Term1 reflection(1)

 My learners have completed two internal assessments so far. They have gained 2 credits from the first internal(2.1 Coordinate Geometry), and the second topic is currently being marked.

Here is the breakdown for Coordinate Geometry(2.1):

Everyone has gained 2 credits except the new learners. Four students have gained Excellence, 5 students have gained Merit and 4 have gained achievement. They worked so hard to gain credits despite of lots extra commitments this term. The morning study class was very useful as they had extra commitments after school while I was teaching this topic.

Here is the breakdown for Statistical Inference(2.9):

Learners have completed their assignments, which have been broken into three checkpoints. They found it manageable, as this is a long assignment, and reintroduced it for this class. Afternoon study classes and holiday classes were very useful in completing them. All of them have been completed and are currently being marked.

PEEL structure

 Analysis:

We used PEEL structure to write the Analysis. My learners are confident with PEE already from the first topic and I introduce L only.

P: Point

E: Explain

E : Numerical Evidence

L : Link to the population

Here is an example:

Statistical Inference 2.9/Check point 1

This is a 4-credit-worth assignment. I have divided it into 3 checkpoints as this is a long assignment

as well as Level 2 to is a huge jump compared to level 1.

Here is the breakdown. My learners and I found the workspace,  my short videos, and acronyms to pose questions very useful in order to move it forward. 

CoL PLD

 We had the privilege to present our CoL Inquiry at the at Tamaki College, Here is my part,

Latest ethnicity update

 Three learners joined my class and two learners moved due to career pathways. There are 14 learners in this class, 3 Samoans, 1 Niuean, 1 Maori, 7 Tongans, and 2 Cook Island Maori. 

 

Last year's NCEA  result shows, one learner obtained a Merit endorsement, and six obtained an 

Achieved endorsement through the Statistical pathway.

One learner obtained an Achieved endorsement through Calculus and switched to the Statistics 

pathway this year and the rest did not gain any endorsements or came from the internal pathways.

SOLO taxonomy As91264(2.9) -Statistical Inference

 

My learners found SOLO useful to have a better understanding of the difference

between Achievement/ Merit/ Excellence.

Second topic/ Term1

As91264(2.9) Statistical Inference-Internal 4 credits-

This is our second topic with 4 (internal) credits assignment.

What is Statistical Inference? This is a very English-rich standard and continuation work done in

L1 Multivariate data. Effective work of the PPDAC cycle is essential. A lot of writing is involved.

I am planning to break it into 3 checkpoints in order to make this smooth and manageable for my learners.

Here is the plan:

• Apply SOLO taxonomy- To differentiate between Achievement/Merit/Excellence.

• Comprehension -Vocab introduced(My definition strategy), underlining the keywords, Acronyms, think loud strategy.

• Think loud strategy: Recently attended the toolkit workshop by Dr. Naomi Rosedale ( Manaiakalani literacy facilitator) and I found it useful to read and solve problems.

• PPDAC cycle.

• ViTaL sheet.

• Peer teaching- Made them into groups and worked on the whiteboard to build confidence.

• Workspace and Google Calendar.

• Video Lessons- Short videos.

• Google Quizlet flashcards to familiarize yourself with keywords.

• PEEL Structure to write the analysis.

• CODAC to create a box and whisker graph-Introduced on calculus day in 2021.

• Afternoon class for those missed lessons due to other commitments.

• Checklist to meet all the requirements.

Checkpoint: There are 3 checkpoints.

Checklist:

Think loud strategy:

Think loud PLD 

Think Loud example