Do I really make a difference? by Matt Jones My history Former engineer Teaching for 20 years Mathematics and Science Mainly senior years My early years focus Heavily involved in co-curricular Better with lower band students Didn’t think that a teacher had a really big impact on changing middle to top end student outcomes Didn’t think about it much Had a great time My recent experience Brought in to teach IB Physics 1st year - teaching year 11 and 12 Got access to resources on day 1 of the year 1st year was putting together resources – digital Tough year and had to work hard Very little time giving students feedback Workload At the same time, a decision to write modules of work at Year 7-10 was underway Effectively writing textbooks for the students All staff time was absorbed writing and planning long term and a lot of it was reasonably inefficient

1st year results Student 1 HL 7 95 75 92 Student 2 73 69 62 94 6 Level FINAL GRADE SCALED TOTAL Paper 1 % (worth 20%) Paper 2 % (worth 32-36%) Paper 3 % (worth 24-20%) IA (worth 24%) Paper 1 GRADE Paper 2 GRADE Paper 3 GRADE IA GRADE Student 1 HL 7 87 95 75 92 Student 2 74 73 69 62 94 6 Student 3 64 63 61 47 83 4 5 Student 4 60 51 52 90 Student 5 58 68 46 35 88 3 Student 6 42 45 29 13 2 Student 7 SL 66 67 55 81 Student 8 65 70 53 Student 9 50 Student 10 Student 11 Student 12 43 32 Student 13 37 28 38 5.8 64.7 67.1 57.4 47.2 88.2 4.8 5.5 5.0 7.0 5.4 58.7 58.6 47.1 48.6 84.5 4.7 2nd year Resources are now in place Focus on the IA Create IA checklist Mark and read plenty of them on OCC Use the language and particularly spread sheeting whenever possible in class Every 4% is 1 mark overall

IB statistical bulletin – May

IB statistical bulletin - November

2nd year results Name LEVEL FINAL GRADE SCALED TOTAL Paper 1 (20%) IA (24%) Paper 1 Grade Paper 2 Grade Paper 3 Grade IA Grade Student 1 HL 7 84 85 73 94 Student 2 80 83 77 65 96 Student 3 79 Student 4 75 63 66 78 5 Student 5 70 68 92 6 Student 6 69 53 98 Student 7 45 Student 8 61 60 40 3 4 Student 9 55 47 Student 10 58 52 30 88 Student 11 51 28 71 Student 12 SL 72 48 Student 13 67 90 Student 14 Student 15 62 50 Student 16 54 Student 17 Student 18 Student 19 57 38 56 6.3 68.7 68.6 63.2 54.8 90.2 5.5 6.0 5.6 6.9 63.5 64.2 59.0 47.8 85.9 5.0 6.6 Areas for improvement Paper 3 is consistently the worst done when looking at % Paper 3 was the last area of the course covered No formal revision program put in place It was clear to me that Paper 3 was not getting the time it deserved I had no proof of revision work done Past exam papers were handed out on bulk 2 weeks before the end of term 3 Strategies Formalise revision program Collect and mark past exam papers during this time Record results Ensure a balance of all three papers

Revision chart summary GIVEN NAME Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 COUNT 26 27 28 25 31 35 2009 TZ1 Paper 1 32   39 24 2009 TZ1 Paper 2 Part A 38 36 2009 TZ1 Paper 2 Part B1 22 16 23 11 2009 TZ1 Paper 2 Part B2 12 17 2009 TZ1 Paper 2 Part B3 19 21 13 2009 TZ1 Paper 2 Part B4 14 4 2009 TZ1 Paper 3 Astro 18 2009 TZ1 Paper 3 Electro 2009 TZ2 Paper 1 34 2009 TZ2 Paper 2 Part A 33 29 2009 TZ2 Paper 2 Part B1 2009 TZ2 Paper 2 Part B2 2009 TZ2 Paper 2 Part B3 20 2009 TZ2 Paper 2 Part B4 2009 TZ2 Paper 3 Astro 2009 TZ2 Paper 3 Electro 2009 NOV Paper 1 2009 NOV Paper 2 Part A 40 41 2009 NOV Paper 2 Part B1 2009 NOV Paper 2 Part B2 15 2009 NOV Paper 2 Part B3 2009 NOV Paper 2 Part B4 10 2009 NOV Paper 3 Astro 2009 NOV Paper 3 Electro Timing Students have approximately 4 hours / week in class 2 to 3 hours / week homework

Exam times Level Paper 1 Paper 2 Paper 3 Total SL 45 min 1 hr 15 min HL 1 hr 2 hr 15 min 4 hr 14 min Early exams – double these time to include review 3 sets of exams per year (time zones) 1 year worth of papers would take 4 weeks of homework time to complete 1 year worth of papers would take 2 weeks of class + homework time to complete (revision time) 1 year worth of papers could be completed in a day of SWAT VAC Timing – conclusions This means I could ask students to complete only 3 years worth of papers if they started when I finished the course 2 weeks from the end of term 3 Teach the syllabus in order so that past papers can be attempted as soon as the SL course is completed (Mar Yr. 12) SL students to complete 1 section per week after this time Get students used to self-marking / using the mark schemes Streamlining feedback Trying to keep the time needed to explain student uncertainties to a minimum Ensure that they get used to quality structures and systems that communicate effectively Don’t show working – show logic Write my own solutions to exams – particularly multiple choice papers Do it digitally so they can be easily modified / distributed / stored Get the logic clear and demand that students follow the same patterns Tried screen casting the solutions – very successful but very time consuming

Subject over time

Subject over time

Class sub-group comparison

Achieved vs GAT predicted

Results across studies

Learning tools attempted Screencasts – both content and worked solutions Podcasts – feedback on submitted work Online flashcards – Quizlet Online quizzes – Cahoot Wrap-up Time allocation – what is your focus Look for any feedback tools available Learning from peers / others about Grouse