Maths credits  Total NCEA credits  Teacher reflection  
7  33 
Year 11 students at my school lost NINE timetabled maths lessons in term 1 due to school activities like:
Powhiri practice  1 period Powhiri  1 period Athletics Day  2 periods Teacher only day  2 periods and Student Achievement Conferences  3 periods. One of the ways to make up for lost TIME would be for students to return to school during the Easter break, do some revision and then sit missed assessments............................. Who was I kidding?? I had to come up with a more believable plan, so I turned to my trusted friend.......DATA. Term 1 credit protocol at our college is for each learner to get a minimum of 4 credits per subject so that they could end the term on a total of at least 20 NCEA credits. The table on the left, shows our NCEA L1 Maori learners' data, 3 weeks before end of term 1. The credits highlighted in green are my year 11 Maori learners and if you look closely enough you will see that one (11%) of my learners has met term 1 credit protocol compared to nine (20%) schoolwide......... I read a Momentum Quote a few days ago which said "if they can do it, so can you", so I shared this data and the quote with my learners today and it encouraged them to reflect on what we can do differently. With 4 days left to go this term, we hope that sharing the data will get us the desired outcome.  
3  29  
4  27  
4  27  
4  26  
0  25  
4  23  
4  21  
0  21  
0  19  
4  17  
4  17  
4  16  
4  16  
4  14  
4  12  
4  12  
4  12  
0  12  
4  11  
4  10  
0  10  
4  9  
4  8  
0  8  
4  7  
4  6  
0  6  
0  5  
0  5  
0  4  
0  4  
0  4  
0  3  
0  3  
0  3  
0  2  
0  0  
0  0  
0  0  
0  0  
0  0  
0  0  
0  0 
Friday, 7 April 2017
Let the data tell the story
Saturday, 1 April 2017
Momentum quote  Most people quit...
"Most people quit because they look how far they have to go, not how far they have come"  Anon.
Just reflecting on how my NCEA L1 Maori learners are progressing, as we near the end of term 1. Our NCEA L1 Algebra assessment, worth 3 credits, was postponed from Tuesday to Friday as learners did not feel confident enough on the day.
On the Friday 6 students (60%) were absent, 3 students (30%) did not sit (DNS) as they felt that they needed to build more confidence and 1 student (10%) sat the assessment. A comparison of data is shown in the table below.
Just reflecting on how my NCEA L1 Maori learners are progressing, as we near the end of term 1. Our NCEA L1 Algebra assessment, worth 3 credits, was postponed from Tuesday to Friday as learners did not feel confident enough on the day.
On the Friday 6 students (60%) were absent, 3 students (30%) did not sit (DNS) as they felt that they needed to build more confidence and 1 student (10%) sat the assessment. A comparison of data is shown in the table below.
AS 91029
Internal
3 credits

