My Inquiry question #1-Part 2

WFRC#(1-1,2) Describe how and why you have selected this challenge

of student learning. Locate your inquiry in the context of patterns of student learning in Manaiakalani overall.

 

Last year my inquiry aimed to raise the achievement of year 11 students in a lower ability

class and raise the achievement of Maori students. We did this by taking a focus on literacy strategies and doing repetitive skills practices. I trialled a variety of literacy strategies using practice questions to build student insight, clarity and to develop extended abstract thinking. Students worked hard by attending extra tutorials and using online resources. However,

there was still room for improvement as the COVID situation brought additional challenges.

 

This year I am focusing on a mixed ability year 11 Akomanga Kahinga class. I am

interested in tracing their progress as I have been teaching them since year 9. Additionally,

the manaiakalani findings prompted interest in this group too. I am going to focus on the wellbeing of the tauira as these are unprecedented and challenging times. I also want to

work on creating a good balance as we transition into a smoother hybrid learning model. 

 

For this Akomanga Kahinga class, there are  four internals and three externals. 

I began preparing these students last year by teaching all the year 10 topics at a level 5-6

curriculum level. Whilst working with students last year, I identified a few outstanding

students to whom I can offer all three externals to by holding extra tutorials (online and offline). There are 9 Maori earners, 8 Tongan learners, 6 Cook island Maori learners, 2 south

east asian learners and one Samoan learner in this class.

 

 

In order to move forward, Dr Jannie van Hees has helped me build confidence building strategies.I will continue to work on contextual based questions in every topic and I am

going to get help from Marc Milford , Dr Jannie Van Hees and Mrs Latu to bridge the gaps

in learner knowledge and expand extended abstract thinking. This is with the aim that

students can gain at least 16 credits to meet the partial requirement to pass NCEA level

one and achieve endorsement.

 

By the end of year I hope the whole class will confidently use mathematical language,

written, listening, interpersonal, comprehension and listening skills. This is in order to

build their confidence in this landscape and become lifelong learners.

 

My Challenge:

I have divided them into three groups. Currently there are 9 students who are working

above  the expected level, 10 students who are at the expected level and 9 students

who are working below the level. 2 of the students in the class are ESOL. There are

clear gaps here in terms of mathematical skill levels, literacy skills and confidence

that need to be built upon this year. 

My challenge is to accelerate learning, despite all the COVID disturbances, to

enable learners to  get endorsements and 16+ credits.

 

I am interested in learning more about the students to effectively cater to the

needs of each student, whilst promoting whanaungatanga and wellbeing.

WFRC#(1-4) Explain why you judge this to be the most important and catalytic issue

of learning for this group of learners this year (In chemistry, a catalytic substance

one  which increases the speed of a chemical reaction).

I judge this to be the most important issue as I identified the following three challenges that are impeding on progress: 

• Literacy and comprehension challenges

• Wellbeing and confidence challenges 

• Missed lessons 

If I am to work on these specifically, I predict the achievement of students will increase. The strategies to improve these challenges include the following: 

• Practising literacy strategies repetitively and the ViTaL sheet to track progress.

• Extra support- after school online/face to face study classes.

• To cultivate confidence I caught up with Dr Jannis Van Hees, her ideas are;

• Giving voice to my learners  that empowers them, their voice suggests

• pathways to interrupt barriers and enhance existing capabilities

• Collaborative ways of learning as we are all teachers and learners

• Peer teaching groups

• All questions are worthwhile, voice them and address them

• Stocktake on the session’s learning

• Weekly surveys to identify individual and class learning progress

• Invitational teaching and learning- approaches and teaching and

• practice points are organised but fluid and response

• Learning as a community embraces pacifica well being

• Collaborating with the whanau weekly

I am confident that if I choose to work on these then there will be momentum forward

for students. I will actively be blogging about topics, teaching styles, literacy

strategies and evaluations. 

