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Nine
Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
i.  demonstrate knowledge and understanding of social and cultural influences on learning, by    working effectively in the bicultural and multi-cultural contexts of learning in Aotearoa New Zealand 

As well as knowing aspects of  Te Kotahitanga and being familiar with Ka Hikitia, I think the most important thing is to listen to the learner. I aim to be open to learners' needs and student voice to gain a further understanding of how they learn best.

ii.  select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

We use a range of resources that allow students to access information in different ways.

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Our platform for presenting information is Google classroom, which means students aren't bound by place and can catch up when necessary. I aim to include a range of articles and videos in my resources so that students use what works bests.

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As we don't stream and our year 9 and 10 students share classes, we are mindful about how we include and extend the learner.

This aspect of teaching has been one of my goals during 2016. 

 

In this example here, I created a solo-taxonomy spectrum and asked the students to identify a phrase that best suited them. The students then discussed with people of a similiar confidence level, their experience and difficulties they've faced. This allowed them to form a single line. I divided the class in two, to focus on the students with less confidence, encouraging the top of that group to team-teach with me. At the end of the class we re-assessed our position and most people shifted upwards. 

Find out more from this observation.

iii.  modify teaching approaches to address the needs of individuals and groups of ākonga

Jamie's Fabricus work

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