% Maori 1104MAT  2017

% Maori 1104MAT  2016

Maori National Decile Equivalent (%)  2016

N

90%  DNS

33%  DNS

17.8%

A

10%

50%

62.2%

M

0%

17%

14.7%

E

0%

0%

5.3%

A final extension will be given in the last week of term which is 2 weeks away. Fingers crossed, we hope to reduce the number of students with DNS (did not sit).
Friday, 17 March 2017
Data
"90% of data ever created was created in the last 2 years"? (Science Daily, 22 May 2013)
What are we doing with all the rich data that confronts us almost on a daily basis? Well, most of us like to create tables and graphs and play around with fonts, colours and backgrounds and if we bump into a colleague or two who seem a tad bit interested, we enthusiastically share our analyses and wonderings. In fact, we become so obsessed with data that we even do an Inquiry about it.I am guilty of overanalysing data and sharing with EVERYONE except my learners, so my commitment is to:
 share data with my learners so that their learning can be supported
 personalise progress so that learners and their whanau can easily access and track
 use data to inform my practice.
Friday, 10 March 2017
Pre Test confidence review
A review of "breaking down the walls that are preventing us from working to our potential" shows that of my ten Maori learners, only five (50%) completed the survey; four (40%) were absent and one (10%) did not have access to a device on the day. Survey questions and responses were:
Question: With our L1 assessment a few days away, how much effort have you put into your learning?
Responses ranged from none to Excellence
Question: What can your teacher do differently, to assist you in becoming successful?
Responses:
 idk
 nothing
 nothing shes doing good
 talk less and give us more time to do our work
Question: What can your whanau do differently, to assist you in becoming successful?
Responses:
 let me listen to music
 do nothing
 offer more support
 they could help me by keeping the wifi on at night so I can do late night studies
 leave the internet on
Question: What can your friends do differently, to assist you in becoming successful?
Responses:
 nothing
 nothing, noone distracts me
 stop talking
 stop talking
 help and do not distract each other
Question: What can you do differently, to maximise your learning?
Responses:
 idk
 stay focused
 do work
 focus more
 sit in the front of the class
Question: What support or encouragement has your teacher given you for this standard?
Responses:
 she says that she doesn't want the people who just has achieve
 good
 moral support
 work hard
 Shes so positive and supports us better then most teachers.
Unfortunately, none of my Maori learners provided sufficient evidence for our Bivariate Statistics standard or completed the practice test in time, so we discussed these review results, postponed our test date and moved onto our next standard.
Question: With our L1 assessment a few days away, how much effort have you put into your learning?
Responses ranged from none to Excellence
Question: What can your teacher do differently, to assist you in becoming successful?
Responses:
 idk
 nothing
 nothing shes doing good
 talk less and give us more time to do our work
Question: What can your whanau do differently, to assist you in becoming successful?
Responses:
 let me listen to music
 do nothing
 offer more support
 they could help me by keeping the wifi on at night so I can do late night studies
 leave the internet on
Question: What can your friends do differently, to assist you in becoming successful?
Responses:
 nothing
 nothing, noone distracts me
 stop talking
 stop talking
 help and do not distract each other
Question: What can you do differently, to maximise your learning?
Responses:
 idk
 stay focused
 do work
 focus more
 sit in the front of the class
Question: What support or encouragement has your teacher given you for this standard?
Responses:
 she says that she doesn't want the people who just has achieve
 good
 moral support
 work hard
 Shes so positive and supports us better then most teachers.
Unfortunately, none of my Maori learners provided sufficient evidence for our Bivariate Statistics standard or completed the practice test in time, so we discussed these review results, postponed our test date and moved onto our next standard.
Saturday, 4 March 2017
Momentum Quote  Walls
"You are confined only by the walls you build yourself"  Andrew Murphy.
Thirty one of my year 11 students, of whom ten are Maori have their first NCEA L1 mathematics assessment at the end of this week. In order to reach our school target of 80% getting L1 numeracy, we need at least twentyfour students including eight Maori to gain credits. We are way off the mark, so will discuss how to break down the walls that are preventing us from achieving to our potential. Students were asked to complete a studentvoice survey. Look out for my next blog for the results.
Thirty one of my year 11 students, of whom ten are Maori have their first NCEA L1 mathematics assessment at the end of this week. In order to reach our school target of 80% getting L1 numeracy, we need at least twentyfour students including eight Maori to gain credits. We are way off the mark, so will discuss how to break down the walls that are preventing us from achieving to our potential. Students were asked to complete a studentvoice survey. Look out for my next blog for the results.
Thursday, 2 March 2017
Momentum Quote  The world is moving so fast.....
"The world is moving so fast that the man who says it can't be done is generally interrupted by someone doing it"  Elbert Hubbard.
I am looking at our Maori L1 numeracy data from the previous year (50%) and am wondering how we are going to meet this year's target of 80%. While I ponder this thought, I know that some brave soul out there is already doing something about it. Please feel free to share.................
I know that I need to hand over more RESPONSIBILITY (one of our school Values) to my learners and enter into explicit and deliberate discussions with each of them about their expectations for the year and then see how best, we as a school and me as their teacher can best support them "manage self" in order to surpass the school's goal of 80% achievement in L1 numeracy Maori learners.
I am looking at our Maori L1 numeracy data from the previous year (50%) and am wondering how we are going to meet this year's target of 80%. While I ponder this thought, I know that some brave soul out there is already doing something about it. Please feel free to share.................
I know that I need to hand over more RESPONSIBILITY (one of our school Values) to my learners and enter into explicit and deliberate discussions with each of them about their expectations for the year and then see how best, we as a school and me as their teacher can best support them "manage self" in order to surpass the school's goal of 80% achievement in L1 numeracy Maori learners.
Wednesday, 1 March 2017
Effective pedagogy
'The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides (NZC p.39) +Lenva Shearing
Community of Practice
We all belong to a community; be it a family community, church community or a school community. As educators, however, we are privileged to be part of a COMMUNITY OF PRACTICE (CoP) where our passion for teaching and learning has a shared vision. The shared vision for our CoP includes SOLO Taxonomy, Class Task Sheets, Google Calendars and Blogging. All four are going to address our goal to make teaching and learning visible (Google Calendar and Class task Sheets), give learners a voice to address an authentic audience (Blogging) and to create pedagogical SHIFT to accelerate learning (SOLO).
Tuesday, 28 February 2017
Accelerating L1 Maori achievement
Data data everywhere…...but does it lead to active analysis or analysis paralysis? My professional inquiry is about collecting and analysing NCEA L1 data to inform my teaching practice so that there is a shift in academic achievement of Maori Learners to meet our 2017 school target of 80% achieving NCEA L1 Numeracy. 50% of our Maori Learners achieved L1 Numeracy the previous year compared to our national decile equivalent of 68.7%
Bivariate Statistics
Profiling: understanding patterns of student achievement and other valued learning outcomes in detail

