RTC 8

Criterion 8: Effective Teaching Practice Demonstrate in practice their knowledge and understanding of how ākonga learn. Cultural competency: Ako-demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Key Indicators	Reflective Questions			Possible  Evidence at Pukete School
i.enable ākonga to make connections between their prior experiences and learning and their current learning activities ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts iii. encourage ākonga to take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning. Pukete School Key Indicators 1, Accelerating  learning strategies are evident in the teaching programme: Visible Learning Formative Assessment Specific Vocabulary Development Collaborative Learning Student Motivation Scaffolding Growth Mindset Maths - Talk Problem Solving Needs Based Teaching	How do my ākonga learn best?   How do I help ākonga to share the knowledge they bring to their learning and effectively build on or challenge this knowledge?   How does my teaching reflect that I understand the main influences on how my ākonga learn?   How am I planning my learning programmes and selecting appropriate teaching strategies to best meet the needs of my ākonga?   How do I demonstrate knowledge of ākonga, their backgrounds, interests and identity?  Do I provide ākonga the opportunity to reflect on their learning experiences?   How can I best support my ākonga to set themselves achievable goals?   How can I support ākonga to implement their personal goals?   How confident am I in my abilities to effectively teach different topics, and skills?   How can I improve my pedagogical content knowledge in areas where my ākonga struggle to master new skills or knowledge?   How can my knowledge of human development, especially cognitive and social development, inform my planning and teaching?   Do I effectively analyse and use assessment data to inform my teaching and planning? Do I evaluate lessons and units by seeking ākonga feedback and engaging in critical reflection of my own effectiveness?			Can show evidence of at least 5 of the accelerating learning strategies being used effectively in the classroom programme For example. Feedback in draft writing books. Target children show accelerated learning in maths.

My Evidence	Reflection/Notes	Feedback/Feedforward
Problem Solving Blog Post Maths Inquiry (target learners)	As in RTC 6, I am enjoying teaching maths this year and using some of the mentioned acceleration strategies , my students are enjoying maths too and achieving well. The vocab development before introducing a new concept is really valuable and it is always surprising what words they don’t comprehend. Room 2 students are motivated to learn because they feel able to take risks (strong relationships have been made), and they are having fun with contextual and interesting tasks. Students are scaffolded with more time to talk, visual aids, using prior knowledge, questioning and collaboration. Goals: Continue to use some of the mentioned acceleration strategies in teaching maths and other areas, such as more collaborative learning. Also to show differentiation in my planning.	There is evidence as part of your maths inquiry that you are you introducing maths talk through number talks and some use of talk moves. You are also using some problem solving and using scaffolding.You are using formative assessment by making anecdotal notes during lessons.   Children are collaborating in pairs during maths. What other examples of collaboration are there throughout the day? Your planning shows differing needs within the class.
Inquiry based Questioning/Skills Language Development TIP chart:
Interesting learning tasks 100
Collaboration and risk taking with peers Growth Mindset Maths Acceleration in my Teacher Inquiry Draft writing book feedback:  Writing exmplar: Student Writing goal sheet in books: