Improving student’s PPDAC responses

1. Improving student’s PPDAC responses Sophie Wright MRGS 2016

2. Strategies, Tools and Prompts to support Statistical Report writing. Looking Roskill’s tool box of ideas, and examples, that show ways to lift the quality of student written responses. Revisit some well-tested strategies and frameworks. Explore how collaboration, technology and google apps can also lift the quality of student PPDAC reports. It would be great to see ideas from other schools and share good practice.

3. Who is Roskill? 70% of students have English as a Second Language students Very high migrant and refugee population, with parents typically not speaking English well. 60 + nationalities represented Decile 4 2013 – Focus on Literacy Strategies across all curriculum areas.

4. Challenge • Students reluctant to write • Quality of writing was poor • Students were not using statistical vocabulary • Students did not justify statements • Students did not link to context Our challenge: School wide goal for writing strategies that would work across departments

5. What happened at Roskill?

6. Task 1: Draw this picture … from a student’s description A mountainside overlooking a coastline with golden sand and two oak trees with a road running in between the trees, continuing to run towards the two vast mountains. The sun is overlooking the scene.

8. A mountainside overlooking a coastline with golden sand and two oak trees with a road running in between the trees, continuing to run towards the two vast mountains. The sun is overlooking the scene. There is a sun rising on the right corner. There is a motorway on the middle of the picture and there are a large number of high mountains on the back. There is a river flowing in the front of the motorway

9. Task 2: Statistical graphs How well do we describe them? • Working in pairs: • You will each get a graph. • In the box below, write down what you see. • Once written description is complete, fold over the graph, so your partner can not see it. • Swap papers – draw the graph, based on your partner’s description

10. Discuss Does the second graph tell a similar story to the first graph? What helped you draw a good graph? What extra detail would have helped? How well do your students understand and talk about statistical displays? What prompts would help them?

11. Scholarship Statistics Example - Excerpt from 2015 Report

14. Writing Strategy - PEEL

15. Inference Analysis What might this look like?

17. PPDAC

18. Why Frameworks • Want to prompt thinking – connections for the different PPDAC investigations. • For example Level 1 Revision Graphic >>

19. PPDAC

20. Posing a Statistical Question Easy to adapt for different levels and types of investigations

21. (adapted from NaylandMaths) DISCUSS

22. Inference Conclusion POINT: I can / cannot make a claim that for the population of _______________ that __________________. EVIDENCE: because ________________ LINK: If I was to take another sample I would expect ……….

23. Year 9

24. Year 9

25. PPDAC

26. Bivariate Analysis – TASGU (C@S)

27. Bivariate Checklist A lot of text …

28. PPDAC

29. Time Series Framework – all levelsTrend – Seasonality - Variation

30. TIME SERIES ACHIEVEMENT OUTLINE

31. A lot of text …

32. PPDAC Statistical Reports (1.12, 2.11, 3.12)

33. Adapted from TKI for AS 2.11

34. 3.12 Stats Reports (Observational study) framework

35. Reflections 3 teachers3 inquiries 10 MATA – 1.10 Inferences Did the 2013 10MATA class writing improve with the use of PEEL and DISCUSS writing frameworks compared to my 2012 10MATA class? 10 MATC – 1.10 Inferences What I tried: Using PEEL as a writing strategy and DISCUSS as a writing framework to support 1004 and improve written responses for AS 1.10 PPDAC investigation. (Explicit teaching of writing strategy PEEL.) Level 2 - 2.9 Inferences I will select 4 students with different abilities from my 12 MAT class. I will track their work before, during and after the topic (assessment). Most of these students struggle to construct a logical and sequential approach to answering a question. I wonder whether using PEEL writing framework makes a difference in the actual assessment.

36. Examples of student work Able student 10 MATA – 1.10 Inferences

37. 10 MATA – 1.10 Inferences

38. Teacher Reflections – 10MAT A I believe the DISCUSS and PEEL frameworks have overall definitely improved the quality of the writing and allowedless able students to attain Excellence. What worked: Reluctant Writers - this was initially a big problem, especially with ESOL and boys in general. Marking regularly, encouraging more and asking to practice, “I wonder if this is because …” after every “I notice …” definitely helped. Also our Mantra was “Be in the context” (seemed to help with explanations) What next: Still problems with the population. Will need to emphasize this even more next year and make them reflect on their population before they start writing ! 10 MATA – 1.10 Inferences

39. 10 MATC – 1.10 Inferences

40. C-Band - once a reluctant writer 10 MATC – 1.10 Inferences

41. Teacher Reflections – 10MAT C What next: Linking back to the population was still not done well. PEEL evident in analysis but lacking in the conclusion of PPDAC investigation. 10 MATC – 1.10 Inferences

42. L2 Inferences Inquiry - Teaching strategies trialled: • Templates with model answers and worksheets were given. • Practise test were given before the actual assessment. • Giving feedback that ‘constructs the way forward’ • Differentiating the class to focus on small groups • Use structure of ‘PEEL’ (Easy to understand and follow) • Provide writing templates and modal answers • Collect student voice (feedback) specific to their learning which informs my teaching practice Results • A strategy that is really working well. • For a 12MAT 2A class this assessment (AS2.9 Statistical Inference) was really well done. • 26 students Achieved with Excellence, 6 students Achieved with Merit (100% pass rate). Accelerated progress for 3 focus students. 1.10 Achieved to 2.9 Merit x1 1.10 Merit to 2.9 Excellence x2 L2 Inferences

43. L2 Inferences

44. Next steps – using Google tools to support and develop PEEL writing

46. Assignments

49. What are your experiences? What has worked with your learners? Comments ….