Please enable JavaScript.
Coggle requires JavaScript to display documents.
304 EXAM (PLANNING TO TEACH (Rubie-Davis Et Al) # ((Share learning…
304 EXAM
PLANNING TO TEACH (Rubie-Davis Et Al) #
-
L.I knowledge, skill, understanding(s) and/or attitudes/values that are needed to develop an aspect of the curriculum.
draw upon content knowledge and pedagogical knowledge when planning, teaching and evaluating.
Involve students in co-constructing success criteria - they are likely to take more ownership of their learning,
be self-evaluative as they are working, and question the assessed work as it evolves.
- Share learning intentions and show what success looks like (worked examples of different qualities)
- Design effective classroom tasks and questions
- Provide feedback that outlines what is well done and what can improve
- Encourage collaboration among students
- Establish that students are owners of their own learning
S.C 1. You will design lessons that align with the NZC (and the levels of the NZC that your students are at)
2. You will write and verbally communicate clear learning intentions and success criteria for your learners
Tataiako Competencies
Ako (Practice in the classroom and beyond - learners as teachers, giving mana, reciprocal)
Wananga (communication & problem solving, innovation)
Whanaungatanga (Relationships - community, school-wide, hapu, iwi. )
Tangata Whenuatanga (Place-based, socio-cultural awareness and knowledge - affirms Maori as Maori. )
Manaakitanga (Values - integrity, trust, sincerity, equity. Respect to Maori Culture)
Avoid discrimination, Alienation students from less privileged social groups more likely to be labelled as behaviorally disturbed (Gillies, 2012)
Ka Hikitia - Accelerating success 2013-17 - strong sense of identify as Maori leads to positive achievement and well-being.
LEARNING CONVERSATIONS
Use Bloom’s taxonomy as a framework for developing effective questioning (
Knowledge, Comprehension, Application, Analysis, Sythesis, Evaluation)
-
Feed Up, Feedback, Forward
-
warm, affirming, encouraging, building relationship, using praise.
SIX THINKING HATS METHOD intuitive, informative, constructive, reflective, creative, cautious/critical
Make assumptions, back-up, states both perspectives, what i think is best. Plus Challenging Interesting.
-
-
-
Used Visual Strategy (Youtube clip) - Could have enabled subtitles for specific learners, and viewed a second time around. This also combines visual to aid
Language learning. Includes their own ethnicity and allows them to make connections. This could be done in groups on the ipads - while the rest of the class views it again together and does the same activity.
I used a visual brainstorming strategy which I modelled first “what stood out for us?” using prompting. - Taking this strategy further could look like writing up key words in topic such as filming, designing, creating… and modelling these to the class specifically. This way a clear picture and connection to the specialist vocabulary is made for the EAL students and they are feeling involved.
In their books I had them draw a brainstorm about the short film - 3-2-1 As language task. In pairs for them this can be a natural scaffold from this whole-class modeling. This co-constructing can help keep the EAL student engaged if they are struggling. Encourage Bilingual recording of words & ideas.
Our S.C was to use present tense verbs to write a paragraph about the video. Pair / Share to begin with rather than solo. Use dictionary. Have speaking frames ready for these learners, around this topic.
-
EAL Student
Funds of knowledge (Moll et all 1992) - draw upon cultures, life experiences and languages of the students as much as possible
ELLP
-
-
-
how to listen and read critically, assessing the value of what they hear and read.
strategies
Pair/Share - Academic Vocabulary 3-2-1 comprehension
3 minutes of conversation using targeted academic language. write 2 sentences using the language. students read 1 paragraph which contains the targeted vocabulary.
choral speaking. Integrating first language (Cultural Capital), Pictures & Words (Literacy Rich Environment)
Know the students you teach, know yourself, teach with the students ethnicity, develop cross-cultural understanding. (Gadd, 1979)
identify appropriate learning outcomes that take account of the language demands of the learning area
-
-
-
-
Evaluation
Decide on if student has learned & how well? If students don’t learn the way we teach them … we should teach them the way they learn (Eppig, 1981)
Effective teaching depends on continuous assessment. Formative interactions...
Black & William - strong prime facie case
-
comprehensive information to facilitate: progress & achievement of students to be measured, analysed, evaluated, reported and used to determine future learning and teaching needs. Must be accurate & up to date.
Evaluative feedback: form of grades, marks or codes from rubric etc. : no criticism or praise.
Individual Goal Setting
-
-
-
SMART (Specific, Measurable, Achievable, Realistic, Time Bound)
-
Assessment (Mary Hill) Gathering information about learning, how much has been learned? Gathering Info about progress towards learning goals
-
Diagnostic
-
-
• drawing concept maps, individually , as a group
-
-
-
-
-
-
Ability Grouping
problematic, can potentially inhibit learning if planning & teaching becomes biased. Lower learners are presented with information more "carefully & methodically" (Rubie-Davies et all 2012)
-
-
-
-
-
Feedback Descriptive: compare with exemplars, samples, models, criteria.
-
• Whakamana – empowerment
• Kotahitanga - holistic development
• Nga hononga – relationships
• Whanau tangata – family community
-
-