My Inquiry Learner' visit to engineering expo

#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

  Engineering Career Expo (South Pacifica Professional Engineering Excellence)

·         Two of my Colleagues Mr Vincent  Lee, Mr Johan Koch, and I took my year13 calculus students and year12 students to an Engineering Career Expo yesterday.  Students had an opportunity to learn about the engineering industry through South Pacific Professional Engineering Excellence.  The focus was to explore what a career in engineering could look like and dig deeper into Engineering.
        www.FACEBOOK.COM/SPPEEX.

·         What is engineering?        Engineering is the application of scientific knowledge to solving problems in the real world. While science (physics, chemistry, biology, etc.) allows us to gain an understanding of the World and the Universe, Engineering enables this understanding coming to life through problem solving, designing and building things.

     

·         I am thrilled that two of my old students, both Ex-students of Tamaki College, Havea  Pamaka (Site Engineer - Infrastructure Projects, Downer) and Emma Brown (Engineering PHD candidate), also spoke to our learners about their success. They have promised to visit the school to empower and inspire our learners . I also came to know about this event form Havea Pamaka, 

We also met with the other ex-student.who is a 

Bio medical Engineering student at Auckland university

·         It was emphasised by each provider that calculus was the key to success in engineering and other 

       science related courses at university.

·         The trip was very productive as students learned more about the career and the many types of 

        engineering that are offered. Students were particularly interested in biomedical and environmental engineering. I hope to bring in the ex-students to motivate these students further. Student found it overwhelming to see success from Polynesians and Maori too. Students are going to continue make a relationship with Tertiary providers and past students to find a meaningful pathway.

·         My colleagues and I also found the day extremely useful in understanding engineering in the 21^st century and this knowledge can be shared to other students also.

• Whanau Voice: I had a chance to talk to whanau while they dropped students off at school that morning. It was a good opportunity to update them about their progress.

·         Next Step:

o    Inviting ex-students to speak

Yr13 Intervention 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.

AS91574 (3.2 ) Linear programming( Internal 3 credits)
My learners have finished with their second topic(Differentiation) and will be moving to the third topic tomorrow. This is an online internal test using Demos, I am very excited to get started tomorrow.

I hope this topic will add three more credits towards Achievement or Merit or Excellence as this topic is fun and interactive. My challenge will be in figuring out how to accelerate teaching with in four weeks to gain better grade as this grade contributes towards Merit or Excellence Endorsements.

Achievement		Achievement with Merit	Achievement with Excellence
·       Apply linear programming methods in solving problems.		·       Apply linear programming methods, using relational thinking, in solving problems.	·       Apply linear programming methods, using extended abstract thinking, in solving problems.

I have been working through Linear programming (3.2, Internal) with my 13MAA.

I got student input on how to teach this topic and after discussion with

 my students, I made the following planning decisions:

Intervention Designs:

•           I am going to apply SOLO taxonomy, Desmos software and differentiated teaching to apply effective,            appropriate pedagogy.

·    I’ve decided to spend more time on forming equations, constraints and optimisation.

·    I have made a site already using Video lessons, Khan academy videos, Online quizzes, Power points and repetitive practice on online  past papers to enhance learning and promote self-directed learning to imitate university life. A ViTal sheet will be used to track their progress.

·    Continuing with study classes on Wednesdays and Fridays after school for greater achievement and teach scholarship too.

•  At half-way through the topic, I will give them a KWL chart to track progress.
•  At the end of the topic test, I am going to get feedback from the students to get their strengths and                 weaknesses in order to organize reassessment if needed.
• Continue to work with Dr Janni van Hees to improve their comprehension skills to form equations, optimization questions.
•  What is desmos?

Yr13 -WRFC#(5) Begin to collect evidence-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

• I have collected individual students' past year results from kamar blog post is here

• Historical results from NZQA site and my blog post is here.

• Student voice blog post is here.

• The following is the year planner:

• 

• Data:So far my whole class has finished the first internal Trigonometry test( 4credits) and here is the comparison of results between 2018 and 2019

Trends:

• The percentage of students who achieved Merit and Excellence increased, thereby shifted achievement higher out of achieved. Overall, I am happy with these results.

I am currently teaching the differentiation topic and currently only have data from the halfway topic test. As seen above, the majority of students got achieved.
Challenges:

• Lifting achievement up to Merit and Excellence; In order for student to get Merit and Excellence endorsements, students must at least get a Merit or Excellence in this topic.
• Another challenge is that getting students to retain this knowledge up until the end of year exams. 
• To combat this: I have held revision classes in the first week of the holidays to make sure students remember this learning.
• I also hold after-school study classes to ensure that students retain this knowledge and accuracy. 
• My scholarship students have finished another internal test (3 credits) and here is the blog post explaining this. My challenge is to balance the yearly schedule and continue with the scholarship program.

• To figure out how effective these solutions are, I will create a google form at the end of the topic as well as compile data of achievement after the topic finishes and share this in my next post. 

