Please enable JavaScript.
Coggle requires JavaScript to display documents.
Week Two (School-based curriculum (Hands on items (Rubber bands and peg…
Week Two
School-based curriculum
Community
School
Needs of students (appropriate)
Range
of c. levels (8) within year groups
#
Individual or group plans
Hands on items
Rubber bands and peg boards
Magnets
Blocks
Straws
Cardboard
Clay/ Dough
Opportunity to process the
learning
Hook learners
Connections
K(
prior knowledge)
W
(want to know)
L
(learnt)
Open-ended
Big
AUthentic contexts
Deliberate Acts of Teaching
Giving Feedback
Affirm
Inform
Guide
Where am I going? How am I going? Where to next?
LI and SC
Prompting
ability to do themselves
Telling
Fill gap - professional judgement
Modelling
describe + act out
Explaining
Reciprocal teaching
Directing
Specific instructions
Questioning
Applying info
Processing info
Gather info
Wait time
Differentiation
= inclusive + needs of individual student
Process (how)
Tiered activities/ interest focussed activities/ acceleration/ ability grouping
Product (demonstrate)
Not everyone has to do same thing/ choice to demonstrate understanding
Content (what)
Reading material/ spelling lists/ tasks
Assess/ determine where learners at BEFORE planning
Lead to groups who know what about what + groups within groups
Optimal Match Pedagogy
Learning environment
Different set up/ clear expectations
flexible and responsive (culturally as well)
Prior knowledge
learning conversations
concept map (see how they are thinking)
observations
small diagnostic assessments
Groupings > can lead to labels
Names
Student centered
Imaginative
Learning centres
Interest-based research
Role play
Co-operative learning
Guided discovery
Decisions
Choice of strategies
Timing
Flow
Adaptable
Evidence based
Difference in rates + styles of learning
Good planning supports behaviour management
What actually happens
What we want to happen
Our plan
Provides evidence
Teacher directed
Drill
Demonstration
Broadcast
Structured group dicsussion
Clarity
(both planning and conversations)
SC
Understand teacher's criteria
Co-constructed = take ownership and be self-evaluative
May be multiple + diff. for diff. s.
Know when learnt
leads to next step
LI
Skills
Understanding
Knowledge
Negotiate and renegotiate (based on how s. is going)
NZC
Framework + guide
8 learning areas
AO change with each c. level
Kidspeak
Pedagogical knowledge
Culturally responsive
Refer to Tātaiako
Use te reo Māori in concepts/ideas
Bloom's Taxonomy of thinking
Cross-curricula