Mathematics Intervention 2013 Central North Schools

1. Mathematics Intervention2013Central North Schools Jim Hogan, Team Solutions j.hogan@auckland.ac.nz

2. Overview The aim of this indepth/intervention work is - To work closely with the HOD - With a group of targeted students - To improve their immediate achievement - To improve engagement - To improve pathways to future - To establish and sustain long term success

3. HOD Is critical to the process as Middle Leader - To help select the target students - Using known data - To select AS - To monitor data - To change longer term planning - To share and embed new approaches in the department

4. Targeted Students Low achieving Year 11 Maori Boys - Have been identified as the largest group in need - Based on Year 9/10 data - Achievement, Attendance, Engagement, Known data - About 10 students, can be of any demography but target is as above MB. - Involve Whanau

5. Targeted Achievement Select AS 90125 – Number reasoning to solve problems - Critical standard for many Pathways. - Good number base from Year 9/10 - Use “How to Solve a Problem Approach” (next slide) - Focus on attendance, engagement, support, habits - Monitor progress, student voice, parents - Groups to individual as confidence builds

6. How to Solve a Problem This approach caused a 75% success rate (Tongariro 2011) 1. Understand the problem 2. Draw a picture of the problem 3. Choose a strategy of solution 4. Do the calculations (labeled, reasoned) 5. Communicate findings, answer question These 5 steps are now explained.

7. How to Solve a Problem Understand the Problem Read the question (RTQ) This is not easy. It means read and comprehend and figure out just what is being asked. Be very clear about the problem. There is no way you can solve a problem if you do not know what it is. Activity - Where to find the problem, rewriting or stating to others what it is you have to do. Work in a group at first.

8. How to Solve a Problem Draw the problem Drawing a visual almost always shows you understand the problem and can then answer it. Sketch, not artwork, essential parts of the problem. Learn to do this with “Read the Question”. Do this several times until you understand what the problem is.

9. How to Solve a Problem Choose a strategy A strategy is how you think you are going to solve the problem. You can draw a strategy or list a strategy. Use a flowchart. No detailed calculations are made at this stage. Just a big overview of what you think might happen. It is possible you “see” a better solution. This is good. List any assumptions you are making.

10. How to Solve a Problem Do the calculations Write clearly what it is you are about to calculate Do the calculation Make sure it has units (eg $/year, posts per meter) Answering the problem is good. A REASON means you are at MERIT level.

11. How to Solve a Problem Communicate your Solution ATQ! Answer the question. Answer that question only. Add the new and better ways from “ahha” moments. Add the extra information that might affect the answer. Explain any assumptions. Bring extra information to the problem. Practice presenting information. EXCELLENCE is about good communication.

12. Practice Three times Task Get an assessment question and in a group work through the steps of How to Solve a Problem. Get this marked with feedback. Redo the problem. Repeat with two more, a buddy, then on your own. “It is better to solve one problem 5 ways than it is to solve five problems 1 way. “ PG 1945 When ready…it is time for assessment, with confidence.

13. Engagement - Student Voice Establish pattern of lessons - Start up/ review - New learning from previous observations, targeted. - Problem work and Homework - Students presenting good ideas - Working to individual confident approach

14. Pathways For every student - Based upon what they want to do/be - Based upon Pathways (MINEDU) - Consistent with School Curriculum • Meaningful courses and connected to their aspirations Note NCEA results will have a bar chart of what sector they are gaining access to.

15. Literacy in Mathematics For every student - Clear readable statements - With a reason - With a calculation - And units - Presented to others in a group/ class - Speak, Read, Write, Listen Aproach(next slides)

16. Speak, Read, Write, Listen This simple approach to literacy with bring immediate results. Write it, speak to to someone, have them read it back, listen and understand.

17. N, A, M and E NCEA grades have these broad characteristics. N= insufficient evidence, irrelevant. A = straightforward and relevant. Solves a problem such as combing to make a total. M= Readable, reasoned and mostly correct. E = Clearly answers or solves task. Usually well presented and easy to read. Show exemplars for each standard being assessed.

18. Teacher Activity • Place the standards on the petals of the wheel (include ART) • - List the selection of your L1 courses and compare with Pathways website to see what career paths they support. I want to make a lookup table to do this.

19. Final Slide When most students have gained the habits of writing reasons and can complete an assessment practice task in an hour or so they are ready. Remember they are only allowed one re-sit. Best to say there is no second chance and use this only if needed. Monitor your workload and trim to fit. Conference with neutral impact. Ask only “can you check your work” and never be specific. You are now assessing. Jim Hogan, 2013, Team Solutions, jimhogan@clear.net.nz for queries.