What happened for the learners
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Each learner had access to a teaching and learning Template for each Achievement Standard
The Key Competency “managing self” encouraged learners to
work at their own pace
choose their desired achievement level for each std
complete their learning programme by tracking their progress on a ViTaL sheet before sitting summative tasks
Conferencing was done at the learner’s request
Questions were answered with questions to promote independent thinking and proactive learners
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What evidence do I have for this
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What did I do to make this happen?
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The use of standard-specific literacy strategies were more explicit and deliberate and understood and used by learners:
Chunking
Word definition
3 level guide
Mnemonics
Donut
Give one, Get one
Academic achievement data conversation (both across all curriculum levels and for mathematics, for the year level, were shared and discussed at regular intervals)
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Wonderings about what next
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Students - Can students continue to self manage next year with a different teacher?
Teacher - Strategies to engage more Maori whanau so that we can best support the learner together
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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).
Monday 13 November 2017
Manaiakalani CoL Inquiry Panel
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