PEEL Structure

My appraisal goal two(Personal Goal) is to increase the number of 14+ credits in year 12 and year 13(Mathematics).

#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  NCEA years 11-13. As a CoL leader within school, I  am more interested in inquiring about student learning and my own practice.

Our Mathematics department,Year11 and Year12, are moving to Statistical investigations next term.

We will be using the PPDAC cycle to write an investigation.

P- Problem, P-Plan, D-data, A-analysis and C-Conclusion.

The following will be focusing on A-analysis
Learners found it challenging writing Analysis, so I did a PD(09/4/2019) on PEELstructure- which breaks down how to write a paragraph to explain graphs and discuss sample distributions. My colleagues found it useful and I hope this will shift learners' achievement.

                                                                                   

                                                                                                                              

Year11 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each time you finish your paragraph that you go back and check that you cannot see generic terms such as: “sample median, population median, the interquartile range…….”  And that you are consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEE(only for year11)

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)

Year12 Example

DISCUSSION OF SAMPLE DISTRIBUTIONS

It is good to use the acronym DISCUSS to remember the aspects of the sample distributions
that you need to compare.

D	iscuss
I	nitial  Interpretation	First impressions – similar/different
S	hape	Symmetry, Skew, Unimodal
C	entre	Medians
U	nusual	Outliers, extreme values, gaps
S	pread	IQR, Standard Deviation
S	hift/Overlap	Comparison of middle 50% - shift along the scale and overlap

For each aspect you need to write a paragraph that is in context. It is important that each
time you finish your paragraph that you go back and check that you cannot see generic terms
such as: “sample median, population median, the interquartile range…….”  And that you are
consistent with the way that you label the sample, the variable and the population.

(You need to write about 2 aspects for achievement/merit and 3 aspects for excellence)

When constructing your paragraphs, remember PEEL.

Use PEEL

Point – what can I notice?

Explanation – how does it compare from one graph to the other?

Evidence – what are the numbers to support what I can see?

Link – what does this mean in terms of the context?

Each paragraph needs at least three sentences:

1. PE- The first two ideas can often be combined into one sentence:

I notice that………………………………whereas/compared to…..

2. E- The second sentence of your paragraph needs to identify the specific numbers
3. or sample statistics that support the point you are making in your first sentence.

I can see that……………………………with numbers and units.

3. L-The last sentence is the most important if you want to get merit. How does the
4. point you are making link back to the investigative question or the context that you
5. are investigating?

This means that…………………………

My Collaborative Inquiry Year 11

WFRC#(4) Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools
Minor Collaborative inquiry - Can I improve the Year 11 numeracy credits by collaborating with one of my colleagues (one of my hunches!) and also the technology department?

My hunches are- I need to apply literacy strategies  and SOLO taxonomy effectively in order gain Achievement/Merit/Excellence. Hence, how to carryout an effective Collaboration Inquiry?

The Problem to be solved is:

First Name	Ethnicity	PAT Stanine 2018	Transformation Geometry (AS91034)	2 Cr
Student 1	Maori	4
Student 2	Tongan	2
Student 3	Niuean	3
Student 4	Cook Island Maori	4
Student 5	Cook Island Maori	3
Student 6	Maori	3
Student 7	Tongan	new
Student 8	Tongan	2
Student 9	Samoan	2
Student 10	Tongan	3
Student 11	other	new
Student 12	Maori, Indian	3
Student 13	Cook Island Maori	3
Student 14	Cook Island Maori	3
Student 15	Filipino	new
Student 16	Cook Island Maori	3
Student 17	Tokuluan maori	new
Student 18	Tongan	3
Student 19	Cook Island Maori	4
Student 20	Tongan	4
Student 21	Tongan	3
Student 22	Cook Island Maori	1
Student 23	Tongan	3
Student 24	Tongan	new
Student 25	Maori	new
Student 26	Maori	ab

 The above data shows that the students range from Stanine 2-4.
My challenge will be in figuring out  how to accelerate teaching within a short period.
There are 3 international students struggling with the writing and reading skills

My Tools/Measures/Approachers are:

• Knowing the learner-Approach according to ethnicity background and past year PAT results using Kamar, helps to apply differentiated teaching according to their ability.
• Formative assessments and practice tests in internally assessed topics will help students gain Numeracy credits.
• Student Voice- Instead of simply making assumptions about how best to support students, I am interested in collecting student voice using; google forms, Blogging and videos.
• Promote Mathematical literacy/reading in class to understand the Merit/ Excellence questions to gain better grades.
• Teaching SOLO taxonomy to understand the breakdown of Achievement, Merit and Excellence in NCEA to gain endorsements.
• Using work space and videos to set effective lessons in revising and reviewing before tests.
• Using literacy strategies to understand new concepts.
• Incorporate google drawing into Transformation geometry to increase engagement.
• Peer teaching- Learners feel more comfortable and open when interacting with their peers.
• Weekly catch ups with Mr Nilesh Krishna and Ms Karen Ferguson for effective collaboration.
• Creating key tags using design to make this topic meaningful.