The use of year 10 data from Progressive Achievement Tests (PATs), the previous year were used as a guide to learners’ prior achievement in mathematics where the scale score was 55.9; 9.5 points below the national norm of 65.4.
Maori NCEA L1 Bivariate Statistics data from the previous year were used as a benchmark and is shown in the table below:
Learners set themselves a goal as to what grade they hoped to achieve for the Bivariate standard; that was to give them something to work towards. A range of grades from Achieved to Excellence was selected. A few, however, did not select a grade.
 
Hypothesis generation and testing: identifying and systematically testing possible explanations for the problem

Lack of subjectspecific vocabulary
Lack of success in the subject
Lack of knowledge about achievement criteria for success
Lack of responsibility for learning Lack of "managing self" skills  
Redesigning practice: Using research evidence to design refined and highly tailored responses to issues identified in the profiling

The two literacy strategies (word definition and mnemonic) were used constantly and consistently and were the norm for learning activities each day.
PPDAC represents:
Problem
Plan
Data
Analysis
Conclusion/comments
Word definitions included:
variables, bivariate, statistics, data, interpolate, extrapolate and outlier.
Feedback given to learners was based on their effort and how confidently they used the PPDAC cycle for each activity
 
Implementation

Learners had to create a Bivariate Statistics Google sheet to evidence five weeks of learning. Sheet 1 showed the achievement criteria for the standard and learners had to rename that sheet with the grade that they were going to work towards eg Achieved, Merit or Excellence and hopefully gain that grade for the summative assessment.
Learners had to “selfmanage” their learning by tracking their progress on the Bivariate Class Task sheet and follow the Statistics Bivariate Daily Planner. Feedback for all work was consistent with the achievement criteria for the standard and was in the form of Achieved, Merit or Excellence.
Conferencing was done with groups or with individuals when learners felt that they needed additional support.
 
