Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Elaboration of the Standard
- Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
- Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
- Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
- Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
- Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
- Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
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March 2018
As part of setting up a new class and building our class culture, we completed many learning/team building activities including a start of year 'getting to know you camp', how we can work together to be an awesome team, and looking at how we are all different but what it means to respect each other regardless of our differences. Here is the brainstorm we created on how we are all different. Very interesting conversations camp from this brainstorm, and a very collaborative discussion around the idea that it is ok to be all different and what differences in people means for our class and our world. We also collaboratively created this display for our wall of what we value in Room 5 and 'how we roll'.
As part of setting up a new class and building our class culture, we completed many learning/team building activities including a start of year 'getting to know you camp', how we can work together to be an awesome team, and looking at how we are all different but what it means to respect each other regardless of our differences. Here is the brainstorm we created on how we are all different. Very interesting conversations camp from this brainstorm, and a very collaborative discussion around the idea that it is ok to be all different and what differences in people means for our class and our world. We also collaboratively created this display for our wall of what we value in Room 5 and 'how we roll'.
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23rd March 2018
Part of teaching and learning and providing opportunities for students to engage is allowing them to have their say and have input into their learning. As part of our daily routines, the students are expected to fill out their planners, to prioritize and monitor their independent learning tasks. Below is the beginning of year expectations that I set for the student planners, then we have had a feedback discussion towards the end of the term to re look at the student planners and find a more effective use for them/develop a system that the students actually find helpful and useful. Here's what they had to say:
Part of teaching and learning and providing opportunities for students to engage is allowing them to have their say and have input into their learning. As part of our daily routines, the students are expected to fill out their planners, to prioritize and monitor their independent learning tasks. Below is the beginning of year expectations that I set for the student planners, then we have had a feedback discussion towards the end of the term to re look at the student planners and find a more effective use for them/develop a system that the students actually find helpful and useful. Here's what they had to say:
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March 2018
It is important that students know what they are learning and what they need to do in order to achieve the final goal. When beginning pieces of writing I ensure that students are given a success criteria so they know exactly what is expected to be included in a particular piece.
Success criteria often varies depending on the level/ability of the student. For example my higher leveled writers often have 2-3 other added pieces to their criteria. When conferencing/marking writing, I have been working on really just focusing on the aspects of the criteria, as that is what the students have been focusing on. Whilst surface features are always picked up on, deeper features are left to be covered by the S.C.
It is important that students know what they are learning and what they need to do in order to achieve the final goal. When beginning pieces of writing I ensure that students are given a success criteria so they know exactly what is expected to be included in a particular piece.
Success criteria often varies depending on the level/ability of the student. For example my higher leveled writers often have 2-3 other added pieces to their criteria. When conferencing/marking writing, I have been working on really just focusing on the aspects of the criteria, as that is what the students have been focusing on. Whilst surface features are always picked up on, deeper features are left to be covered by the S.C.
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March 2018
I use modelling books daily in my classroom, especially in math. When taking groups modelling books are there to allow me to work with students, show them examples, and these work as a go back reference for the students. They always have a learning intention and are dated so students can easily access something when required.
I use modelling books daily in my classroom, especially in math. When taking groups modelling books are there to allow me to work with students, show them examples, and these work as a go back reference for the students. They always have a learning intention and are dated so students can easily access something when required.
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March 2019
Following a day of professional development in Maths, which looked in part at the need to analyse Maths data fully, I have looked at each of the assessment my class did and completed a full analysis.
- In PAT, I looked at each of the subtests (strands) and could see how much each student had scored. This then enabled me to look at the strengths and weaknesses in my class, so I can target their needs. For example I can see that Number strategy, and Geometry and Measurement are areas that need development. I am able to more fluidly group my students based on need.
- In our Knowledge Tests of the various stages, I have also analysed each of the subtests for each student. This will allow me to differentiate my teaching so that the student's individual needs are being met.
- In Basic Facts I learnt about the importance of teaching a 'Family of Facts' in add/sub and mul/div, so that the students see these operations as commuatative. The students are already enjoying these activities and quickly making connections.
- A next step for me is to ensure that I am actively teaching ways for students to make their basic facts knowledge concrete and for this knowledge to be recalled at speed. I will continue to teach according to need.
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