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The Professional Practice of Teaching (Classroom Assessment for Effective…
The Professional Practice of Teaching
Tataiako: Cultural Competencies
· Wānanga – dialogue for the benefit of Māori
· Whanaungatanga – respectful working relationships with Māori learners, whānau.
· Manaakitanga – integrity, sincerity and respect towards Maori culture.
· Tangata Whenuatanga – teachers affirming Māori learners as Māori. Culture of Maori learners is a Funds of Knowledge.
· Ako – teachers s as reciprocal learners (tuakana/teina). Recognise the need to raise Māori learner academic achievement levels.
Managing Learnng Environments (Kecskemeti)
2 views: NZC competencies and (Ellis and Todd) - Relationship to curriculum, others and self.
Reframing of behaviour management as the promotion of learning behaviours - disruption reduction is not sufficient
Deal with disruptions
Long term physical and psychoogical well-being
Progression through day
Establisment Phase: Build a community, class contract
Restorative justice, restorative justice
Use of Teacher centered strategies which create order quickly and more democratic student centered practices which centralise diversity
NZ Curriculum
5 Key Competencies: language, texts and symbols; thinking; relating to others; managing self; participating and communicating
Lifeling learners
Planning with High Expectations (Rubie-Davies et all)
Making use of teachable moments, improvising
Sharing what needs to be learnt ( LA) and knowing when these have been achieved (SC)
Negative effect of ability grouping, potentially on high as well as low, bad behavior by low achievers exasperated
Flexible grouping, limits differentiation in learning activities, exposes low achievers through peer modeling, also allows seperation of personalities (behaviour management), helps build positive relationships
SMART Goals: (Specific, Measureable, Achievable, Realistic, Time bound)
Goal setting increases motivation and therefore decreases bad behaviour
Classroom Assessment for Effective Teaching (Hill)
Gathering info about how learning is proceeding
Student involvement in goal setting: Self/peer assessment is critical part of learning
Student centred approach: students drive the learning process
Make use of formative assessment
Descriptive and specific feedback, doesn't imply criticism. Grades often discourage
Report to whanau
Evidence: Observation; products of learning; conversations, conferences and interviews; self and peer-assessment
Expectations:Appropriate difficulty, should be communicated - use of exemplers
Engaging Students in Dialogue (Sandretto)
Why? Critical thinking, engagement, students as funds of knowledge, decentralised power
Power can promote or repress. Employ Ako
Acknowledge students knowledge. Questions can promote dialogue
Explicit teaching (scaffolding dialogue). Balancing act.
Strategies: WAIT TIME, authentic questions, repositioning (ako)
Connected learners: transforming learning through ICT (Earl & Forbes)
Viewed as a tool by students, possibly a distraction by teachers
Information literacy, evaluation of validity
Connectivity, greater audience for publications (including whanau), students as experts (ako), greater access to information
Enhance global understanding
Not equitable distribution of technology between schools or even students within schools
Correspondence subjects
Culturally and Linguistically Diverse Classrooms (Whyte)
Role of the School: Authentic understanding, tolerance, match between home and school
Institutional change, school should be relevant to students
Role of the Teacher: Know students, know yourself, teach with ethnicity and develop cross-cultural understanding (Gadd)
independence of culture and language
background as a fund of knowledge
Teaching as Inquiry (Sinnema & Aitken)
3 views of Effective Teaching: Style-based, outcomes-based, INQUIRY-BASED.
Must be honest, reflective and fallible
3 parts: Focusing inquiry (prioritising material), Teaching inquiry (What strategies work? from experience or research, Learning inquiry (what happened? future implications)
Must act on the evidence
Duration, participants, formality