Mid year examination evaluation

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.

Midyear Examinations evaluation:
  My learners have finished midyear examinations one group sat for two practice papers.
(Differentiation and Complex Numbers) and the second group sat for one paper (Complex Numbers). For Differentiation, this is their third practice
For Complex Numbers, this is their first practice test, therefore, I am unable to draw a comparison graph. Normally my learners do not sit two papers at this stage of the year.
I was impressed by their commitment and determination demonstrated by their attending after school classes.

Differentiation & Complex Numbers

Trends:
Differentiation:
• The percentage of students who have achieved Merit increased. However, there is a room for improvement in the number of Excellences.
• Those who did achieve higher were those who attended after school and holiday classes.
Complex Number:
• I am impressed with the results as this is our self-directed learning topic.

Here is a student perspective:
• Learners enjoyed Complex Numbers rather than Differentiation.
• Learners identified three areas of concern. Finishing the paper on time, careless mistakes and panicking about where to start.

My challenge:
• Ensuring my learners have the strategy to complete exam papers on time.
• Embedding checking for errors into all learning activities.
• Continuously reinforcing test condition in class to overcome learners needs.
• Those who attend study classes did well. I need to ensure my learners understand they need to continue attending their study classes for future success.
• Accelerating my learners, so they can reach at least a Merit level.

Next step for this topic: Learners will be sitting the third round practice test for Differentiation and the second round of practice for Complex Numbers  in week9, (Term3). These practice tests are very important as they give my learners their derived grade.

GO SOLO Yr13 -Systems of Equations As91587(3.15)

Systems of Equations As91587(3.15)


Using SOLO taxonomy involves learners in their own differentiation and makes the
process behind learning explicit. It highlights the difference between surface and deep
understanding, helping students understand where they are on that spectrum, and what
they need to do to progress.
My learners found SOLO taxonomy very useful to understand the NCEA breakdown A/M/E

Achievement

Form the 3 simultaneous equations

Find a solution to the simultaneous equation

Interpret the valid solution in context

Merit

Defined the variables

Justified the valid discrete solution

Formed new equations

Shown algebraically solved 0=0 and interpreted the  solutions

Found the relationship between variables and filling equations and interpreted

Excellence

Shown algebraically solved 0=0 and interpreted the  solutions

Found the relationship between variables and filling equations and interpreted

Find the equation representing line of solutions

Find a combination of values  for the variables that satisfies the model

Next step: Working on accuracy, Algebraic skill (3x3 Equations)

Intervention Designs- Systems of equations

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.


Systems of Equations As91587(3.15)

Achievement		Achievement with Merit	Achievement with Excellence
·       Apply Systems of equations methods in solving problems.		·       Apply Systems of Equations methods, using relational thinking, in solving problems.	·       Apply Systems of Equations methods, using extended abstract thinking, in solving problems.

This is last internal(3 credits) for the year to the 13MAA class. This is an exciting topic as it entails an online assessment with the use of Geogebra to draw graphs.
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, Geogebra and differentiated teaching in pedagogy.
•   I’ve decided to get help from Dr Janni on forming and using a model which will; relate findings to a context, communicate thinking and use appropriate mathematical statements.
• I am going to focus on Problems which are situations that provide opportunities to apply knowledge or understanding of mathematical concepts and methods.  Situations will be set in real-life with mathematical contexts.
• I am going to focus on building accuracy and Algebraic skills as this has been identified as a student weakness.
• 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.
• I have decided to continue my study classes on Wednesdays and Fridays including scholarship topics as well.
• 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 organise a resit if needed.

Every week I will do one to one interview and progress test to see the improvement.

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.