Teaching Inquiry

Comments

Post a Comment

Popular posts from this blog

Year 4/5 Art and Writing inspired by The Great Snortle Hunt & The Beast Beneath the Bed

Image
This is an idea I have seen from following a blog from a fellow kiwi teacher. Her blog is a treasure trove of amazing ideas. Melulater After reading the stories to the kids ask them to write their own tale about something beneath their bed or inside a cupboard. These stories rhyme, ask the kids what other stories they know that rhyme. Share the following criteria with them: - descriptive writing for how the monster character or object moves, speaks and looks, and what it does - may be rhyming or not Share some examples from other class and Melulater's blog post . For the art component have the students pencil sketch a draft idea for their character or object. Allow the students to use their descriptive writing for inspiration and creativity. Children choose between while and black paper. Using white chalk as their outline, and pastels for colouring including covering up their chalk outline. Use Melulater's blog post to share the process with the kids. Advise the students to ...
Read more

Teaching

Teaching ​​Me whakaako me urupare ki ngā ākonga i runga o te matatau me te urutau kia neke whakamua ai te ako i te taumata me te kaha e tika ana mō ia ākonga. Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.  This means: ​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 pr...
Read more

Design for learning

Design for learning ​Me hoahoa ngā mahi akoranga e ai ki te marautanga me te whai mōhiotanga ki ngā tikanga whakaako, ki ngā kōrero aromatawai, ā, me te mārama ki ngā pūmanawa, ki ngā hiahia, ki ngā matea, ki te tuakiri, ki te reo me te ahurea o ia ākonga. ​ Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. This means: Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi part...
Read more