304

Teaching inquiry

teacher actions

looks to teaching actions and student outcomes

research should inform practice

recognises complexity

student outcomes

consideration of students prior knowledge

both teach and student contribution

Doesn't assume all learning is caused by teachers teaching

Focusing inquiry

Learning inquiry

ASD Students

what is most important and worth spending time on

what happened as a result of teaching

culturally and linguistically diverse

Know the students you teach

Know yourself

Teach with the students ethnicity

Develop cross cultural understanding

Experience of students - prior knowledge

focusing established there was a weakness

Which aspects of learning successful

why was my teaching not successful to all students

Routinely use data to alter teaching

EAL English as an additional language

Resources

ELLP English language learning progressions

SELLiPS Supporting English Language in Primary Schools

ESOLonline English For Speakers of other languages

Assess the language proficiencies not the thinking

matrices

writing

speaking

reading

listening

EAL Students

Different knowledge and experiences that they can contribute

They may be both learning english and learning through english

EAL students have an additional language

Be aware of language demands of the learner

Each curriculum area needs specific help from teacher

innovative learning environments

7 principles

recognising individual differences

stretching all students

emotions integral to to learning

assessment for learning

the social nature of learning

building horizontal connections

learners at the centre

click to edit

UDL

Multiple means of engagement

Multiple means of representation

Multiple means of expression

Cooperative learning

inquiry based approaches

learning with technology

formative assessment

Service learning

home school partnership

collaborative teaching or coteaching

collective responsibility

collective decision making

collective sharing interpretation of events and data

coresponsability

corespect

cogenerative dialogue

Behaviour management

Awareness of all learners whilst working with groups

Effective strategies for dealing with off task behaviour

Firm Fair and consistent

clearly shows who is in charge

Respected by students

choice theory contribute to our quality world

fun

power

freedom

love and belonging

survival

Behaviour agreement

responsibilities

Rights

consequences

Rules

Three basic Phases

Consolidation (teacher and students refer back to and follow through with behaviour agreement)

cohesion. behaviour expectations mostly met

establishment (agreeing shared expectations and consequences)

New Class. No second chance

behaviour agreement. Whole Class

establish trust to enable class cooperation

underlying philosophy

continually remind students of strengths

manaakitanaga

dignity

mana

respect

UDL support inclusion of all students

triad of impairment

impaired communication

restrictive repetitive behaviours, interests and activities

impaired social interaction

triad of abilities

focus, strong interest, attention to detail, detailed knowledge

Honest, alternative communication methods

Reliable, non judgemental not caught up in social expectations

Why do we see challenging behaviour

sensory overload

unpredictable environment

behaviour may be successful elsewhere

Signs we may see challenging behaviour

over-arousal overactive, high energy

under-arousal, tired, avoidant, whinging

Tataiako

Mnaakitanga - Values integrity trust, sincerity, equity

wananga - community communication, problem solving innovation

tangata whenuatanga - place based socio cultural awareness and knowledge

Whanaungatanga - Effective Relationships school, students, teacher, family, community

Ako - Practice in the classroom

Assessment as a relationship, conceptions

Short term effects

guides opportunities to practice

consolidate learning

Guides what is important to learn

Medium long term effects

perceptions of competence

structures approaches and timing of study

Motivation

development of learning strategies and skill

choices of courses, careers and activities

PIGSF

individual accountability - each person can perform successfully alone

positive interdependence each must need the others, task doable for all members

cooperating classrooms - conflict management, academic, relationship, confidence skills

whakamana -empowerment

kotahitanga - holistic development

nga honoanga - teacher and student relationship

whanau tangata - family community

textbook

maria kecskemeti - chapter 6 managing learning environments week 1

chapter 7 planning with high expectations C rubie week 2

Chapter 8 assessment for learning 1 Hill week 3

Chapter 5 engaging students in dialogue Sandretto week 3

Chapter 4 teaching as inquiry Claire Sinnema week 6

Chapter 10 Culturally and linguistically diverse Barabara Whyte Week 5

chapter 11 connected learners: learning through ICT kerry earl week 4