Standard One:
Graduating Teachers know what to teach
a. have content knowledge appropriate to the learners and learning areas of their programme
b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme
c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand
d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum
b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme
c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand
d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum
Associate Feedback |
Getting cosy with NZ curriculum documentsThroughout the graduate diploma course, I have had to deeply engage with the New Zealand Curriculum (NZC) and so have become very familiar with this document. This is evident in assignments that I have completed, such as:Other documents that are widely used in schools across NZ that I have engaged with this year are the Numeracy Project books for one of our group maths assignments. View it HERE.
Knowledge of Learners and ContentAlso it is prevalent in all of my lesson plans across practicums where I have included links to the NZC. The WALTs for each lesson are based on learning outcomes from the curriculum. On my third practicum, one of my goals was to be confident planning and teaching tumbles for maths and reading. To achieve this goal, I have had to become familiar with the literacy and numeracy national standards. I also further explored literature to effectively teach my lessons, one document I found particularly helpful was "Guided reading in years 5-8" (Ministry of Education, 2008). This document had a comprehensive guide on how to take a guided reading lesson and how to frame questions effectively. This document also provided assistance for guided reading with ESOL students of which I found useful in my practicum three class.
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Standard Two:
Graduating Teachers know about learners and how they learn
a. have knowledge of a range of relevant theories and research about pedagogy, human development and learning
b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation
c. know how to develop metacognitive strategies of diverse learners
d. know how to select curriculum content appropriate to the learners and the learning context
b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation
c. know how to develop metacognitive strategies of diverse learners
d. know how to select curriculum content appropriate to the learners and the learning context
The 608 Learning and Teaching in New Zealand paper has revolved around theories of human development and how students learn. In this paper I have engaged with literature by Piaget and Vygotsky in class, as well as other literature such as Hattie (2003) and Marzarno and Marzano (2003) in order to complete the Child Study assignment.
While on final practicum at Sunnybrae Normal School, I engaged and planned lessons according to the research of Bruce Moody, a theorist from Waikato University. He has devised numeracy plans - although I only worked with those surrounding algebra, which scaffold learners through algebraic thinking to complex algebra problem solving. In my reading tumbles, I used Blooms' Taxonomy to devise my follow up activities. In these activities there are a range of tasks that vary in process and product from a standard "read and answer" task format. After a discussion with my AT about marking books to gauge the level of understanding and as a type of formative assessment, she suggested I add the "two stars and a wish" self assessment box at the end of the activity. The students self assessment became an important aspect of me to take notice of on my practicums. Throughout my own engagement with literature, I have come to understand that the learning environment has a strong effect on how the students learn. Not only is this the decor of the room but also the relationships between students. |
Standard Three:
Graduating Teachers understand how contextual factors influence teaching and learning
a. have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners
b. have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand
c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand
b. have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand
c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand
This year, my practicum goals have revolved around teaching interactive Te Reo Maori lessons and also incorporating maori commands in the classroom.
Not only is maori language embedded in the , but digital literacy is becoming more and more prevalent in schools in New Zealand and I was very proud of the 608 Issue Investigation assignment I wrote surrounding the effects of technology on learners. My own Te Reo knowledge meant that I was very confident approaching this lesson and sure that I was speaking with correct pronunciation. I further included Blooms' taxonomy in my reading plans regarding the questions I would ask the students during guided reading. With regards to learning context, on final practicum, Room 12 was apart of creating a display for the 50th Jubilee to be held at the school. This context was kept in mind when selecting the school journals to base the reading rotation around. |
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