Linear Algebra - Implementation

Implementation

Learners had to create a Linear Algebra Google sheet to evidence four 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 “self-manage” their learning by tracking their progress on the Linear Algebra Class Task sheet and follow the 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. All learning was done using relevant contextual tasks which increased student engagement (Anderson, & Piazza, 1996, p. 53; Poromaa, 2013 and Silva, 2009, p. 632). Contextual tasks included prices about pizzas taxis landscaping airlines Conferencing was done with groups or with individuals when learners felt that they needed additional support. Focus browsing on teacher dashboard was my secret weapon as learners were given access to subject-specific resources to help them self-manage their learning.

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 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.

Linear Algebra - Literacy Strategies

Redesigning practice: Using research evidence to design refined and highly tailored responses to issues identified in the profiling

The 3 level guide literacy strategy was used where students had to: Read on the line by substituting for ACHIEVED Read between the lines by interpreting tables and graphs for MERIT Read beyond the line by forming and solving a new equation for EXCELLENCE Feedback given to learners was based on their effort and how confidently they used the 3 level guide for each activity

Linear Algebra - Hypothesis

Hypothesis generation and testing: identifying and systematically testing possible explanations for the problem

Students were introduced to this standard at the end of the previous year as a “jumpstart programme” where year 10’s made a start on NCEA L1. Of the 10 Maori learners in my class this year, only 1 was at school on a regular basis for “jumpstart”, 2 were new to the college and the remaining 7 had erratic attendance. Students were at varying levels of confidence from the outset, so conferencing was an almost daily part of teaching and learning

Bivariate Statistics - Tracking Model

This year the college trialled a Visible Teaching and Learning(VTaL) model where learner progress for a standard was tracked using RED (no evidence), ORANGE (unfinished work) and GREEN (standard met).

Maori learners struggled with the Key Competency "managing self"

Teacher and Learner expectations were readdressed so that there would be an increase in GREEN squares.

Learning Activity ✔

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Activity 12

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Linear Algebra Profiling

Profiling: understanding patterns of student achievement and other valued learning outcomes in detail

AS 91029 % Maori 1104MAT 2016 %Maori my school 2016 Maori National Decile Equivalent (%) N 33% -DNS 24% 17.8% A 50% 24% 62.2% M 17% 24% 14.7% E 0% 28% 5.3% Learners set themselves a goal as to what grade they hoped to achieve for Linear Algebra; that was to give them something to work towards. A range of grades from Achieved to Excellence were selected.

Pre Test confidence review

A review of "breaking down the walls that are preventing us from working to our potential" shows learners' responses to survey questions.

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, 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?
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.