The story of two kura [schools] striving to instill thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour
Location
OBCC 117
Start Date
19-5-2018 11:45 AM
End Date
19-5-2018 12:45 PM
Presentation Type / Tipo de propuesta
Interactive Workshop / Talleres interactivos
Description / Descripción
The story of two kura [schools] striving to instil thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour
A foundation of The New Zealand Curriculum is ‘teaching as inquiry’ and recognising that “since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students” [NZC, pg. 35].
Teaching as Inquiry at Richmond Road School | Te Kura o Ritimana:
Teachers work in teacher learning communities (TLCs) in order to develop innovative practice (the embedded formative assessment practices outlined in William, D. & Leahy, S., 2015) known to lead to improved learner outcomes
How does a teacher learning community change the formative assessment practices of teachers? What formative assessment practices changed as a result of the teacher learning community? What initiated, sustained and/or inhibited changes in formative assessment practices? To what extent, if any, does student achievement data in literacy and mathematics change over the period of the project? What might explain these patterns of achievement?
Teaching as Inquiry at Cornwall Park District School:
Cornwall Park District School have been developing thinking dispositions that enable all learners; including students, staff and families to become creative, self-managing, connected, curious, reflective, and flexible learners. By interweaving effective teaching pedagogy and the Inquiry cycle from the New Zealand Curriculum, we empower children to engage in leading their own learning [the development of student agency]. This work is creating strong home school partnerships which lead to better improved learner outcomes.
In this workshop, we will share with you student voice, and teacher/kaiako voice and the outcomes of our work as it relates to instilling thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour.
Audience / Audiencia
Teachers: K-5
The story of two kura [schools] striving to instill thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour
OBCC 117
The story of two kura [schools] striving to instil thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour
A foundation of The New Zealand Curriculum is ‘teaching as inquiry’ and recognising that “since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students” [NZC, pg. 35].
Teaching as Inquiry at Richmond Road School | Te Kura o Ritimana:
Teachers work in teacher learning communities (TLCs) in order to develop innovative practice (the embedded formative assessment practices outlined in William, D. & Leahy, S., 2015) known to lead to improved learner outcomes
How does a teacher learning community change the formative assessment practices of teachers? What formative assessment practices changed as a result of the teacher learning community? What initiated, sustained and/or inhibited changes in formative assessment practices? To what extent, if any, does student achievement data in literacy and mathematics change over the period of the project? What might explain these patterns of achievement?
Teaching as Inquiry at Cornwall Park District School:
Cornwall Park District School have been developing thinking dispositions that enable all learners; including students, staff and families to become creative, self-managing, connected, curious, reflective, and flexible learners. By interweaving effective teaching pedagogy and the Inquiry cycle from the New Zealand Curriculum, we empower children to engage in leading their own learning [the development of student agency]. This work is creating strong home school partnerships which lead to better improved learner outcomes.
In this workshop, we will share with you student voice, and teacher/kaiako voice and the outcomes of our work as it relates to instilling thinking dispositions for all learners through changing [influencing] teacher & student practice/behaviour.