Thursday, 8 June 2017

Monitor and adjust

"There are risks and costs to action. But they are far less than the long range risks of comfortable inaction." –John F. Kennedy

To avoid complacency,  a few key moves were trialled to improve learner commitment and raise academic achievement.

The table below outlines the achievement criteria, in "student speak", for the Number Achievement Standard worth 4 numeracy credits. 


Number - Internal  4 credits - Numeracy
Fraction, Decimal, Percent, Integers, Ratio, Rounding (in context)
ACHIEVED
any 3
MERIT
Answer the question
EXCELLENCE
Provide reasonable alternative answers
Literacy Strategy:

Chunking
Teaching Strategy
Association:
Look for the Fraction, Decimal Percent or Integer, link it to a number and a keyword(s).
For ratio, find the relationship between numbers.


Statement                          Working                        Answer
(what are you finding)       (+, -, x, )                  (solution with units)


Action
Learners had to
READ what was in the table
EXPLAIN using prior knowledge what Fraction, Decimal, Percent,
Integers, Ratio and Rounding meant to them and an example was done collaboratively.

Integers and Ratio seemed the least familiar, so that was the start to our whole class discussion.
Literacy Strategy
“Chunking”
The literacy strategy "Chunking" had an unusual meaning for some, like
throwing numbers together......as in chucking, so Chunking was explained as having a plate full of food where we had 2 options:
option 1 - stuff as much as we can into our mouths until we choke/get sick OR
option 2 - take bite-sized pieces of food, chew and swallow slowly before taking another bite.
So chunking took on a new meaning for learners in maths. It meant reading the contextual question slowly and highlighting bite-sized pieces of important information
Teaching Strategy
“Association”
Find the Fraction, Decimal, Percent, Integer or Ratio, link it to another number and to a keyword(s). That number becomes part of your working and the keyword(s) become your statement.








Thursday, 1 June 2017

Bitter pill to swallow

Today was our Level 1 maths exam where a total of 7 credits were up for grabs, 4 for Statistics and 3 for Linear Algebra.

25% of my priority Maori learners sat an assessment
25% were absent
50% showed up without a device. 

After an intense week of revision, 75% of the learners were not prepared for success - what a bitter pill to swallow.

Wednesday, 31 May 2017

Light bulb moment

Professor Graeme Aitken shared 3 things for learner success at our Manaiakalani PLG today:

Enjoyment of learning, Confidence and Achievement
Image result for lightbulb moment

I had a light bulb moment ......I am so FOCUSED on Maori achievement in my 1104MAT class, that I have overlooked the enjoyment/fun factor for learning that is needed to build learner confidence which will subsequently lead to achievement. With increased confidence, I am certain that learners will attempt more set tasks which will better prepare them for summative assessments and thus reduce our high level of learners who are not sitting assessments.



Baby steps

Our Maori achievement data shows a slight reduction from Term 1 to mid-term 2 of students who Did Not Sit (DNS) the Linear Algebra assessment. 
  

AS 91029
% Maori
Term 1
% Maori
Term 2
N
90% - DNS
75% - DNS
A
10%
25%
M
0%
0%
E
0%
0%


Achievement criteria in student-friendly language were revisited in conjunction with explicit literacy and teaching strategies as shown below

Algebra - Internal  3 credits - Numeracy
ACHIEVED
Form equations, Solve equations (line graph), Substitute
MERIT
Interpret data (in context)
EXCELLENCE
Create and solve your own equation
Literacy Strategy:
3 Level Guide
Achieved - Read on the line
Merit - Read between the lines
Excellence - Read beyond the lines
Teaching Strategy
Forming equations: Look for secret words: each, every, single, one, per; that number gets the letter

Solving equations: =sum(

Interpreting tables: Colour code cheapest prices


The table below shows an increase in Maori Achievement from 10% to 38% and a reduction in students not sitting assessments from 90% to 62%. 
AS 91029
% Maori
Term 1
% Maori
mid Term 2
% Maori after Term 2 exam
N
90% - DNS
75% - DNS
62% - DNS
A
10%
25%
38%
M
0%
0%
0%
E
0%
0%
0%
The Maori National Decile Equivalent (%) for Not achieved for this standard is 17.8%. We still have a way to go to get students confident enough to attempt assessment tasks.



Wednesday, 17 May 2017

Whanau support

Our recent analysis of data from 1 May showed that 42% of our year 11Maori learners and 87% of 1104MAT Maori learners have zero maths credits. Giving 1104MAT learners an opportunity to set maths specific Goals on day 1 of term 2 seems to have had limited effect on a few learners, so I stepped up the intervention and contacted whanau today asking for their support to encourage learners to attend maths study classes after school. 50% of our whanau immediately agreed to support their children. Now we just need learners to show up.

Sunday, 7 May 2017

Empowered learners


All learners should be familiar with the achievement objectives from the New Zealand curriculum. Empowered learners can interpret and show evidence of their understanding of the achievement objectives. At the start of our new standard on Multivariate Statistics, we discussed the achievement criteria in the table below.



Statistics (multivariate) - Internal  4 credits - Literacy/Numeracy
Problem - I wonder………(compare 2 populations) - 2 questions needed
Plan - randomly select data from the table provided (about 30 for each population)
Data - table
Analysis - 5 data summary and description of graphs (Dotplot and Boxplot)
Conclusion - Answer the question, Reflect on the outcome if another population was used.

Discussion - shape/skew, median, shift, overlap, spread, interesting features
ACHIEVED
Discuss any 3 for each population
MERIT
Discuss and compare any 2 (in context) with evidence
EXCELLENCE
Detailed discussion AND comparison of any 3 (in context) with evidence
Literacy Strategy:

Mnemonic - PPDAC Cycle
Word Definition
Give one Get one
Teaching Strategy
Acrostic Poem
Shapely Men Shift Over Seas for Interesting features
Shapely - shape/skew
Men - median
Shift - difference between medians
Over - overlap of boxes
Seas  - spread
for Interesting features - interesting features


Learners then found definitions or images of words which were unfamiliar to them. For example
Multivariate
5 data summary
Dotplot
Boxplot
Skew


Wednesday, 3 May 2017

Multivariate Statistics - Plan of attack



Historical data from 2016 showed that many Maori learners in 1104MAT did not sit (DNS) this Multivariate Achievement Standard which was taught in term 3.
AS 91035
% Maori 1104MAT
%Maori my school
Maori National Decile Equivalent (%)
N
83% - DNS
52.9%
21.5%
A
0%
23.5%
64.8%
M
0%
11.8%
9.2%
E
17%
11.8%
4.6%

Higher expectations cannot be taught or imposed independently of context. Rather, they develop as new teaching approaches are mastered and student learning is seen to improve. (Timperley, Wilson, Barrar, and Fung, 2007).
A plan of attack for 2017 was to teach and assess this standard earlier in the year and be more explicit about the use of 3 literacy strategies (Mnemonic, Word definition and Give one get one) and a teaching strategy (Acrostic Poem). My next blog will elaborate on these Literacy and Teaching strategies.