WFRC #7/3: identify informal & formal ways you are monitoring the effects of your changed practices/intervention on learner outcomes. Explain the reflections and tweaks you are making along the way WFRC #7/4: Describe how you will keep a record of each of the above in a manageable way (‘cos you won’t otherwise remember all your many micro-decisions and why you made them)

  Tweak: How to collaborate and create integrated lessons to improve literacy, skills, and rewindable learning using Miro Online whiteboard.

Over the next five weeks, I am going to start classes with “Miro ” which incorporates literacy skills, Algebraic skill This is also to go through rewardable learning techniques and make sure students recall what they have already learned. I will also present exemplars of contextual questions to unpack keywords, skim reading techniques, matching activities, and video clips. Last week I set all my lessons for Calculus on Miro and trailed with my class virtually due to COVID. learners engagement was huge and 

I am also going to maintain a log to check student progress and keep a record of this on an excel spreadsheet. Testing of progress will be conducted at regular intervals so that if changes to teaching techniques need to be implemented they can be. 

Change  of plan: Link

Next step: Monitoring continues 

WFRC #7/1: Restate your inquiry question and your theory of action/chain of events (so you keep your eyes on the prize) WFRC #7/2: Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you do differently)

 My Learners have completed all the internal and now working on the second externals.

There are two external Algebra (4credits) and Calculus (5credits). I have enrolled most of them for one external and few of them for both externals in due to COVID time constraints and their carrier pathways.

My learners struggling with contextually based questions, careless mistakes with skills, and rewind the learning. Recently my daughter introduced to this cool idea of Miro Online which will address all the issues, lessons are the interactive and enjoyable and ideal tool for remote learning. The three areas are indicated on the flow chart with the respective implementation strategies.

Tweak: How to collaborate and create integrated lessons to improve literacy, skills, and rewindable learning using Miro Online whiteboard.

Link

Next Blog:I will discuss monitoring and keeping records of these strategies

Learn, Create, Share workshop

 How to collaborate and create integrated lessons using Miro Online whiteboard.

Yesterday, We had our second Manaiakalani Cluster Create workshops where the whole cluster comes together to talk about the "create" part of Learn, Create, Share.

Dorothy Apelu, Mele Suipi Latu, and I were lucky enough to run one of the workshops about the Miro online board which I used to teach my students during the lockdown. Link

Here are some high lights and a workshop Link.

Feedback

Maths week 10/8/2020 to 14/8/2020/ Day2

 

Welcome to the Year9 Maths Week Competition day2!

Here is the Day2 challenge.

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Maths week 10/8/2020 to 14/8/2020/ Day1

 

Welcome to the Year9 Maths Week Competition day1!

We are delighted to run a student competition again this year as a part of Maths Week for year9 students.

This competition will be run from Monday to Thursday and each day there will be different challenges students have to answer. Every day the correct answers go into a draw for prizes and winners will be announced on Friday.

Here are the Rules:

·         There are four separate competitions, one at each level from Monday to Thursday.

·         Write the answer on a piece of paper and make sure to write your name/Surname, Tutor , Day (1 or 2 or 3 or4) and maths teacher.

·         Only one entry per person.

·         Entries closes at 3pm.

·         Calculators are permitted.

·         Students need to hand in their answers at the end of class, interval or lunch- not during class.

Plan for AS91262 (2.7 ) Apply Calculus methods in solving problems (External 5 credits)

Plan for AS91262 (2.7 ) Apply Calculus methods in solving problems (External 5 credits)

My learners have finished Algebra AS91261 (2.6 ) and the last internal As91269 Systems of equations(2.14, internal 2 credits). 

This topic is L2 Calculus and the pathway to the Year13 Calculus course.
I got student input on how to teach this topic and after a discussion with my students. I made the following planning decisions:
• Applying SOLO taxonomy, to work on Achievement/Merit/Excellence.
• Spending more time on Keywords, Differentiation, Integration, Kinematics, Optimisation, and wordy questions.
• “Do now” questions every day to work on Calculus skills.
•  Dr janni Van Hees will assist in tackling complicated contextual questions.
• Tracking sheet will be used to track their progress.
• Continuing my study classes on Wednesdays and Fridays (after school hours.)
•  I will give students a Chunk, Chew, Check to retain the knowledge until examinations(November).
• At the end of the topic, learners will be sitting a practice test as this is an external topic.
• Using the online whiteboard, videos, lots of repetitive practice form past papers, and education perfect to make my online lessons more effective.
•Go hard with their homework.

Also, I am going to give lots of practice during extra study classes  to prapare them for mock examinations next term which decide their derived grade. My upcoming holiday class focus will be on  past papers.

       Next step: GOSOLO for AS91262 (2.7 ).

Plan and conduct detailed inquiry into specific aspects of your current teaching that are relevant to the hypotheses you identified in the literature. Inquiring into your teaching should give you:

TAI2020WRFC Inquiry question#6: 

Question6/1:
Plan and conduct a detailed inquiry into specific aspects of your current teaching that are relevant to the hypotheses you identified in the literature. Inquiring into your teaching should give you:
Formative information about your current strengths and areas for development
Baseline information that you can use at the end of the year to provide evidence of shifts in teaching
Use multiple tools such as self- or peer-observations, analysis of your class site, student's voice.

Peer observation:

My learners have completed three internal assessments, and here is the link to the student voice/perspectives.
I invited our literacy specialist, Mrs. Mele Suipi Latu, to do a peer observation.
Her feedback was:
“No behaviour issue, students’ engagement was fantastic, all students were on task. However, a great amount of attention was given to ESOL students.”
I found this feedback very useful for my future planning and will incorporate it with my planning.

Question6/2:
Present findings from this inquiry about your teaching. Ensure qualitative data includes rich descriptions of your teaching and quantitative data is clearly presented.

Qualitative data: I had many conversations with students while I was teaching and holding study classes. I also gained feedback on their attitude towards learning mathematics through google forms. I found there has been a large shift in terms of attitude and students have now started to take ownership of their own achievement. It was reassuring as I also had a good turn out during the winter holiday break study classes (first week of the holidays.) I also did catch up sessions in Algebraic skills and contextual based questions.

Quantitative data:
Here is the overall summary

Most of the students have gained 9 credits with Merit or Excellence. Due to COVID19,  12 credits with at least one external is enough to get an endorsement. My learners are in a very secured position with internals to gain an endorsement.

Question6/3:

 Write a reflection in which you summarise your main learning about your teaching and the next steps. This will prepare you to design an intervention next time.

Now my challenge is motivating students with externals (there are two externals) until the examination period and ensuring they retain knowledge. Having said that, there is also one more internal to finish this term too.