Bivariate Statistics - Literacy Strategies

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

Let the data tell the story

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%) school-wide......... I had 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

Linear Algebra - Data

"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.

  

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) as it defaults to not Achieved (N).

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.

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