will have to do some catch-up work with them when they are back.

Here are results and feedback

Next step: This week Learners will be sitting there mock examinations (derived grade exam). There are three externals for this course but in week 8(this week) they will only be sitting two papers (Differentiation and Integration). Will be sitting their third paper(Complex Numbers) in week9/10.

Action plan after the Mock examination: Reteach the topics and continue to work on rewindable learning to use practice exams using the NZQA website.

Term3 -Monitoring- Integration

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

Third Hypothesis: Students are unsure how to interpret contextual exam questions, especially at the Merit and Excellence level.
Last week I have been working on my third hypotheses with Dr Janni.

Here is the example (1) 

Key steps before Answering: 
Step1: Circle the keywords such as; Diagram, Function F(x), point(k,k), contained and shaded area.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions

Here is the example (2)

Key steps before Answering: 
Step1: Circle the keywords as rounded; Object’s acceleration, object, velocity, how far.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in a diagram.
Step4: Answer the questions.

Here is the example (3)

Key steps before Answering: 

Step1: Circle the keywords as rounded; .Mass, burning candle, velocity.
Step2: Unpack the questions as underlined.
Step3: Draw all the wanted information in the diagram.
Step4: Answer the questions.

I gave students a practice test last week, and I was really impressed with how much work ethic had improved. There was a noticeable improvement in algebra with fewer careless mistakes. The rewindable learning technique and Dr Janni’s strategy has really facilitated students in achieving Excellence. Here are the results:  

Name	AS91579 Integration practice test	AS91579 Integration practice test(Mock examination)
Student A	WD
Student B	ab
Student C	WD
Student D	M
Student E	M
Student F	M
Student G	M
Student H	E
Student I	M
Student J	M
Student K	A
Student L	WD
Student M	E
Student N	WD
Student O	M

There are three external examinations in this course and  all of them will be sitting one external and a few selected students will be sitting all three depending on their career pathway. 

As you can see four learners did not sit this exam. Two students are working on the Excellence level and most students are aiming for a Merit level. Learners are working hard towards Mock examinations which will be the last practice and is important as it will give them their derived grade.

Next step: Revising for mock examinations