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.

Meeting with Dr. Janni van Hees

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

In my year 11 mathematics class, there are a few ESOL students who are finding it difficult to understand and interpret contextual based problems. I have been working with Dr Jannie in improving their interpretation and comprehension skills so they can gain these numeracy credits. Last Friday, we sat down and discussed approaches to interpreting algebraic equations, which I will apply to teaching this week. The following is a general teaching plan;
Introduction: We will discuss Algebra Keywords and break down terms such as; Equation, problem, Substitution, like terms, Evaluate, Solve and Calculate and what exactly they entail. A matching activity will facilitate this understanding.
Forming equation for wordy question: There will be 3 steps introduced to students to aid in interpretation of world problems that can be applied to any scenario.

Step 1:  y=mx+c
This equation is a staple used in questions about rate, monthly fees, yearly fees, fixed prices.

Step 2: Explaining cost and specific equations to consolidate this type of question.

Step3: Hypothesis- Trialling different options to figure out which deals are the cheapest and dearest.

The challenge with this will be ensuring that students consolidate their learning by practising world problems consistently.

Next step: Dr Jannie will do a Deep Dive activity into Merit and Excellence questions.

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.

Meeting with Dr. Janni van Hees

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

Meeting with Dr. Janni van Hees
I am currently working on Multivariate date practice test for my year11 class. I met with Dr Janni, to get guide lines to discuss at least three features of the Graph/data.

How to discuss at least three features of the data/Graph.

Practice test

Firstly unpack the word discuss-What does this mean in terms of assessment. Learners need to 
know the Mathematical language they are required to use and what that language means.

Unpack the word comparatively so learners understand what is required.

Make a comparison statement from the graph using the language that has previously been
 taught (bullet point1).

Clarify the comparative statement to explain the data.

Provide support evidence by using numerical values.

NEXT STEP: Learners will be sitting their internal next week.

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 learners' group activity on Linear programming

#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

I have just finished linear programming and currently it is under marking and moderation. 

I have started my Exam revision with my learners as exams will commence next week.

One group will be doing Differentiation paper as a third round of practice tests and the other 

group will be doing Complex Numbers and Differentiation. Complex Numbers is a self-directed 

learning topic where the learn most of it themselves and I help them after school if needed.

This week my learners are working on past papers using the found Chunk. Chew Check strategy.

Chunk: Past papers.

Chew: Working in two or groups using whiteboards or past papers.

Check: Videos or Teachers.

  
Next step: My learners will going to continue revising until Examinations(week 8).

Havea Pamaka to promote engineering studies at tertiary level:

#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


  

Visit by Havea Pamaka to promote engineering studies at tertiary level:

My learners and I attended South Pacifica Engineering Expo introduced by
 Havea Pamaka( Civil Engineer) and he promised he will come to work with my
learners and is  going to send other ex-students.

Havea Pamaka came to Tamaki College last Friday, 31st of May, He showed
a video about engineering specialization, his project on civil engineering and
university life and especially how to adapt from school environment to tertiary
environment. Learners were very keen to see different types of engineers and
he suggested bringing Paul Pamaka to talk about Electrical engineering and
Emma Brown to talk about Chemical engineering.

Next step: Bring the ex-students suggested by Havea to their experience,