Friday, 17 March 2017


"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 over-analysing 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?

- 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?

- 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?

- nothing
- nothing, no-one distracts me
- stop talking
- stop talking
- help and do not distract each other

Question: What can you do differently, to maximise your learning?

- 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?

- 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 twenty-four 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 student-voice 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.

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).