3 of my NCEA L1 learners sat their maths external exam yesterday.
One of them gave me verbal feedback saying that only question
about median confused them but they chose the middle value.
The other sent me an email
Afternoon Mrs! The exam was good! It wasn't too hard as I
had already knew what to write for each question because
of your study notes and help! It was like doing a normal assessment in class!
Thank you Mrs for your help and guidance! :)
Wednesday, 21 November 2018
Tuesday, 20 November 2018
The final analysis
As I sum up my two-year inquiry on "Raising Maori Achievement", I noticed an increase in engagement as well as an increase in the quality and quantity of work produced.
The evidence that I have, shows that in 2017, 39% of my students got numeracy from achievement standards compared to one of my classes this year where there was a significant 77% increase from the previous year. My final analysis showed that in one class 94% got numeracy and 100% in the other. Particular mention needs to be made for the quality of grade for a Statistics achievement standard worth 4 credits that has both a literacy and numeracy component.
National statistics show that 27% of the students who sat the assessment got a merit grade, national decile 1 statistics was 17% and in my class, 85% of the students got a merit grade.
What did I do to make this happen?
Well, we started with the basics to build up learner confidence.
Maths is like a foreign language so each standard had a list of subject-specific vocabulary which learners had to explain AND in most cases, find an appropriate image to reinforce their understanding.
Achievement criteria and Teaching/Learning Strategies were explained in “student speak” and each standard had an accompanying CHEAT SHEET with Achievement Criteria, subject-specific LITERACY STRATEGIES and learning strategies needed for success.
Prior to any learner evidence being gathered, goal-setting was done where learners had to choose an achievement grade; either Achieved, Merit or Excellence so that they had something to work towards.
Whole class teaching was replaced with conferencing which was done at the learner’s request and
questions were answered with questions to promote independent thinking and proactive learners
Academic achievement was celebrated with phone calls and/or postcards sent home and the use of a wall of fame in the classroom.
The evidence that I have, shows that in 2017, 39% of my students got numeracy from achievement standards compared to one of my classes this year where there was a significant 77% increase from the previous year. My final analysis showed that in one class 94% got numeracy and 100% in the other. Particular mention needs to be made for the quality of grade for a Statistics achievement standard worth 4 credits that has both a literacy and numeracy component.
National statistics show that 27% of the students who sat the assessment got a merit grade, national decile 1 statistics was 17% and in my class, 85% of the students got a merit grade.
What did I do to make this happen?
Well, we started with the basics to build up learner confidence.
Maths is like a foreign language so each standard had a list of subject-specific vocabulary which learners had to explain AND in most cases, find an appropriate image to reinforce their understanding.
Achievement criteria and Teaching/Learning Strategies were explained in “student speak” and each standard had an accompanying CHEAT SHEET with Achievement Criteria, subject-specific LITERACY STRATEGIES and learning strategies needed for success.
Prior to any learner evidence being gathered, goal-setting was done where learners had to choose an achievement grade; either Achieved, Merit or Excellence so that they had something to work towards.
Whole class teaching was replaced with conferencing which was done at the learner’s request and
questions were answered with questions to promote independent thinking and proactive learners
Academic achievement was celebrated with phone calls and/or postcards sent home and the use of a wall of fame in the classroom.
Friday, 9 November 2018
The bottom line
I am in the process of reviewing my NCEA L1 Maori achievement data and because I had the benefit of teaching two NCEA L1 maths classes this year, I have evidence to show that the most successful Maori students this year were the ones who arrived at the college in year 9 at curriculum L4 and were in smaller classes in year 11.
The bottom line is that a firm foundation in maths and class size matters for our Maori learners.
The bottom line is that a firm foundation in maths and class size matters for our Maori learners.
Thursday, 8 November 2018
What I would like my teacher to know about me....
Today I met my 2019 NCEA L1 students and after initial introductions, I set myself a challenge to learn each students name within a timeframe of 10 minutes. This was a ploy for me to gain their trust AND to teach them about expectation in my class. After student 1 told me their name, I shook their hand, welcomed them to my room and repeated their name. I did the same with student 2, but then repeated names 1 and 2 before moving on to student 3.
When I mispronounced a name, a few students laughed at me ......................just what I was waiting for .................. this was a teachable moment about appropriate behaviour/responses when someone is trying to learn. Apologies flew across the room and when I called a student by the wrong name a short while later, I was met with responses of his correct name - what fast learners?
I managed to learn and pronounced all their names correctly so I think I got off to a pleasing start.
We discussed our school's values and I explained how, as a teacher, each one applied to me.
For the next phase of the lesson, I shared my Y11 academic data which compared my 2018 achievement with other decile 1 schools and with NZ schools nationally. That seemed to impress a few and silenced others; the challenge was set, WE NEED TO DO BETTER.
I then got students to take a mini whiteboard and marker and write down one thing they wanted me to know about them. A few of their responses are listed below
When I mispronounced a name, a few students laughed at me ......................just what I was waiting for .................. this was a teachable moment about appropriate behaviour/responses when someone is trying to learn. Apologies flew across the room and when I called a student by the wrong name a short while later, I was met with responses of his correct name - what fast learners?
I managed to learn and pronounced all their names correctly so I think I got off to a pleasing start.
We discussed our school's values and I explained how, as a teacher, each one applied to me.
For the next phase of the lesson, I shared my Y11 academic data which compared my 2018 achievement with other decile 1 schools and with NZ schools nationally. That seemed to impress a few and silenced others; the challenge was set, WE NEED TO DO BETTER.
I then got students to take a mini whiteboard and marker and write down one thing they wanted me to know about them. A few of their responses are listed below
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