Thursday, 14 September 2017

On the flip side

I am now left with 2 Maori learners in my maths class and one has exceeded achievement expectations: Read my post titled, "Nothing can burst my bubble" where the learner had a history of poor achievement and now 8 weeks later, has University Entrance numeracy.

On the flip side, I have a learner whose historical data was more impressive:
Maths - stanine 5 (year 9), stanine 7 (year 10)
Reading - stanine 6 (year 9), stanine 5 (year 10).

Both learners followed similar programmes and were exposed to similar teaching and learning strategies, resources and feedback. The only difference was whanau engagement as all attempts to connect with whanau regarding support have FAILED: no response to messages left or to texts sent and failure to attend student achievement conferences. An important piece of the puzzle is missing.

Wednesday, 13 September 2017

Nothing can burst my bubble


Historical data and evidence showed that one of my year 11 Maori learners was achieving below the norm in years 9 and 10:

Maths - Stanine 3 (year 9), ABSENT (year 10)
Creative Writing - 2P (year 9), 2A (year 10)

After 2 terms of trying a variety of
teaching and learning strategies
personalised learning
differentiated teaching
rewriting achievement objectives in "student speak"
goal setting activities and
student voice surveys, there was minimal shift in attitude and effort. and the learner still had incomplete work and had not sat any assessments.

I logged 4 incidences of disengagement and/or lack of equipment in maths and 2 incidences of reaching out to whanau for support.

Since whanau came on board (2 June), all entries have been about positive attitude and credit achievement.

What did we do differently to break the cycle of underperforming?

-Teacher and whanau made a commitment to each other to actively support the learner and relayed our commitment to the learner.

- Learner managed his Learning by using our Visible Teaching and Learning "Class Task Sheets" 

- Teacher minimised written feedback which encouraged the learner to engage in learning conversations

- Learner sat assessments when he felt that he had the confidence to be successful (as opposed to sitting assessments according to the year planner or when his peers were ready).

He was on 0 credits eight weeks ago and has since sat 3 assessments and been successful. In his recent assessment, he gained his first MERIT grade and now has a total of 10 credits in maths which means that he has University Entrance (UE) Numeracy. I contacted mum and left a message and mailed a RISE postcard home. Nothing can burst my bubble......................






Thursday, 7 September 2017

Gradient intro


Today our learners were building their knowledge bank about straight lines, in particular, X and Y axes and gradient.

Remember "Y to the sky" (meaning that the Y axis goes straight up). The X axis runs across and the letter "x" looks like a cross,

Image result for Y axis

so after discussing X and Y axis the first point of discussion was:
Define gradient. Learners looked up the meaning on Google and there was a general consensus that SLOPE was the best definition and easiest to remember.

I wrote the word slope like this slope
and learners had to discuss the way the word was written.
the letter 'l"  was extra long indicating moving up or down and the Y axis first and the letter "e" represented the X axis running across, so gradient means move along the Y axis first, then the X axis.

Image result for define slope in maths
the gradient of this line is 3/5

Friday, 25 August 2017

NCEA L1 Multivariate Statistics SOLO Taxonomy

Structure of Observed Learning Outcomes - Multivariate Statistics 91035
Prestructural
Unistructural
Multistructural
Relational
Extended abstract
I need help using the PPDAC cycle
I can
identify
important information
I can describe any 3 features
I can explain and compare any 2 features with justification
I can reflect on any 3 features by comparing with justification and predict outcomes using another population

NCEA L1 Bivariate Statistics SOLO Taxonomy

SOLO Taxonomy

Structure of Observed Learning Outcomes - Bivariate Statistics 91036
Prestructural
Unistructural
Multistructural
Relational
Extended abstract
I need help using the PPDAC cycle
I can
identify
important information
I can describe the relationship in context and trend line
I can explain the strength of the relationship
I can predict (extrapolate and interpolate) and reflect on limitations

NCEA L1 Linear Algebra SOLO Taxonomy

SOLO Taxonomy

Structure of Observed Learning Outcomes -  Linear Algebra 91029
        
Prestructural
Unistructural
Multistructural
Relational
Extended abstract
I need help with the variable and constant
I can
identify
important information
I can
describe (form) equations and do calculations
I can
explain (interpret) tables and graphs
I can
create and solve equations

NCEA L1 Number SOLO Taxonomy

Structure of Observed Learning Outcomes
          Number 91026

Prestructural
Unistructural
Multistructural
Relational
Extended abstract
I need help with basic maths skills
I can
identify
important information
I can
do 3 different calculations
I can
explain my thinking and solve
I can
create alternate answers