#17 Weekly Update

Friday, 14 June 2019

Rāmere, te 14 o Pipiri, 2019

Rōpū Te Reo Me Tikanga Māori:

Awesome Matariki Mahi toi/ Art for your classroom:

There’s a great art idea in a resource available on line from the Auckland Stardome. It’s a simple yet highly effective technique using chalk pastels that any age student could have success with.

Link:

Rōpū Taunaki Ako/ Learning Support Group

Rōpū Tuhituhi / Writing Group

Writing moderation

A form for our Term 2 Moderation has been shared with our within school leaders. LPF aspects to be marked against:

  • Creating text for Literary Purposes
  • Vocabulary knowledge
  • Text structure

Please feel free to work individually or submit results with a group of teachers by Wednesday 19th June. Results will be discussed at the 20th June after school leaders’ meeting and then published on our website. Teachers who are interested in this process are welcome to attend.

Pānui ngaio/ Professional Reading

The following chapter from Inclusion in Action (3rd Ed. 2011) edited by Phil Foreman, describes aspects of differentiated curriculum, teaching and the learning environment relevant to the education of all students, including individuals with additional needs.

Effective Teaching Strategies including environment / ecology (link to full chapter)

Highlights:

  • The design and implementation of class programs that meet the needs of all students is a process of differentiation grounded in principles of effective teaching and learning. For all Learners.
  • A range of factors related to the quality of instructional delivery and support of effective teaching and learning. Examples include: pacing, types/amounts of feedback and reinforcement available, prompting strategies, adequate learning time, teacher cueing, questioning, and grouping
  • Classroom management and organisation including the development of classroom routines, seating arrangements and rules
  • The classroom climate – ‘feeling/atmosphere experienced, including This types of teacher expectations, variety of curricular and instructional approaches used in the promotion of learning and the degree of encouragement.
  • Communication processes -variety of ways, listening, video recording, writing, drawing, image description, voice record, have an integral role in the provision of a supportive classroom context.
  • Emphasising the proactive role of the classroom teacher and the importance of understanding the ecology of the individual.
  • The contribution of careful programming and teaching to the prevention of misbehaviour and the development of positive patterns of behaviour.
  • Universal Design for Learning – UDL Meo (2008) describes a four-step process for designing and implementing a curriculum (goals, methods, materials, assessment) that is accessible and effective for all learners and utilises innovative technologies to accommodate individual learner differences.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/

                              UPCOMING:

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