1. 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

2. 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

3. IB statistical bulletin – May

4. IB statistical bulletin - November

5. 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

6. 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

7. Exam times Level Paper 1 Paper 2 Paper 3 Total SL 45 min 1 hr 15 minHL
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

9. Subject over time

10. Subject over time

11. Class sub-group comparison

12. Achieved vs GAT predicted

13. Results across studies

14. 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