PPDAC responses Sophie Wright MRGS 2016 Strategies Tools and Prompts to support Statistical Report writing Looking Roskills tool box of ideas and examples that show ways to lift the quality of student written responses ID: 580918
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Slide1
Improving student’s
PPDAC responses
Sophie Wright MRGS 2016Slide2
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.Slide3
Who is Roskill?
70% of students have English as a Second Language studentsVery high migrant and refugee population, with parents typically not speaking English well.60 + nationalities represented
Decile 42013 – Focus on Literacy Strategies across all curriculum areas.Slide4
Challenge
Students reluctant to writeQuality of writing was poorStudents were not using statistical vocabulary
Students did not justify statementsStudents did not link to contextOur challenge: School wide goal for writing strategies that would work across departmentsSlide5
What happened at Roskill?
L1 Literacy
L1 Numeracy
2011
2015
2011
2015
All Year 11s
82.2%
91.8%
94.4%94.8%Maori81.4%95.4%81.5%95.5%Pasifika79.8%90.7%85.9%92.8%
L1 LiteracyL1 Numeracy2011201520112015All Year 11s82.2%91.8%94.4%94.8%Maori81.4%95.4%81.5%95.5%Pasifika79.8%90.7%85.9%92.8%
(Roll based)L1 LiteracyL1 Numeracy2011201520112015All Year 11s82.2%91.8%94.4%94.8%Maori81.4%95.4%81.5%95.5%Pasifika79.8%90.7%85.9%92.8%
(Roll based)
Y11’s with
Level 1
Year 12’s with Level 2
Year 13s with
Level 3
2011
2015
2011
2015
2011
2015
All students
61.0%
79.0%
62.9%
75.2%
54.9%
60.7%
Maori
22.2%
76.0%
39.1%
63.6%
33.3%
40.9%
Pasifika
18.4%
79.6%
29.8%
72.3%
26.0%
40.5%Slide6
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.Slide7Slide8
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 motorwaySlide9
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 descriptionSlide10
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?Slide11
Scholarship Statistics Example -
Excerpt from 2015 ReportSlide12Slide13Slide14
The Writing Strategy - PEEL
Point E
xplanationEvidence L
inkSlide15
Writing Strategy - PEELSlide16
Inference Analysis
What might this look like?Slide17Slide18
PPDACSlide19
Why Frameworks
Want to prompt thinking – connections for the different PPDAC investigations.For example Level 1 Revision Graphic >>Slide20
PPDACSlide21
Posing a Statistical Question
Variable
Two Groups
Comparing
Word
Population
Easy to adapt for different levels and types of investigationsSlide22
DISCUSS
(adapted from
Nayland
Maths
)Slide23
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 ……….Slide24
Year 9Slide25
Year 9Slide26
PPDACSlide27
Bivariate Analysis – TASGU (C@S)Slide28
Bivariate Checklist
A lot of text …Slide29
PPDACSlide30
Time Series Framework – all levelsTrend – Seasonality - VariationSlide31
PROBLEM
PURPOSE
Identify and discuss chosen variable of interest
Why would someone investigate these changes over time?
What could be possible impacts if this trend were to change?
Evidence of research into the context given
.
Question you will investigate
Trend (Rate of change)
Identify interesting features or patterns
Possible comparison to another variable.
ANALYSISFeatures of the dataTrend (Rate of Change)Describe general trend Gradient (direction and slope)Quantify trend Variability between highs and lowsSeasonalityState Average Seasonal Effects Give appropriate reasons for these patterns
Unusual FeaturesState time period and values for peaks and troughsGive appropriate reasons for these unusual valuesResidualsWill help to identify peaks / troughsFORECASTSGive forecast (Holt Winters Forecast) in context with interpretation of prediction intervals. Round appropriately, with units.Fit of the modelResidualsReliability of forecasts Variation in Seasonal Effects Changes in Trend Remove last 3 values to test modelUsefulness and Relevance of ForecastsWho would use this How would they use this informationBE SPECIFIC and must be in CONTEXTImprovements to the modelDeeper Analysis Compare same variable for different contextInvestigate a different variable that may have an effect on your initial choice of variable..Discuss similarities and differences in trends, patterns and other featuresTIME SERIES ACHIEVEMENT OUTLINESlide32
A lot of text …Slide33
PPDAC
Statistical Reports
(1.12, 2.11, 3.12)Slide34
Introduction
Title –
Source of statistically based report –
Summary of the report – A
one paragraph
summary of the statistically based report, including the purpose of report and identification of the population of interest
.
Comments/Evaluation
POINT
/ ExplanationExplanation EvidenceLink(s)1Purpose of the Report 2Population
3
A description of measures and variables representations
.
4
A description of sampling
method(s).
5
A description of survey method(s
).
6
A description of the sample size.
7
Discussion of the sampling error.
8
A description/discussion of possible non-sampling errors or
bias
9
Description of how results are presented: tables/ graphs/ graphics and their
effectiveness
10
An evaluation of the findings of the survey.
An overall evaluation of the effectiveness of the statistically based report
.
Adapted from TKI for AS 2.11Slide35
3.12 Stats Reports (Observational study)
frameworkSlide36
Reflections
3 teachers
3 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
.Slide37
Examples of student work Able student
10 MATA – 1.10 InferencesSlide38
10 MATA – 1.10 InferencesSlide39
Teacher Reflections – 10MAT A
I
believe the DISCUSS and PEEL frameworks have overall definitely improved the quality of the writing and allowed
less 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 InferencesSlide40
10
MATC
– 1.10 InferencesSlide41
C-Band - once a reluctant writer
10
MATC
– 1.10 InferencesSlide42
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.
Last year
This year
Overall, comments lacked coverage.
P – point was often unclear or not stated
E – explanation non-existent, or without context, and lacking comparisons
E – evidence – sometimes words, but rarely used values with units and context
L – no linking back to the problem/population
Overall,
huge increase in quality and quantity of writing in investigationP – point clear using DISCUSS headings.E – comparisons made, context used by most studentsE – values quoted as evidence. Sometimes lacking units thoughL – some contextual reasoning evident 58% Achieved, 42% Not Achieved in cohort71% Achieved, 29% Not Achieved in class
10 MATC – 1.10 InferencesSlide43
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 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 practiceL2 InferencesSlide44
L2 InferencesSlide45
Next steps – using Google tools to support and develop PEEL writingSlide46Slide47
AssignmentsSlide48Slide49Slide50
What are your experiences?
What has worked with your learners?Comments ….