Evaluation & Reredesign

To be completed after Student voice is collected next week, prior to learners sitting their first NCEA L1 summative assessment task.
Learners will take more ownership of their learning by
Setting an achievable goal
Stating the action that needs to follow
Finding a buddy to hold them accountable

Thursday, 23 February 2017
RISE values in action
On the first day of term, I set myself a goal to learn each students' name, in each of my classes...........wait for it........by the end of that period.
I had a strategy.
After initial welcomes and introductions, Student 1 told me their name, I shook their hand and repeated the name out aloud. I did the same to student 2, but before moving on, I repeated names 1 and 2. Student 3 said their name, I shook their hand, repeated it loudly and then recalled names 1, 2 and 3 etc until I had been around the entire class. With my foreign accent, I struggled with a few pronunciations and students' initial reactions were to laugh at my effort.
That is a no no in our learning environment and was the perfect opportunity for us to discuss our school value RESPECT.
The RESPECT discussion was well worth it and students soon replaced laughter with words of encouragement. +Brenton Moyes +Venini Thaver
I had a strategy.
After initial welcomes and introductions, Student 1 told me their name, I shook their hand and repeated the name out aloud. I did the same to student 2, but before moving on, I repeated names 1 and 2. Student 3 said their name, I shook their hand, repeated it loudly and then recalled names 1, 2 and 3 etc until I had been around the entire class. With my foreign accent, I struggled with a few pronunciations and students' initial reactions were to laugh at my effort.
That is a no no in our learning environment and was the perfect opportunity for us to discuss our school value RESPECT.
The RESPECT discussion was well worth it and students soon replaced laughter with words of encouragement. +Brenton Moyes +Venini Thaver
Thursday, 9 February 2017
Farewell
To all you nonbloggers out there, I bid you a sad farewell as I have decided to take the plunge into the blogging pool. After much encouragement and support from Manaiakalani colleagues, I have decided to be brave and give it a go. Watch this space! +Russel Dunn +Hinerau Anderson +Dorothy Apelu +Georgia Dougherty +Brenton Moyes +Karen Ferguson
Lesson Sequence
Resource attribution

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Collaboration

Teacher conferenced with various groups using learners knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so
that they could do critical thinking and show creativity as they learned (4 C’s for today’s Learners)
 
Learning Outcomes

Level 3: Ordering decimals
Level 4: Decimals and place value to 3 places
Level 5: Recurring decimals (extension)
 
Success criteria:
Learners are successful if they can order decimals, read decimals correctly, compare decimals
and write decimals as percentages
SOLO Taxonomy
 
Do Now (Introduction)

Rearrange these letters “a decimal point” to explain what a decimal is. Use each letter only once and use all letters.
Teacher reads the instruction aloud and answers any questions posed by learners
Learners work independently and/or collaboratively as they work towards a possible solution
I’m a dot in place
 
Lesson sequence

Rearrange given letters to better understand what a decimal point is
If I gave you $500 would you be happy?
Now along comes the decimal point and lands just after the number 5 to make $5.00, would you still be happy? Class discussion about the impact of the decimal point on the value of the money
Answer question 1 and 2 to determine learners’ curriculum level
Question 1. Four friends, Mele, Tui, Tevita and Anna can jump 3.1m, 3.15, 3.01 and 3.10m respectively. Arrange these distances in ascending order
Teacher comment: When rearranging or comparing, decimals, look at the first digit, of each number: if they are similar, then look at and compare the next digit eg in 3.15 and 3.01 (1/10 is greater than 0/10 or 15/100 is greater than 1/100), so 3.15 is greater than 3.01
Thinking/discussion: When comparing 3.1 and 3.10 both can be read as having 1/10, so the two decimals are equal.
Any zero after the decimal point that is not followed by another number is just a placeholder
Question 2. Draw a number line (any length) from 0 to 1. Mark the middle and give it a decimal value. Keep finding the middle until you reach 3 decimal places.
Use your learning outcomes table, from Mrs Dunn Maths site to determine the curriculum level for each Question (this is for learners to identify their learning needs)
Teacher provocations
How would you read this decimal 1.25?
one and twenty five hundredths
one and two tenths and five hundredths
one point two five not one point twenty five  Learners work independently and/or collaboratively
Discuss how to read and compare decimals
Explore learning using online resources
Make learning visible by creating personalised notes documenting evidence of learners’ understanding of Decimals
Teacher provides opportunities for learners to develop and demonstrate their thinking by discussing with peers and documenting on a Google doc. Teacher expectation is that of learners’ managing their learning.
Learners selfmanage by choosing the appropriate curriculum levels for the topic and can move on to the next level if they feel confident in their ability
Learners show evidence of their thinking and learning by creating personalised notes after navigating the hyperlinked Decimals resources on Mrs Dunn Maths site
All evidence of thinking/learning is visible on a Google document which is shared with the teacher and can also be shared with peers for commenting
 
