Tohatoha-Share Staff meeting

 Last Monday, I attended the Manaiakalai share staff meeting via google meet. Here is my korero.

Describe what was happening for the group of learners you selected, their strengths and needs. Discuss evidence you have e.g. anecdotal observation, learners’ blogs, data, student voice, conversations with whānau and previous teachers.

My Inquiry - year 11Mat  (General Mathematics) class with internals for targeted Maori students and the rest of the students to gain Numeracy with at least 16 credits and a pathway into year12 using literacy strategies and skill practice. Link

By the end of the year, the Maori (targeted students) and the rest of the class can experience success in their learning by getting Numeracy and fulfilling their part of the contribution to passing NCEA L1 by using literacy strategies and skill practice.

Strengths and needs: There are 23 students in this class. Five Maori students, 8 Tongan students, 3 Samoan students, 2 Cook island Maori, 2 Fijian, 1 Filipino, 2 Niuean, and 1 Afghani. Four of them are ESOL too. 

From the PAT results last year, 6 students are working at PAT-stanine 4, 10 students are at PAT -stanine 3, 2 students are working at PAT -stanine 2, and the rest working are at PAT stanine 1.There are clear gaps shown here in terms

of mathematics and literacy skills. 

My challenge is to accelerate their learning towards NCEA Level1, achieve 16 credits and make an effective contribution to ensuring they pass their NCEA Level1.

Link

Summarise the student learning challenge you planned to focus on in 2021. Talk about why this is important for your school/kura i.e. what difference will this make for your learners/school?

My challenges are cultivating their accuracy skills, literacy strategies, deepening their understanding,

creating ownership, promoting engagement, love of learning, confidence, and collaboration across their subjects.

If I achieve the above challenges I am confident they will produce a better outcome.

This will make a powerful contribution towards Numeracy,  school goals, Department goals, and Manaiakalani

goalsLink

Your hunch - describe what you can change or do differently in order to improve learning experiences and outcomes for students. The simplest way is to say -  if…..    then…..

Hunch is accuracy skills and comprehension.

If I encourage my learners to do lots of skill practice and a variety of literacy strategies by critiquing each

others work,  they will get motivated and enjoy learning. 

Learning - Describe how you have acquired new knowledge and skills to make changes in your practice e.g. PLD, readings/research, ideas from your colleagues.

CoL PLG 

Department meeting.

School PD

Literacy specialists Dr Janni and Mrs. Latu.

Research into specialist strategies te kotahitanga.

Professional reading.Link

As an  Asst HOD, I attend Management holders PLD and Auckland Mathematics association PLD.

Working with Lenva Shearing.

Taking action - describe what you are planning to do (or have done) differently. 

• 3 ACT tasks for every problem. Link

• Promoting culturally responsive pedagogy-translating into Tongan language. Link 

• Learners lead  Learn create share PLd at Manaiakalani cluster Create staff PLD

• at Stonefields school to build up their confidence and leadership skills.

Link

• Critique each other's group work.Link

• Literacy strategies with Dr Janni for first topics Number and trigonometry.Link

• Multimodal instruction. Link

• Collaboration with the ESOL department for ESOL learners. Link

• I intend to do a Collaborative cross-department and dive deeper into Maori learners.

Maths week

 We are celebrating maths week at Tamaki College.

Here is the year9 challenge.

Practice test

Critique each other strategy;

 Currently, we are working on a Multivariate data practice test. I modified all the exercises by adding PEEL structure in order to write sentences as their writing skills are limited. Also, I divided them into groups to make them write on the whiteboard and critique each other. My learners really enjoyed it last week and from their feedback, they look confident to move to real tests next week. Critiques help learners hone their persuasive writing, information gathering, and justification skills. I am very confident that learners' who critique one another's work raises the bar.

Evaluation As91032(1.7) Trigonometry

 

This is the second internal assessment. In this internally assessed 91032 Trigonometry standard, 19 learners have gained 3 credits and four of their work is under progress as they have missed too many lessons. I am pleased with six Merits compared to the first internal. Learners really enjoyed this as this a practical-oriented and less contextual-based question.

