Making teaching, learning and feedback visible and sharing NCEA L1 data with learners to inform my teaching practice so that there is a shift in academic achievement of Maori Learners
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50% of our Maori Learners achieved L1 Numeracy the previous year compared to our national decile equivalent of 68.7%. 2017 school target is 80%.
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NCEA L1 Maori learners in 1104MAT
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VTaL framework Google calendar Sharing data with learners Goal setting Literacy Strategies
Teaching and learning strategies Achievement objectives in “student speak” Positive conversations
Appreciation postcards Communicating with whanau about how WE can best support the learner TOGETHER
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Communication with whanau about how best we could both support the learner for success.
Both teacher and whanau had great faith in their ability to achieve. Learner efficacy improved as the quality and quantity of work met the requirements for NCEA L1 Constant reinforcement of teacher belief in learner ability | |||||||
"Every time you called my mum whether it was something good or bad it motivated me to do better in maths. The calls my mum received also helped me work harder to ask the teacher for help instead of acting like i know what im doing"
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“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).
Friday 25 August 2017
My inquiry in a nutshell.....the more a teacher teaches, the less learners learn, so let us teachers lovingly do less so that learners can learn more
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