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304 (Planning w/ High Expectations (Differentiation (No evidence to…
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Assessment
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Feed Back: respond to students work. Should directly relate to the learning goal with information about their progress towards it
Feed Foward: Where to next? Provide information about how this could be improved / added to in order to further meet the learning goal. "Next step"
Feed Up: Establish the goal, students learn best when they know the end result of their learning and where it is heading
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Formative: Assessment for learning. Happens continuously, providing multiple opportunities for feedback and for teachers to modify learning
Summative: Assessment of learning. Evaluation. "to make judgements and report about achievement and progress
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Teaching As Inquiry
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Teaching Inquiry What strategies (based on evidence and research) are most likely to help my students learn this?
Learning Inquiry What has happened as a result of teaching and what are the implications for future teaching?
On ALL levels: Individual. group, class cohort etc
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Dialogue
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Authentic questions When you do not know the answer, becomes a discussion
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Explicit Teaching Student engagement is limited by experience and knowledge. Scaffolding, and explicit instruction in skill and knowledge is needed for effected dialogue
Wait time if the aim of the lesson is to encourage dialogue, the longer the wait time the better
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"When teachers pair high academic demands with dialogic instruction, their students demonstrated increased literacy achievement and reading comprehension
"the bottom line for instruction is that the quality of student learning is closely linked to the quality of classroom talk
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"teaching and learning space where teachers and students can engage in an open and in-depth exchange of ideas"
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Diverse Classrooms
Role of educators in reducing absorption stress help the nation adjust to changing cultural identity
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NZ Curriculum (2007)
"the curriculum is non-sexist, non racist, and non discriminatory; it ensures that students identities, languages abilities and talents are recognised and affirmed and that their learning needs are addressed"
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