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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