One of my five Maori learners has met our school credit protocol. The sharing, discussing and analysis of achievement data with my learners on a regular basis has not had the desired effect as learners are well aware that they are not achieving across all 5 learning areas. I have failed in my attempt to use data to shift academic achievement. What now?
I will now shift my focus (although still share and discuss data with learners) to build student efficacy and get learners to believe in their ability as much as I do. Building efficacy will be done quite deliberately and explicitly and learners will be aware that this will be our focus for the remainder of the year.
Our plan of attack will be:
- discuss subject-specific terminology in an introductory lesson
- provide more choice of activities for the day
- implement focused literacy strategies for the standard being taught
- use learner interest to complement contextual learning
- buddy up peers to hold each other accountable
“Explicitly model concise and consistent language so that learning is maximised.” My learning environment is about maximising learners potential through the use of: mastery (move forward at one's own pace as they master knowledge/skills), vicarious experiences (gain self-confidence while watching others successfully performing), social persuasion (intentional encouragement to adopt an attitude of success and emotional intelligence (ability to control one’s emotions and that of others).
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