These are some further questions I will ask myself as the year progresses:

• How can I promote and cater effectively for three different groups?

• Do my students really enjoy this subject and enjoy this pathway?

• Are they doing enough homework in order to retain the knowledge?

• Are there enough resources and practice mathematical language activities to cope

• up with the NCEA requirements?

• How can I build respectful, trusting relationships together, we are in this together

• during ths unprecedented time?

• How can I promote learning as a community aspect as pacifica learners embrace

• learning as community?

My Inquiry Question #1-Part 1

 

Inquiry question#1: Summarise the discussion you had with your school leader(s) about your proposed inquiry focus and their reaction to this :

The first Kāhui Ako meeting was last month. Russell and Chris asked us to consider how our 

inquiries can be adapted to COVID conditions, whilst keeping our students engaged and 

excited about their learning. Russell’s korero also spoke about the importance of tauira 

wellbeing and confidence. 

Our school goal for this year is to

Goal 1 Maori Achievement

To raise Maori student achievement and cultural visibility.                                                                                                                                                                                      

That 85% of Maori students will achieve NCEA Level 2. 

 

Goal 2 Pasifika Achievement       

To understand and demonstrate the cultural competencies of Tapasā.  

85% of Pasifika students will achieve NCEA Level 2. 

 

Goal 3 Literacy and Numeracy

By the end of Year 10, 80% of students will be reading at or above the expected level

By the end of Year 10, 70% of students  are writing at or above the expected Curriculum Level.

By the end of Year 10, 70% of students are achieving in Mathematics at or above the expected 

Curriculum Level

That 90% of Year 11 students will achieve NCEA Literacy.

That 90% of Year 11 students will achieve NCEA Numeracy.

 

Goal 4 Student Wellbeing

Increasing Student, Family and Community Engagement with Schools Student Support Network.

 

Goal 5 Staff Wellbeing

Staff at Tamaki College will be well supported so that their practice meets the needs of our students.

 

 

Our Mathematics Department goal for this year is:

By the end of Year 10, 70% of students are achieving in Mathematics at or above the expected 

Curriculum Level (PAT: stanine 4-6 or higher). 

That at least 80% of Year 11 students will achieve NCEA Numeracy.

Year 13s to leave college with sufficient Maths skills to get into their chosen vocational  pathway.

As an assistant HOD,  my goal is to raise achievement in year 12 and year 13. By looking at three  

goals, I have decided to focus on year 11 students to make a powerful contribution to my school’s 

goals, department’s goals and my goals.

Collaborating:

I spoke to 3 members of middle management, Deputy Principal and Dr Jannie to discuss 

my inquiry. I will be working with all these people and below are some considerations they 

provided me:

 HOD Mathematics:

Collaboration with the department.

Sharing blogs and Literacy strategies.

Powerful contribution to the department goals.

Sharing resources.

Maori learners’ achievement and career pathways.

Numeracy contribution.

Well being of teachers and learners.

Promoting Hybrid learning model.

 

Deputy Principal

Numeracy contribution.

Achieving in Mathematics and choosing the year12 pathway is a contribution towards student 

wellbeing.

Sharing ideas is powerful towards teacher well-being.

Maori learners' identity and career pathway.

 

Whanau Dean: Kowhai/HOD of Technology

Meeting the learners' pastoral needs.

Meeting the learners’ wellbeing.          

Mrs. Mele Suipi Latu

Meeting the ESOL learners’ wellbeing and learning needs.

Tapasa framework.

 

Dr Jannie Van Hees

Well being techniques.

Literacy strategies.

Confidence building exercises. 

After meeting the above leaders I feel inspired to take on this inquiry.

My Goal Inquiry 2022

How do I capitalise on the whanaungatanga and the sense of wellbeing that already exists among 

the learners of my  year11 Mathematics class(Akomanga Kaihanga) to empower their learning?

