Embedded Files
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Elaboration of the Standard
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 prior learning.
Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
Questions I might ask myself?
Questions I might ask myself?
Strategies I might use
Strategies I might use
How do I access and use appropriate data to ensure my programmes of learning are effective and meet the needs of individual ākonga?
From the analysis of formal and informal assessment data, what are the priorities for my ākonga?
How is my inquiry informing my practice (i.e. planning, teaching and outcomes for ākonga)?
What do my ākonga already know? What do they need to know and be able to do?
What will be the most effective resources that can I use to promote learning in this particular area?
What will be the most effective teaching strategies can I use?
Is my knowledge of content up-to-date and accurrate?
Do I have the pedagogical content knowledge to effectively support ākonga learning in this area?
Can I make real world connections to my programme/unit of work?
Who else can advise me with content knowledge and planning?
How can I ensure that I meet the wide range of learning strengths/needs/interests in my class?
How are my ākonga’ best likely to enage with and learn what I have planned for them?
What do I need to take into account when planning programmes of work for groups and individuals?
Using feedback from classroom observations to improve learning programmes.
Observing other teachers’ use of resources and teaching strategies.
Seeking advice and feedback from colleagues on planning units, useful resources, and strategies to enhance ākonga interest and engagement.
Use of formal and informal achievement data to provide direction when planning a new learning programme and adapting other learning programmes.
Ascertaining and evaluating prior knowledge.
Engagement with subject associations, PLCs, local experts and community organisations.
Use of relevant resources.
Monitoring of ākonga learning during the implementation of a programme of learning, so that the programme can be adapted where needed to better achieve desired outcomes for ākonga.
Use of inquiry to inform planning and teaching.
Checking to see if planning and delivery of programme is tailored to the strengths, needs and interests of ākonga.
Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.
Having high expectations for all ākonga and sharing these expectations with ākonga and whānau.
Ensuring the learning programmes enable Māori to learn and achieve success as Māori.
Where appropriate seeking out and validating the prior knowledge that Māori ākonga bring to their learning.
Ensuring valid and accurate achievement data is gathered, analysed and used to inform planning and teaching.Actively engaging Māori ākonga through appropriate pedagogies, regular feedback and appropriate communication with whānau.
Undertaking a detailed evaluation of learning programmes and their impact on all ākonga, that takes into account ākonga feedback.
Identification of next steps and goals for ākonga.
My Evidence and Links;
My Reflections;
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