Learning Experiences

Learners work independently and/or collaboratively. Writing decimals in words and symbols as learners often confuse decimals with money and read it incorrectly.
Learners work independently and/or collaboratively. Comparing decimals on number lines to see progressions from smallest to biggest
Learners work independently and/or collaboratively. Understanding decimals as percentages eg 0.25 is 25%
 
Resources

Smartboard or cutouts of letters (so that learners can drag or rearrange letters)
Google document
 
Literacy strategy

Word definition: Learners define unfamiliar terms
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Convert common Decimals up to 2 dp) to Fractions (L3) which will lead on to basic operations with fractions (L4,5 )

Daily life
Fractions are used in baking or cooking. Basic operations are used eg if ¼ cup of sugar, sometimes it is necessary to either double or halve the recipe.
 
Reflection

More emphasis needs to be placed on place value, particularly for numbers after the decimal point so that learners use words like tenths, hundredths and thousandths confidently. Using money as an example when learning about decimals is contradictory as $5.70 (five dollars seventy) is not read as five point seven zero dollars. There are no tens, hundreds and thousands after the decimal point; instead it is tenths, hundredths and thousandths

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Differentiation

Teacher conferenced with various groups using learner knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 3: Know fractions and percentages in everyday use
Level 4: Know the equivalent decimal and percentage forms for everyday fractions.
Level 5: Know commonly used fraction, decimal, and percentage conversions
 
Success criteria
Learners are successful if they can convert commonly used Fraction, Decimal and Percent and can work out prices regardless of whether discounts are expressed as Fractions or Percentages
SOLO Taxonomy
 
Do Now (Introduction)

On weekends or after school, where do you see Fractions and/or Percent? Online activity
A few volunteers explain what they wrote on the lino board while the rest of the class listens attentively and respectfully
 
Lesson sequence

Question 1. Retailers express some of their discounts as Fractions and others as a Percent. Explain how to determine which discount will benefit you the most?
Briscoes is offering a 25% discount on a $20 fan and The Warehouse is one third discount on a $30 fan.
Which retailer is offering you a better buy and how much change will you get if you pay with a $50 note.
⅓ is bigger than 25% (¼) so Better deal is at The Warehouse
Activity 1
*Screenshot a house on the internet that you would like to buy.
a) How much is the house?
b) Write this amount in words. (Level 3)
c) What will the ⅕ deposit be? (Level 4)
d) How much will still be owing? (Level 3)
Real estate commission in Auckland ranges from 2.95  4% for the first $300 000 and then 2  2.5% thereafter. A base fee up to $500 is charged regardless of whether the house is sold or not. GST is also added.
e)How much commission would be made if you sold your house at the price mentioned in (a) (level 5)
 
Learning Experiences

Learners work independently and/or collaboratively by adding their contribution to the lino activity about where they see Fractions and/or Percent.
Learners work independently and/or collaboratively comparing fraction and percent
Learners work independently and/or collaboratively understanding and solving discount, deposit and commission questions
Talking about percentages in everyday contexts
Maximising discounts expressed as Fractions and/or Percent
Converting Fraction, Decimal, Percent
Encouraging creativity as learners explore and select an image of a house online
Using a calculator with confidence
 
Resources

Lino
Flyers
Junkmail
Online retail sites
Google document
 
Literacy strategy

Chunking  break information up into smaller pieces or chunks to facilitate understanding
Word definition
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Integers

Daily life
Daily temperatures
Credit and debt
Sea level (height above and below)
 
Reflection

Much enthusiasm was generated as learners compared their selected home with peers and some even ventured to homes in other countries  this will lead to exchange rates and ratio at a later stage

Number

Year 9
 
Teacher practice
Constructivist
Experiential
Differentiation

Teacher conferenced with various groups using student knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 4: Understand addition and subtraction of integers.
Know the relative size and place value structure of positive and negative
numbers
Level 5: Understand operations on integers
 