This goal provides a strong pathway into year12 using literacy strategies , skill practice and 

confidence building. 

Inquiry question 7: 2021 Teacher Inquiry Evaluation

My Inquiry is for year 11Mat (General Mathematics class) where there will be internals for targeted Maori students and the rest of the students, so they can gain Numeracy with at least 16 credits. This also provides a pathway into year12 using literacy strategies and skill practice. 

I made key changes in my teaching after the first lockdown. These shifts included causal steps in literacy strategies and student-assisted learning. I utilized the online Miro whiteboard to run matching activities and used, tracking sheets and lesson setting on google calendar.

During second lockdown(12weeks) I promoted DocHub, google jam board, tracking sheet and seeked help from the Whanau to overcome the attendance challenges.

Due to Covid, learners are eligible for learning recognition credits which means for every 4 credits they earn, they get one extra credit. According to that calculation, to date 11 have gained 16 credits, 4 have gained 13 credits, 2 of them have gained 12 credits and 3 of them have gained 8 credits.16 out of 19 have gained Numeracy. However if there was no lockdown, all students would have achieved 16 credits. My learners thoroughly enjoyed this course and good rapport was created. As a result 17 out of 19 have decided to take year12 Mathematics even though Mathematics is optional.

Reflection on my professional learning through this inquiry cycle: I learned how to build confidence, leadership skills, independent learning and collaborate effectively online and  face to face. I learned to to tackle behavioural issues and hook students into enjoying mathematics.Through the inquiry process, I developed a better understanding of learning pedagogy. I also improved learning outcomes for our Maori and Pacifica students. 2021 brought its challenges with online teaching due to COVID two lockdowns. 

My inquiry learners' movie

 My Inquiry class produced a movie to capitalize on the journey as a team. They helped each other with full of dedication and co-operation. I noticed positive teamwork. After the movie production, I started to emphasize the learners by asking how can we do well in Maths as a team. 

Bursts in Bubbles

 My inquiry focus is based on the year 11 General Mathematics(11MAT) class. The class entails internals, targeted Maori students and the goal is for students to gain Numeracy with at least 16 credits and a pathway into year 12 using literacy strategies and skills practice.

 My personal goal is that as an Assistant HOD, I want to Increase students’ Mathematics achievement in year 12 and Year 13. This goal will make a powerful contribution towards Numeracy,  school goals, Department goals, and Manaiakalani

My Specific Outcomes include: 

• Facilitating year11 students’ pathway into the year12 General Mathematics course, which includes gaining at least Numeracy(10 internal) credits.

• Learners must also pass at least 16 credits to contribute powerfully to NCEA L1.

By the end of the year, all students can experience success in their learning by gaining Numeracy and fulfilling their requirements for NCEA L1 by using literacy strategies and skill practice.

The catalytic component of student learning is ensuring how I can promote self-confidence, independent learning, and positive online teaching due to COVID.I identified this as my focus from the past experiences of students.

To build up a rich picture of my learners I used student's voice, Pre-test/Post-test/halfway test/end of topic test, and PAT results.

This is a low-ability class of 23 consisting of; 4 Maori students,1 cook island Maori, 8 Tongan students, 3 Samoan students, 1 Cook Island Maori,2 Fijian, 1 Filipino, 2 Niuean, and 1 Afshani and four of them are ESOL learners. However, there are now, 19 students and as I moved 3 of them to top class due to their huge shift within in a short period  So now I have 19 students consisting of 8 Tongans, 3 Samoan, 1 cookIsland Maori, 2 Fijian, 2 Maori, 2 Niuean, and 1 Afghani.

From the PAT results last year, one group are working at-stanine 4, the second group are at -stanine 3, the third group are working at -stanine 1-2, and the 4th group are ESOL learners. There are clear gaps shown here in terms of mathematics and literacy skills.

