Criteria 8 Demonstrate in practice their knowledge and understanding of how students learn

Demonstrate in practice their knowledge and understanding of how students learn

Indicators:

·          Enable students to make connections between their prior knowledge and learning and their current learning activities

·         Provide opportunities and support for students to engage with, practise and apply new learning to different contexts

·         Encourage students to take responsibility for their own learning and behaviour

·         Assist students to think critically about information and ideas and to reflect on their own learning

How does my teaching reflect that I understand the main influences on how my students learn?

Reflective Statement:

•         Regular Feedback both verbal and written to children of their current learning abilities and targets 
•         Supporting students whose first language/ethnicity is not English or New Zealand
•         Creating learning groups, class seating arrangements and effectively engage Maori student
•         Allowing students to share their thoughts about lessons and objectives
•         Modelling and scaffolding success
•         Setting work at abilities but also allowing students to complete bonus work of a higher level

 

My teaching does reflect how my students learn because I acknowledge their prior learning, experiences and learning needs. I try to create learning opportunities which reflect their learning requirements and that relate to their own interests and backgrounds. This helps with student engagement and success within the classroom. 

The dynamics of the classroom can be ever changing to suit the learning that is being achieved. Students can be arranged in ability groups, learning groups, groups with peers depending on what the desired outcome is. Students are given many opportunities to select their learning area where they feel they will achieve the best. Maori learners need to feel a sense of empowerment and ownership over what they are doing so the dynamics of the classroom albeit seating arrangements or learning topics reflects this.

Planning of topics has changed with more student voice on what is to be learnt and how we are going to learn. Topics are co-constructed - Science, Writing, Inquiry, Reading to support the inclusiveness of students. This allows for students to have different roles with the learning process such as facilitator, learner, leader, etc. I have a student whose first language is not English and she has been guided and supported by many of the students within the class. This has occurred due to the relationships formed by inclusiveness. 

As a classroom teacher I am attempting to incorporate new teaching strategies to keep students interested in learning and to be apart of the learning process. This has been done by changing the dynamics of the classroom and by PD meetings amongst staff.

Samui is a student who arrived from Samoa in Term 2. She had limited English speaking and listening skills. She was quickly accepted into the culture of Room 10 by her peers. Samui has made great progress with all aspects of school life - friendships, learning and the systems of our school. This would not have happened if the culture within the classroom and school and the support of everyone was not there.

Carol-Ann is a student in my classroom who has limited hearing in one ear. She wears a hearing aid at all times which is constantly monitored. Her hearing affects her speech which in turn affects her reading and writing. Through the support of Ruth and Sue we have created a good learning programme for Carol-Ann which focuses on pronunciation and different aspects of language such as pronouns and verbs. Adjustments have been made in terms of seating plans and group work.

Here are examples of student voice, planning and samples of student work and feedback:

Topic: Water - Experiments
           Living things - Tadpoles
           Kai Festival

Writing: Fairy tales
             Tadpoles

Maori: Te Tinana