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AMA HOD and MU Holders Day 2023

Using the Level 1 Matrix for creative teaching and learning

Presenter: Catherine Newson

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High Level Timeline�

Level 1 Mathematics and Statistics: Feedback June 2023

Implementation 2024

Review and Maintenance program

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Level 2 Statistics: Initial development complete and published online

Further development

Level 2 Mathematics: Development in process

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Level 3 Statistics

Level 3 Mathematics

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Activity 1 – what data could you collect? Creating a multivariate data set�

Who’s line is it anyway – Props

https://padlet.com/newsoncj/multivariate-data-set-creative-data-collection-vcnyvww26p7t3on0

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  • Groups of 2, 3, or 4
  • Take one “item” from the bag
  • Go around you group listing all of the ways you can

collect data using your item – think outside the box

  • List them on the Padlet
  • Return your item and take another or swap (or just move

choose something on the padlet)

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As you think about your item:

    • Relationship
    • Comparison
    • Time series
    • Probability

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Universal Design for Learning (UDL)�

UDL Thinking Cycle (genial.ly)

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Which of the activities you’ve listed on the Padlet have the least barriers to all students? Which is the most accessible for your students?

Which topics could have unintended consequences? Can these be managed?

Which will encourage students to engage positively ?

Which data could be low floor – high ceiling in analysis?

What might make for good teaching and learning?

What might make for accessible assessment?

How can you record any data accurately?

What links to teaching and learning outside of Statistics and Probability could you include?

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Activity 2 – Thinking about assessment for 1.2�

  • Take one “condition of assessment statement” from the bag per person – find one that you feel where you have a reasonable understand
  • Around the room there are a number of themes – walk the room and think about how your COA could fit (or not) the themes.
  • Talk with other people who have stopped at the same table as you. Can you work your COA’s together to come up with a selection of problems to be solved?
  • Move to other tables and repeat.

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  • If you get stuck with your COA find others who have the same as you and work as a team.

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Thinking about internal assessment

  • What does the standard actually require students to do?
  • What are ways of assessing this standard?
  • When does assessment begin? When does assessment end?
  • How much can the teacher intervene? When and how should the teacher intervene?
  • How much evidence does the student need to present? How much is too much? How much is too little?
  • How much time do they have? How can I best manage this?
  • What’s wrong with doing a test? What’s right with doing a test?
  • What opportunities exist for assessment to fall out of my teaching and learning program?
  • Does the activity have to specify the problems being solved? Does everyone have to solve the same problem(s)?
  • 1.1 Do I have to tell the students what their assessment is going to be about? Am I disadvantaging them if I don’t? (Is this an issue if it falls out of you T&L program?)
  • What sort of multivariate data set could you collect/create for time series?
  • What sort of multivariate data set could you collect/create for probability?

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Thinking about assessment

  • How could the teaching and learning ideas we have looked at today work towards the standards for AS 1.3 and As 1.4 given we only have the standards and unpacking to work with at the moment? (We anticipate NZQA will release specifications for 2023 pilot at the end of May – this is for all subjects across the pilot)

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