Inquiry 2024 -knowing the learner

 Career pathways planning; 

The NCEA University Entrance requirements;

• NCEA Level 3.
• three subjects at Level 3, made up of 14 credits in each of the three approved subjects.
• 10 credits in literacy at Level 2 or above, from a specified list of standards, 5 credits in reading, and 5 credits in writing.

I have been working with my learners to discover their career goals as they are in year 13. I have developed a program where they could achieve at least 14 credits from their internal to secure their university partial university entrance before working on externals.

Here is their career goal: 

Course planning:

After investigating their last year's results, their dream career pathway, and their abilities, I have modified the plan for the year  as follows:

One group of learners will focus solely on internals, aiming for 14 or more credits.

A second group of learners will tackle one external exam along with 5 internal assessments.

The third group of learners will take on three external exams and 4 internal assessments.

My Inquiry 2024 -Knowing the learners

 My Inquiry this year is Year 13 Statistics class. In this class ethnicity breakdown is as follows: 

There are five Samoan learners, Five Tongan learners. one Asian learner, five  Maori learners, and two  Cook Island Maori learners.

Last year's (2023) NCEA results:

Last year NCEA results showed that nine learners came from the year 12 Statistics pathway, 

seven students came from the General Maths pathway and two of them didn't take maths in 

year 12. Additionally, of those who came from the year 12 Statistics pathway, two gained 

Excellence, 3 gained Merit, and three gained Achieved in External examination.

Reflection for 2023 including externals

 There are 15 learners in this class. Initially 14 and with one transferred from another class. Among the 15 learners, 9 successfully passed their external, earning two Excellence, three Merit, and four Achieve. Furthermore, nine learners have acquired 18 credits, including their external assessment. These show outstanding results by our learners, surpassing previous results.

 There are two Maori learners in this class and one of them passed their external while the other one gained 14 internal credits.

My learners are thrilled with their results and have decided to year 13 Statistics pathway to pursue careers in Law, Medicine, and more.

Burst and Bubbles 2023

My inquiry focus is on the Year 12 Statistics class to enable 
and progress learners’ Statistical capability through an explicit 
focus on reading comprehension and guided writing responses.

 My personal goal is that as an Assistant HOD, I want to increase
 learners’ Mathematics achievement in years 12 and 13. This goal 
will make a powerful contribution towards the School, Department, 
and Manaiakalani goals.

I identified this as my focus when I realized that facilitating a 
Year 12 Statistics course leads to  Year 13 Statistics, which,  strengthens 
the career pathway in health science and their desired pathway.

To build a rich picture of my learners' learning, I utilized student voice, topic tests , and PAT results. This is a mixed-ability class of 14 students: 3 Samoans, 6 Tongans, 2 Cook Island Maori,1 Niuean, 1 Maori, and 1 Asian.

Last year's NCEA result shows, six students came from the Statistical
pathway and the rest came from other pathways.

To build a rich picture of my learners' learning, I utilized student voice, 
topic tests , and PAT results.

This is a mixed-ability class of 14 students: 3 Samoans, 6 Tongans, 

2 Cook Island Maori,1 Niuean, 1 Maori, and 1 Asian. 

Last year's NCEA  result shows, six students came from the Statistical 

pathway and the rest came from other pathways.

This course consists of five internal assessments and one external 

assessment. I have divided the students into two groups: the first group of

 12 learners focused on internal and external, while the second group of 

2 learners focused on internal only.

The profiling of my teaching has shown that I have strengths in teaching 
Statistics. However, if I were to further develop their skills in reading 
comprehension, writing responses, promoting rewind,  frequent monitoring
- using the verb monitor, recording and tweaking whanau engagement, and 
of course chat GPT I can reach my dream goal.

The changes I made in my teaching included implementing the SOLO taxonomy,
 using a voice recorder, applying the Tapasa framework, utilizing PEEL structures,
 engaging in professional reading, using the Chunk Chew Check strategy for external
transition teacher ownership to student ownership, using Think Loud strategies,
 incorporating the ViTaL sheet, utilizing Google Jamboard, creating video lessons,
 offering career pathway guidance, and providing study classes. 

Dr Janni, Kerry Boyd, Marc Milford, and Matt Goodwin  helped me to make 
these changes.

The challenge is teaching Statistics to those who haven’t Statistics before as 
Year 12 is a huge jump., and maintaining the deadline.

Qualitative shift- Problem solving, well-being, and growth mindset.

Quantitative shift-  all the learners have completed all the internal with 

14 credits and completed externals with 100% attendance(12/12). First time 

I taught Year 12 Statistics at Tamaki and I enjoyed it too. feel free to view my blog,

week1 to week5 Montoring

 I have been monitoring my learners very carefully during this term and they have been working hard during class, after school as well as on Saturdays to improve their grades. Today they had their examinations and attendance was 100% (12/12)and they were happy about the examinations. I put them into three groups, one group was working toward Excellence, the second group was working on Merit, and the third group was towards achievement.  They have completed their internals with 14 credits and will be waiting for external examination results to finalize the endorsements.

Here is the tracking sheet- Link

Inquiry question(6)

 

(1) Key changes are environmental, educational, motivational, and social factors that influence learning factors. 
(2)/(3) Key shift- My learners have completed their internals and working towards external topic.
There are five internals and one external.
Topic1 Coordinate Geometry-Reflection 1
Topic2 Trigonometry - Reflection 2
Topic3 Statistical Inference - Reflection 3
Topic 4 Statistical Experiments -Reflection 4
Topic 5 Systems of Equations-Reflection 5
(4)  
Internal: Reflection

• Coordinate Geometry- Working Dr janni Audio recording.

• Trigonometry- Think Aloud strategy and KWL chart.

• Statistical Inference- PEEL strategy and My video.

• Statistical Experiment- Jelly bean activity and PEE strategy.

• Systems of Equations- Working with Mark-Think loud strategy and Miro online board.

External: Reflection

Causal chain- If I work on the above factors I can reach my dream goal.

• SOLO taxonomy-Link 

• Personalized learning.

• Motivation

• Frequent monitoring- Learning, well being-Running record-Monitoring, recording, and tweaking.

• Rewindable learning- making study notes, video, audio.

• Chunk check chew strategy- Teacher ownership to Student ownership.

• Study classes to close the gaps.

• Career promotion-Career Pathways Expo.

• Student voice-

• Whanau engagement-

Plan Plan for Term4/Monitoring CTD

 My learners will be sitting their external examination on the 8th of November. There are 10 lessons left from today.

I started my Monitoring last term and it was productive as the derived grade examination results are impressive,  therefore  I am going to continue this term as well.

Here is the link.