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Using correct pronunciation of Maori words including place names that we use a lot like Pakuranga. You can use this website to hear words pronounced correctly

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Search results for 'whanau'. Search the Maori dictionary with the online version of Te Aka Maori-English, English-Maori Dictionary and Index

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I use this Family Feud template to create a fun game as a learning tool

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Do a quizlet Live but have the kids spread all round the room. They can't "cheat" and let the one kid who knows all the answers look at all the screens so they're forced to collaborate LOUDLY.

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If I am doing a lot of talking, I like to walk around the groups so I can interact with people and questions more quickly than if I'm standing at my desk.

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Students collaborating with peers and active listening

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Students collaborating with peers and active listening

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Use of jigsaws where students have different resources, which are discussed with one group, then each individual shares the important information with the other groups.

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Students make decisions in their learning

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Students make decisions in their learning

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Before beginning an assessment task, we look at how long the task reccomends, then as a group students make checkpoints they need to reach (that can tie into period 6)

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Students make decisions in their learning

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Students make decisions in their learning

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We are learning about 5 biomechanic principles - students were asked to picture a movement they use in their sport and explain to their partner/group how the principles apply to their chosen movement

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Students are significant decision makers in their learning

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Students are significant decision makers in their learning

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Students choose details about what is being assessed and the method of presenting the information

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Teachers have high expectations and actively work alongside

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Teachers have high expectations and actively work alongside

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Expectation is everyone will achieve to their best level and together we will reach the desired outcome. Such as in persuasive essay writing techniques. A scaffold learning system where everyone interacts together to see both sides of an argument and have a list of tools that will enable them to meet their goals, such as connecting words, paragraph starters, low/high modality words. Plus a lot of practice scenarios which include feedback, debate and feed forward. So eventually, the actual process of writing an essay; will not seem like such a huge task for learners with lower reading/writing levels.
(Pauline G

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Include students in designing assessments particularly in terms of performance: negotiate how we can manage to both meet the requirements of the standard and allow them to achieve their best without activating crippling performance anxiety. For example, at year 10, we have decided to allow students to choose 2-3 classmates to be their audience, rather than having to perform in front of the whole class, which is daunting for many. (Nicola, Music)

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Not me, but observed. A tool to encourage students to reflect on their learning and to identify behaviours that lead to success

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When introducing topics, first give examples of how and why the skills we are going to learn are important.

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students seated around tables can work independently or with those at their table. they are at liberty to move around to join other groups or move to a space where they may work alone. group questions are usually set and they enjoy the opportunity to discuss freely with trusted classmates. T moves around room to add to conversations as needed.

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Getting the students to work together on a topic, becoming 'experts', then moving back to their 'home group' and share what they learned. Better when the discussions have an "open end"

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Teachers are active and continual Learners alongside students

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Teachers are active and continual Learners alongside students

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I encourage my students to share with me what they are learning and often find they can teach me things that I can then pass onto other students.

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After feed forwarding information for a lesson, I then gave students to 'teach' each other what they had learned. I gave them a lesson plan to follow as a guide, and a good number of students were able to get through the lesson plan. Interesting enough, a lot of students assumed it was the 'activity' sheet.

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I used a period for reflection with my Y11s to close off one unit of work and one internal assessment, before moving onto the next unit of work. I adapted the dialogue matrix that was used in last Friday's PD to focus on wins/challenges/solutions around writing and time management. The students were completely engaged and liked hearing all of the other responses. Even though many didn't pass formal writing, they were able to recognise the improvement in their essay writing and how they got there.

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What are you learning and why? How is your learning going? What's the next step?

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Teachers have High expectations and work alongside students to raise expectations

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Teachers have High expectations and work alongside students to raise expectations

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Willing to go over content and break it down so students understand it, so it decreases the chances of giving up easily and not willing to continue with the learning. Encouraging students to put their hand up and ask for help

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Everyone is safe and comfortable making learning enjoyable and something they want to remember

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Giving students examples of language they can use in their speeches then inviting them to improve on/adapt the material to their topic. This led to comments such as: Oh, so I could say... followed by a good example of the target language

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Class recognition of success following a topic test where students had been successful.

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Engagement and genuine pleasure in learning

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Engagement and genuine pleasure in learning

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Sharing of ideas and strategies of learning.
Students works in small groups to gather information --> then students work individually --> then share ideas with group again --> one person then shares the groups ideas with the class.

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Using peer feedback and critique to encourage idea sharing between students. For example, sharing a piece of work, rotating around the room using post-it notes for students to leave feedback/feed forward. Note: some indicators on what type of comments you are looking for is advised (eg what do you like? if you could change one thing what would it be?)

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Use "see / think / do / check" as group roles for solving a maths problem - also acknowledges that we might not all visualise or 'see' a problem in the same way...

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When students make an attempt to answer a class question they are praised for their effort regardless of the accuracy of their response. The correct part is repeated by the teacher/student and the class is asked - can anyone else build on that?