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Teaching Strategies and Models: (Deficit Theorising (Teacher agency…

- - - - Mana Motuhake- care for student performance
      - Nga Whakapiringatanga- secure, well-mnged learning environ
      - Manaakitanga- care for all as culturally located humans
      - Ako- interactions & relationships
      - Kotahitanga- promote, monitor, reflect on outcomes leading to Māori achievement
- - - - Creative products
      - Tuakana/ teina, ako
      - Inquiry learning
      - Collaborative learning
      - Provides context
      - Differentiation
      - Wide publishing
      - Flipped learning (homework/ research first)
- - - - Manaakitanga: integrity, sincerity, respect
      - Tangata Whenuatanga: Affirming Māori learners as Māori
      - Whanaungatanga: respectful working relationships- whanau, iwi, community
      - Ako
      - Wananga: robust dialogue
  - - - Security in own ethnic & self-identity can create accepting environ. learn more about cultures, be prepared to learn alongside students
    - - students are 'advantageous funds of knowledge' draw upon their experiences, culture and language
    - - Be familiar with cultural background info and how this impacts learning, get to know families
    - - Have mutual respect, demonstrate/teach acceptance of differences
  - - - Language opportunities are provided in the ZPD by amplification (increasing exposure) not simplification (Walqui & Van Lier, 2010)
- - - - Measuring outcomes, usually end of unit
      - Assess OF learning
    - - Identifies prior knowledge, strength, weakness - guides planning
    - - Evaluating understanding, learning needs & progress
      - Used to modify teaching to > achievement
      - Assess FOR learning
    - - Will it cause harm?
      - Will decisions be based on a true and significantly broad picture?
      - Will it do any good?
      - Will decisions be based on stable enough info?
  - - - How students perform compared to others/ standards or criteria
      - Grade/mark
      - Assess OF learning
    - - What has been achieved, what needs improving
      - Increases motivation
      - Assess FOR learning
    - - Modify instruction, give 'next steps'
    - - Clarify the 'big picture' goal
    - - Acknowledge success & highlight points to focus on
      - Directly relate to LI's & SC
- - - - Rules
      - Responsibilities
      - Rights
      - Routines
      - Consequences
- - - - Questioning
      - Giving Feedback
      - Telling
      - Explaining
      - Directing
      - Prompting
      - Modelling:
- - - - Establishes priorities and divides time
    - - Used to make changes
      - Impact on outcomes- engagement, interest, motivation, enjoyment
    - - Strategy decisions to help learners achieve priorities- informed by experience of teaching/ learning and research evidence