Success criteria
Learners are successful if they can understand the size and place value of integers and can understand operations on integers
SOLO Taxonomy
 
Do Now (Introduction)

Google today’s temperature in Auckland.
240C
Choose a country or city in the Northern hemisphere and write down their temperature. Use Google maps if you need help finding a city or country.
Russia, 20C. Discussion about why other countries are not as warm as Auckland.
How much warmer is it in Auckland?
Discussion about writing learners’ answers using mathematical statements like 240C  20C
Find at least 1 other Google image to help you understand when we use integers and then explain what an integer is in your own words.
 
Lesson sequence

Write a mathematical equation for each of the following.
Sela has $7 and finds $4 in her bag. How much does she have altogether?
Tere has 7 lollies and gives 4 away. How many lollies does she have left?
Tui is standing on a strip of blue tape. He takes 4 steps back and 7 steps forward. How many steps is he away from the tape?
Maia is standing in a lift at an entrance to a mine. The lift stops 7m below ground level to drop off supplies and then makes a final stop 4 m further. At what depth did the lift make its final stop?
7 + 4 = 11 7  4 = 3 4 + 7 = 3 7  4 = 11
Integers in daily life
Explore learning using online resources
Make learning visible by creating personalised notes documenting evidence of learners’ understanding of Integers
 
Learning Experiences

Developing a number sense by exploring number in the context of everyday experiences and the world around them.
Using numbers to explore events in their own lives.
Developing mental strategies for adding, subtracting, multiplying, and dividing positive and negative numbers, using a calculator, a variety of models, and other approaches
Solving problems involving positive and negative numbers
 
Resources

Google images
Google maps
Google document
 
Sharing learning

Teacher comments on personalised learners docs and their blogs

Learners blog their learning experience and comment on peers blogs
 
Next steps

Curriculum
Solving number problems in context

Daily life
Understanding and interpreting everyday number contexts
 
Reflection

The use of images hooked learners into understanding what integers are and the use thereof; particularly the use of integers in daily life

Number

Number in context

Year 9
 
Teacher practice
Constructivist
Collaboration

Teacher conferenced with various groups using student knowledge as a guide and answered all questions by probing and encouraging learners to communicate their thinking collaboratively so that they can do critical thinking and show creativity as they learn (4 C’s for today’s learners)
 
Learning Outcomes

Level 3: Describe a procedure and do calculations with Number problems in context
Level 4: Explain and organise thinking to solve Number problems in context
Level 5: Create and predict solutions and reflect on answers
 
Success criteria
Learners are successful if they can solve number problems in context
SOLO Taxonomy
 
Do Now (Introduction)

Review images, notes, explanations, examples and challenges on your Number doc
 
Lesson sequence

Review learning on the Number topic to date
Attempt and solve a contextual task to give learners an indication of their achievement
Trip to Wellington
24 students in 9KLe were planning a trip to Wellington in September with the lovely Mr Mansell. The cost of the trip was $80 per student. The group had a sausage sizzle to raise funds. They needed 8 loaves of bread. Elstree Dairy had bread for $2.20 each, but the owner gave them a 15% discount. Students also bought $50 worth of sausages. Onions and tomato sauce were donated by the Geek Cafe. Students sold 110 sausages for $1.50 each and then had a bake sale a few days later. All baked goods were donated and students made a profit of $250. Mrs Dunn offered to donate ⅕ of the amount raised at the bake sale. How much would each student have to pay?
 
Learning Experiences

Apply Number knowledge in real life contexts
Collaborate by discussing ideas and possible solutions
 
Resources

Google document
 
Literacy strategy

Chunking
 
Sharing learning

Teacher comments on learners blogs

Learners blog their experience and comments on peers blogs
 
Reflection

Learners completed a survey (Google Form)
Something Old (what learners already knew)
Something New (any new learning or strategies gained during the Number strand)
Something Borrowed (an aspect of Number that learners taught their peers or vice versa)
Something Blue (an aspect of the Number strand that learners still do not fully understand)

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