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

2. Strategies, Tools and Prompts to support Statistical Report writing
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 nationalities represented Decile – 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?
(Roll based)
L1 Literacy
L1 Numeracy
2011
2015
All Year 11s
82.2%
91.8%
94.4%
94.8%
Maori
81.4%
95.4%
81.5%
95.5%
Pasifika
79.8%
90.7%
85.9%
92.8%
L1 Literacy
L1 Numeracy
2011
2015
All Year 11s
82.2%
91.8%
94.4%
94.8%
Maori
81.4%
95.4%
81.5%
95.5%
Pasifika
79.8%
90.7%
85.9%
92.8%
L1 Literacy
L1 Numeracy
2011
2015
All Year 11s
82.2%
91.8%
94.4%
94.8%
Maori
81.4%
95.4%
81.5%
95.5%
Pasifika
79.8%
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
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%

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 Writing Strategy Investigation Types Frameworks PEEL Inference
DISCUSS
Bivariate
TASGU
Time Series
Trend Seasonality
Variation
Experiments

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

19. PPDAC Writing Strategy Investigation Types Frameworks PEEL Inference
DISCUSS
Bivariate
TASGU
Time Series
Trend Seasonality
Variation
Experiments
(in progress)

20. Posing a Statistical Question
Variable
Two Groups
Comparing Word
Population
Easy to adapt for different levels and types of investigations

21. (adapted from Nayland Maths)
DISCUSS
(adapted from Nayland Maths)

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 Writing Strategy Investigation Types Frameworks Bivariate TASGU
PEEL
Inference
DISCUSS
Bivariate
TASGU
Time Series
Trend Seasonality
Variation
Experiments
(in progress)

26. Bivariate Analysis – TASGU (C@S)

27. Bivariate Checklist
A lot of text …

28. PPDAC Writing Strategy Investigation Types Frameworks Time Series PEEL
Inference
DISCUSS
Bivariate
TASGU
Time Series
Trend Seasonality
Variation
Experiments

29. Time Series Framework – all levels Trend – Seasonality - Variation

30. TIME SERIES ACHIEVEMENT OUTLINE
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.
ANALYSIS
Features of the data
Trend (Rate of Change)
Describe general trend
Gradient (direction and slope)
Quantify trend
Variability between highs and lows
Seasonality
State Average Seasonal Effects
Give appropriate reasons for these patterns
Unusual Features
State time period and values for peaks and troughs
Give appropriate reasons for these unusual values
Residuals
Will help to identify peaks / troughs
FORECASTS
Give forecast (Holt Winters Forecast) in context with interpretation of prediction intervals.
Round appropriately, with units.
Fit of the model
Reliability of forecasts
Variation in Seasonal Effects
Changes in Trend
Remove last 3 values to test model
Usefulness and Relevance of Forecasts
Who would use this
How would they use this information
BE SPECIFIC and must be in CONTEXT
Improvements to the model
Deeper Analysis
Compare same variable for different context
Investigate a different variable that may have an effect on your initial choice of variable..
Discuss similarities and differences in trends, patterns and other features

31. A lot of text …

32. PPDAC Writing Strategy Investigation Types Frameworks
PEEL
Inference
DISCUSS
Bivariate
TASGU
Time Series
Trend Seasonality
Variation
Experiments
(in progress)
Statistical Reports
(1.12, 2.11, 3.12)

33. Adapted from TKI for AS 2.11 Link(s) 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 / Explanation
Explanation Evidence
Link(s) 1
Purpose of the Report 2
Population 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 2.11

34. 3.12 Stats Reports (Observational study)
framework

35. Reflections 3 teachers 3 inquiries
10 MATA – 1.10 Inferences
Did the MATA class writing improve with the use of PEEL and DISCUSS writing frameworks compared to my MATA 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 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 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 Inferences

39. 10 MATC – 1.10 Inferences

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

41. Teacher Reflections – 10MAT C
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 investigation
P – point clear using DISCUSS headings.
E – comparisons made, context used by most students
E – values quoted as evidence. Sometimes lacking units though
L – some contextual reasoning evident
58% Achieved, 42% Not Achieved in cohort
71% Achieved, 29% Not Achieved in class
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 ….