ERO focusing questions by Mike Tuck https://padlet.com/tuckm/951324plaq0n How well is the English Dept. accelerating learning for those Māori and other students who need it? en-us 2018-09-06 20:18:32 UTC 2018-09-06 21:21:20 UTC hello@padlet.com vicki https://padlet.com/tuckm/951324plaq0n/wish/278653143 what  does accelerating look like, eh Jen?

recognising the value of my kids cultural and ethnic backgrounds.
it's important to build trust with our kids and that we are not patronising them. 

developing skills at a faster rate;  someone who is intelligent and how to care for their academic development. 

yep, pre data entry-  low stanine with pat - and yet passing level 1 english means that we are accelerating them.

enjoying comments from all me colleagues. 


]]> 2018-09-06 21:04:02 UTC https://padlet.com/tuckm/951324plaq0n/wish/278653143 Tash https://padlet.com/tuckm/951324plaq0n/wish/278653280 Ensuring content is relevant and relatable for all cultural groups. Being familiar with basic tikanga and Te Ao Maori. 
Maori students often require extra encouragement and acknowledgement for successes. 

Sometimes students of Maori descent do not like being singled out for differentiated learning, it makes them whakama. More personalised relationship building and private conversations relating to their learning is often more beneficial as a means to accelerating their engagement and success. 
 
Lessening summative assessment and relying more on formative forms of assessment to get a realistic idea of ability. ]]> 2018-09-06 21:04:34 UTC https://padlet.com/tuckm/951324plaq0n/wish/278653280 Hannah pedleyh https://padlet.com/tuckm/951324plaq0n/wish/278653359 Focus on appropriate and accessible texts for students that encourage engagement.

English as a skills based subject, focusing on the skills they need and mastery of these before moving on to the next level/stage.

In year 9 and 10 a heavy emphasis on celebrating success and making an enjoyable course. 

Being aware of the needs of the learners. Including looking at pre-entry data, assessments completed in class and the engagement that the student is showing in class. Above all think engagement is key when thinking about a student moving forward in their learning.]]> 2018-09-06 21:04:56 UTC https://padlet.com/tuckm/951324plaq0n/wish/278653359 Jenny https://padlet.com/tuckm/951324plaq0n/wish/278653509 Encouragement and awareness of cultural needs. Individual needs - know your student and aim to build a  relationship. 
Range of relatable text. 
Bring stories into the classroom to create connections for learners.
Positive feedback to encourage.
Listen to students concerns around learning.


]]> 2018-09-06 21:05:36 UTC https://padlet.com/tuckm/951324plaq0n/wish/278653509 Sam https://padlet.com/tuckm/951324plaq0n/wish/278653625 Accelerating learning (AL) - providing the most efficient plan for each learner.

Is it fair to aim to accelerate a group? Does AL work on a more individualised form of differentiation?

Adding Māori and other cultural content is good but the challenge is creating a space where students feel comfortable and enthusiastic about sharing their own experiences in class - That's when I can make links to theme and content (identity etc.)

Like Tash said - building the relationship with the kids is key. The Awatapu English Department is amazing at this!!!]]> 2018-09-06 21:06:01 UTC https://padlet.com/tuckm/951324plaq0n/wish/278653625 Jane https://padlet.com/tuckm/951324plaq0n/wish/278654063 Acknowledgement of cultural identify. Accessing prior knowledge, monitoring success and making students aware of their progress - no matter how small the step forward might be. ]]> 2018-09-06 21:07:53 UTC https://padlet.com/tuckm/951324plaq0n/wish/278654063 TR https://padlet.com/tuckm/951324plaq0n/wish/278654413 Portfolio approach allowing selection of best work, created over an extended time period.

Knowing student needs and strengths (PAT tests, entrance test, previous schools, previous teachers, other teachers).

Trying non-conventional activities - trying to challenge students' ideas of what 'English' is.

Using 'real world' / relevant skills (e.g. editing) and using practical skills to encourage self-belief for students that they can succeed in English.

Understanding success may look different for different students.

Using IT to address student needs e.g selected use of chrome books for students with dysgraphia.

Focusing on simple techniques to improve student writing (very short sentences, essential basics.)
 
Allowing students to bring own culture / ideas into work.  Focusing on areas of interest / passion for students.
]]> 2018-09-06 21:09:33 UTC https://padlet.com/tuckm/951324plaq0n/wish/278654413 Jane https://padlet.com/tuckm/951324plaq0n/wish/278654745 Knowing our students, engagement and regular communication with whanau.]]> 2018-09-06 21:11:05 UTC https://padlet.com/tuckm/951324plaq0n/wish/278654745 Range of courses tuckm https://padlet.com/tuckm/951324plaq0n/wish/278655492 Extension, core and foundation classes designed to target student need.]]> 2018-09-06 21:15:02 UTC https://padlet.com/tuckm/951324plaq0n/wish/278655492 Student agency and portfolio approach tuckm https://padlet.com/tuckm/951324plaq0n/wish/278655892 Embracing a range of texts, assessment tasks and product creation to empower students.]]> 2018-09-06 21:17:11 UTC https://padlet.com/tuckm/951324plaq0n/wish/278655892