TEACHING TECHNIQUES
STANDARDS
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PRACTICING TEACHERS CRITERIA LINK AND TATAIAKO
Six: conceptualise, plan and implement an appropriate learning programme (AKO - LEARNING PLANS)
Eight: demonstrate in practice their knowledge and understanding of how ākonga learn (AKO - LEARNING)
Nine: respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga (TANGATA WHENUATANGA - DIVERSITY)
Twelve: demonstrate commitment to critical inquiry and problem-solving in their professional practice (WANANGA AKO - INQUIRY)
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Performance Indicators:
1. Responsive teaching methods used
2. Responsive teaching resources used
3. Evidence of elearning and ICT integration to enhance classroom programme
4. Learning intentions are suitable for the development of each pupil
- In Maths and Reading, Learning Intentions are chosen each week based upon the groups ability and what they most need to work on. These groups are revisited each week to ensure that they the children are in appropriate groups and are working on learning that is relevant to them.
- In Writing their are general LI's for the class as well as specific ones for each individual in the front and back of books.
- These LI's have been made specifically for Piako Tahi and are reflected upon to ensure they are still relevant and beneficial.
5. Classroom practices are meeting students learning needs
- We record data on the students each day in the different learning areas. These include notes as well as a simple marking system so we may easily assess each student and how they are handling their current learning.
- Twice a term we hold Data Monitoring meetings where we discuss students who are struggling or achieving higher then expected. We then choose students who are either struggling or we believe with extra support will be able to advance quicker to target in each learning area. We discuss as a team different strategies we can use with these students to best help them and their learning.
| Stage 3 | M | T | W | Th | Stratgey Focus: | Knowledge Focus: | |
| Amelia | 2 | 2 | 2.5 |
Mon/Tues - Look at addition and how strong each child's imaging is. Eg. 4+4= How do they solve it? Are they able to completely image or are they still reverting back to fingers...
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Wed - Counting in 2s, 5s and 10s Recognise numbers to 100
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Still a lot of confusion between addition and subtraction, this needs to be more solid before moving to 4. Charlie and Alec especially found this hard.
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| Charlie | 2 | 2 | 1.5 | ||||
| Alec | 2 | 2 | 2.5 | ||||
| Elliot | 2.5 | 2 | A | ||||
| Fai'ana (M/T) | 2.5 | 2.5 | A | ||||
| Tyler (M) | 2 | 2 | 2 | ||||
6. Contribute to Long Term Plans and demonstrate it's use as a guide to planning.
7. Weekly/Daily plans contain appropriate learning intentions for groups/individuals
8. Planning shows clear learning progressions and success criteria
9. Assessment is authentic and planned and formulated to cater for all learning needs.
- Every lesson the teachers are constantly making OTJs on the students and how they are progressing based upon their LI's. These OTJ's are recorded in the planning (see links above) and referred to when organizing groups and doing Data Monitoring. These OTJ's allow us to summatively assess each student making it more authentic to the individual.
10. Both Learning Intentions and Key Competencies are to be demonstrated in planning
- See links above
- In Explore their is a large focus on the Key Competencies
- Within Writing, Maths and Reading their is specific LI's
11. Assessment is ongoing with evidence of formative assessment
12. Assessment criteria and tasks are appropriate to the learning intentions
13. Achievement is monitored and used to inform teaching through Data Monitoring Meetings
Data Monitoring
Targets
Data Monitoring
Targets
14. Target children are identified with specific programme changes to lift achievement
15. Local goals and targets are reflected in learning and assessment; Charter driven
16. Programmes reflect the school policies and practice; flexible learning environments, self directed learning, collaboration between teachers
- We have four different spaces which are used differently throughout the day depending on the learning we are focusing on at the time. The students rotate throughout these spaces as well as the teachers.
- During Reading, Writing and Maths the students refer to a Must Do, Can Do sheet so they are able to manage themselves while the teacher works with their group.
- Our team talk every chance we can about students to ensure we are constantly aware of our students mana. We share the roles within the classroom and take turns at leading the different areas. We often plan together and assist each other when it is neccesary.
17. School/class timetables and weekly overviews evidenced
- Every Thursday we plan our timetable for the next week including any testing, meetings or extra events occurring.
18. Curriculum areas and strands receive a fair time allocation
- We do our best to ensure we do Reading, Writing and Maths everyday except Friday.
- In Explore we incorporate a range of different curriculum areas. We record what they are each week so we can try and ensure each curriculum area is being met.
- In the afternoon on Monday and Tuesday we hold workshops which the students are able to opt into. These workshops focus on different curriculum areas that we may not have met or feel need some more time put in.
19. Curriculum delivery expectations are met through Te Ako Ritenga our learning process
- Explore uses some of the steps form Te Ako Ritenga. (see above for planning)
- Each week we begin the topic using a Hook to get the children motivated. We then Brainstorm what we know and what we want to know. We then Explore these topics through a range of activities. These activities are often open ended so students may explore in their own way. At the end of the topic we then reflect on what we now know about the topic.
20. Planning is evaluated re effectiveness
21. All documentation completed by agreed dates
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