363 research outputs found
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How big is the waka? Measurement with young children
No full textThis paper explores the teaching of measurement with a class of five year olds. The children were read a story that was based on a fishing trip in a waka. Next day the students were set the task of measuring how `big' the waka was - an outline of the canoe had been taped to the classroom floor. Over five sessions this open-ended problem was solved. The teacher facilitated discussion, elicited questions from the children, provided praise and encouragement, recognised all contributions from the children and followed the evolvement of the children's thinking and actions. Implications for teaching measurement using an alternative approach are discussed
“We wanted to see if you were the real deal”: Teaching as a cultural practice in a challenging environment
No full textTeaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female teacher as she worked in a low decile secondary school with male students, the majority of whom were involved in the Mongrel Mob[1] gang. Her approach and responses were centred in her belief in culturally responsive teaching. The deliberate actions of the teacher led to a turning point for the students, allowing their mana to remain intact as she acknowledged their identity, language and culture. This teacher’s experience provides an example of how a teacher can enable learners in diverse classrooms to succeed in their learning.[1] Mongrel Mob is a notorious street gang in New Zealand, known for its violence and organised crim
Best intentions: Using convergent practices divergently
No full textSummative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy
Will the new planning and reporting requirements improve achievement in NZ schools?
No full textThe research tells us that it is what happens inside the classroom that does make a difference to student learning outcomes (Black & Wiliam, 1998).It is the interaction between the teacher and the student that is important and to raise achievement it is these interactions that must be enhanced (Hattie, 1999; McMahon, 2000).Schools' strategic planning, goal setting and staff development may well improve student achievement but this is a case of business as usual and it will not be the Standards Act that is responsible for any improvements
