Criteria Eight: Demonstrate in practice their knowledge and understanding of how akonga learn.
Key Indicators:
- Enable ākonga to make connections between their prior experiences and learning and their current learning
activities;
ii. Provide opportunities and support for ākonga to engage with, practise and apply new learning to different
contexts;
iii. Encourage ākonga to take responsibility for their own learning and behaviour;
iv. Assist ākonga to think critically about information and ideas and to reflect on their learning.
Questions I have asked myself:
- How do I establish background information?
- How do I elicit the information from the students?
- How much information should I allow to influence my planning?
- How does my teaching reflect that I understand the main influences on how my learners learn?
- How am I planning my strategies based on my student needs?
- How do I demonstrate knowledge of my learner, their backgrounds, interests and identity?
- Do I provide students the opportunity to reflect on their learning experiences?
- Do I allow my students to reflect on their learning and behaviour?
- Do I allow students to set themselves personal goals?
- How do I support the students to implement their personal goals?
- How does my teaching reflect that I understand the main influences on how my ākonga learn?
Strategies that have helped me:
- Observations of other staff. members and other PRTs.
- Effective planning.
• KNOWING the students who are in the class.
- Good use of questioning techniques to establish background knowledge.
- Student voice/ reflection.
• Plan in partnership with the students – be able to adapt according to how the lesson is going.
- Use of diagnostic testing to establish learning styles and prior knowledge.
- Attending relevant PD, particularly relating to strategies.
Reflections:
- How do I demonstrate knowledge of my learners preferred learning style(s)?
- Am I able to change and adapt my lessons to meet student demand at the time?
- Who might I ask to confirm this?
- What is the value of their reflection?
- How do I use it effectively?
Evidence that might support this:
- Planning acknowledges prior learning and provision of authentic learning experiences.
- Use of a variety of teaching strategies and understanding of why the strategies are being used.
- Evidence in planning of strategies to cater to all students (ESOL, Māori, Pasifika, etc)
- Co-construction of lessons demonstrated in planning adjustments.
- Student voice evident in implementation of lesson – demonstrated in evaluative comments.
- Samples of student work and feedback.
- Consideration of what I want the students to achieve and draft my reflection sheet accordingly.
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