Here is the learners' voice:

Matariki and 9TPt

 We celebrated Matariki week by making Maori cultural design art using google drawing and drawing by hand. Here are the designs made by 9TPt (this is a shared class between Ms. Karen Fergoson and I.)

The research shows that it is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

PEEL Strategy

  Last week my learners have been working on Analysis. I used PEEL, a literacy strategy to write Analysis.

What is PEEL's strategy?
P- Point
E-Explain/ Elaborate
E-Evidence/Example
L- Link it to the population
At level one we focus on PEE only.

Step1-I gave them a frame with writing languages.
Here is the generic frame.

Point	What you see In my sample I noticed….    (comparison statement)
Evidence	Give values  (statistics) The evidence for this is….    (give the values to back it up)
Explanation	Explain what it means This means that        (what it means more generally)
Link (This part should be in the conclusion)	Link back to the population and context Back in the population I would have expected This confirms my initial about the population that…. This is surprising because back in the population….                       Explanations sought to explain what has been identified features Be specific about what you mean as the population

 

 

Centre	Median (or mean) comparison ·         Are they similar are different?   P: statement comparison position of medians in context E: Median values and the difference to support previous statement E: explain what it means about the situation. if one is significantly higher than the other then that group tends to have a greater...
Spread	Size of the Middle 50% (Inter-quartile range)   P: do the groups have a similar or different spread (wider range) of the middle 50% E: IQR of each group and the difference is the size of these E: what does it mean about the groups   If similar= similar variation of the central cluster.   Boxes are small then more consistency in values   Boxes are large then greater variation in values   If different one group more consistent and less varied in middle 50%
Shift/Overlap	Relative positions of the middle 50% (boxes) ·         One group is shifted further up/down the scale than other group. ·         The boxes do / do not overlap ·         The overlap is small / large   P: is there relatively large (small shift) or small (large shift) overlap between the boxes?                If there is a big overlap we can say the 2 data sets are quite similar E: show and describe, with values, the shift: 50% vs 75% E: Describe what it means, large overlap = similar measurements and central tendency   Small overlap = one group tends to have higher/larger measurements than the other

Step2: I did a close activity to write statements as my learners found it very challenging.

	male	Female	Difference
Min
LQ
Median
UQ
Max
Range =Max - Min
Inter quartile range= UQ-Lq

Analysis:

CENTRE:
I notice that the median ------- of the female/male sample is slightly higher/significantly higher /similar that the male/female ------ sample median.
This means that there is only a small/huge/no difference between the median ---------- for this sample. 
The median ---------------- for the female/males is ------ which is only -------- higher than the female/male  -------- median of --------kg.
SPREAD:
IQR (Interquartile range)= upper quartile - lower quartile
I notice that the middle 50% of the -------- for each of the sample distributions have a slightly higher/significantly higher /similar spread.
The IQR for the male sample is ------ and the IQR for the female sample is --------which is only -------- higher than--------.
.
SHIFT/OVERLAP:
I notice that there is significant/slight/ no overlap between the male and female middle 50% of weight in this sample distribution. The LQ, median, UQ of the male sample is only slightly ---------------- than the female sample.
This indicates that there is not much/ huge difference between the ------------------------- of male and female students in this sample.
The male sample LQ has shifted -------- up the scale, the median has shifted --------------- up the scale and the UQ has shifted ---------------- up the scale.

Here is the learners' example- Link1, Link 2 & Link3.

SOLO AS91035(1.10) Multivariate data

I found the SOLO taxonomy very useful to differentiate between Achievement, Merit, and Excellence.

Here is the breakdown.

Achievement	Merit	Excellence
Pose a question using 2 qualitative variables and one quantitative variable.
Create 2 graphs Box and Whisker Dot Plot
Provide summary statistics
Analysis State at least 2 features comparing the two variables	2 different features discussed in context stating figures from statistics.	3 different features discussed in context giving reasons and meaning to the comments. Centre Spread Shape of Distribution
Answer the question OR make an informal reference to the population	Answers the question with evidence to justify. Gives a statement about the medians in making a call or states it is too close to call with evidence.   Refers back to population	Makes a call citing comparison of medians OR mid 50% Must refer back to Population   No Contradictions   3 comments showing abstract thinking eg  Variability       Expected results       Contextual knowledge Other contributing Factors