The challenges will be cultivating their accuracy skills, literacy strategies, deepening their understanding, creating confidence, ownership, promoting engagement, leadership skills, love of learning, confidence, and collaboration across their subjects.

My students would likely make more progress if I developed how to use literacy skills with confidence. I asked my students for feedback and 

I made the following changes: 

Promoting culturally responsive pedagogy by translating into Tongan languages, Learners to lead Learn to create a session at manaiakalani cluster create staff session, critique each other's work, Literacy strategy from Dr. Janni and Mrs Latu, Multimodal instructions, Collaboration with ESOL department, Making a movie at manaiakalani festival and working with Lanva Shearing, SOLO taxonomy, 3 Act strategy, KWL chart, PEEL structure, Do nows and Professional reading.

As I step into term3 Lockdown hit Tweak Causal Chain-After the first lockdown causal steps are matching activity using  Google jam board, Miro online board, tracking sheet, setting lessons on google calendar, checking periodically with Whanau,DOC hub lessons, videos, and Miro lessons to rewind.

The easiest thing is teaching using online Trig and Linear Algebra packages-demos, GeoGebra, google spreadsheet, DocHub, Google jam board, and online matching activities to teach Trigonometry(1.7) and Linear Algebra(1.4).

The hardest thing is to teach Number(1.1) and Multivariate data(1.10). I sought help from Dr. Janni and Mrs Latu, PEEL structure to reflect on each other's work and differentiated teaching.

This year I divided them into groups due to their availability and covid conditions.

Overall I would rate the changes in student learning as impressive so far because of no loss during the lockdown.I offered 4 internals and three have been completed before lockdown and my learners have been working through the internal during lockdown and bcos of no loss they started their test on their return to school.

Quantitative shift-  According to my understanding online learning is working. More time and pastoral care is needed to address these issues, especially covid. Nothing was lost, everyone adapted to being online effective learners and finished their tasks. 16 out of the 19 students were in class regularly.  

Due to covid, learners are eligible for learning recognition credits which means for every 4 credits they earn, they get one extra credit. According to that calculation, to date 11 have gained 16 credits, 4 have gained 13 credits, two of them have gained 12 credits and 3 of them have gained 8 credits.16 out of 19 have gained Numeracy.

Qualitative shift- positive attitude, questioning skills, critique each other, and independent learners and leadership skills. As a result, my learners lead a Learn create share session at manaiakalani cluster create a staff session and make a movie for manaiakalani festival.

Some learning that would be relevant to other teachers is KWL chart, PEEL, Dochub. Google jam board, Miro online board, and 3 Act strategy. And my learners ran Learn create share PD on Geogebra and created a movie on it for manaiakalani festival to promote confidence and leadership skills. Promoting Dochub and google jam board at the staff meeting and ran a session on 3 Act strategy in the department meeting. I strongly believe that collaboration adds motivation and values. When we work together with teachers we can identify the common challenges, analyse common data, which can improve our instructional approach.

My next steps are that  I am waiting for the rest of the students to finalise.16 credits as six of these students are works in progress and 3 of them are yet to return to school.  I also wish to collaborate with other teachers and share my findings with colleagues/DPT. Feel free to view my blog, Thank you.

Numeracy	Total Credits
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	16+
✓	13
✓	13
✓	13
✓	13
✓	12
✓	12
	8
	8
	8

Face to face teaching

 Last week the year11 learners returned to an in-person class, which was very exciting. Out of the 20 students, I was pleased to see 11 face-to-face and 5 online. I am looking forward to seeing the rest of my students. It was difficult over lockdown with online classes, but 16 of my learners are on track and this is a good result. 10 of them completed their real internal test last week and six of them agreed to finish it next week. It is under marking/moderation now. 

I found that teaching online without skipping any lessons, collaboration, working with the whanau to close the gap, flexibility, motivation and online tools helped me in making sure the learners stayed on track.  The learners look very eager to learn after they return back to school, which is encouraging to see. tracking sheet Link.