3 & 4
3 Graduating Teachers understand how contextual factors influence teaching and learning
a. Have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners
Initial appraisal:
Diversity, ideas and ideals
PIPI 1 (Bronfrenbrenner: Grade B+)
Final appraisal:
Since taking the sociology paper which was part of PIPI 3, I now know about social factors and take this into consideration while I am planning and teaching.
a. Have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners
Initial appraisal:
Diversity, ideas and ideals
PIPI 1 (Bronfrenbrenner: Grade B+)
Final appraisal:
Since taking the sociology paper which was part of PIPI 3, I now know about social factors and take this into consideration while I am planning and teaching.
b. Have knowledge of tikanga and tereo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand
First appraisal:
My immersion practicum will help me to meet this GTS, practicum observations, marae experience all contributed to me meeting this GTS
Immersion experience at Rosebank school in Auckland as part of Teach Children from Diverse Cultures course.
I spent three days in the Maori language unit and one day in a Samoan unit. I was immersed in Te Reo and tikanga practices. I became aware of the need to teach bi-culturally and uphold the Treaty of Waitingi.
First appraisal:
My immersion practicum will help me to meet this GTS, practicum observations, marae experience all contributed to me meeting this GTS
Immersion experience at Rosebank school in Auckland as part of Teach Children from Diverse Cultures course.
I spent three days in the Maori language unit and one day in a Samoan unit. I was immersed in Te Reo and tikanga practices. I became aware of the need to teach bi-culturally and uphold the Treaty of Waitingi.
c. Have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand
First appraisal: Confident
My courses being literate in 21st century NZ and PIPI contributed to my confidence in meeting this GTS.
Learning intention 1 lifted from Introduction to Education in Aotearoa New Zealand LTCS 5125 course outline- 2013.
1. Describe, within an historical framework, significant ideas, issues and events which influence New Zealand education with particular emphasis on Te Tiriti o Waitangi and Primary education.
First appraisal: Confident
My courses being literate in 21st century NZ and PIPI contributed to my confidence in meeting this GTS.
Learning intention 1 lifted from Introduction to Education in Aotearoa New Zealand LTCS 5125 course outline- 2013.
1. Describe, within an historical framework, significant ideas, issues and events which influence New Zealand education with particular emphasis on Te Tiriti o Waitangi and Primary education.
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Evidence
PIPI 7321, 2015 course outline learning intention 3
PIPI 6222 Being and becoming: Teacher as leader assignment 3 assessment criteria
Learning intention 3 lifted from Teaching Children from Diverse Cultures LTCS 7303/S course outline- 2015
3. Critically engage with theoretical learning in a professional context, in order to further develop skills and resources for professional practice in bi-cultural as well as multicultural teaching contexts.
3. Critically engage with theoretical learning in a professional context, in order to further develop skills and resources for professional practice in bi-cultural as well as multicultural teaching contexts.
Professional Practice-
Standard 4: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment.
a. Draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.
These skills have been learnt in the Planning, Assessment and Evaluation paper in the second year of my degree.
Standard 4: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment.
a. Draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.
These skills have been learnt in the Planning, Assessment and Evaluation paper in the second year of my degree.
Evidence
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b. Use and sequence a range of learning experiences to influence and promote learner achievement.
First appraisal:
I have had the opportunity to do this while on practicum experiences using the multiple intelligences. During the Learning and Teaching paper in year two, we got the opportunity to experience learning outside the classroom on a field trip to the Tauranga Port.
Final appraisal:
I can use a range of learning experiences to promote learning. I have learnt how to integrate teaching moments into all parts of the lesson.
First appraisal:
I have had the opportunity to do this while on practicum experiences using the multiple intelligences. During the Learning and Teaching paper in year two, we got the opportunity to experience learning outside the classroom on a field trip to the Tauranga Port.
Final appraisal:
I can use a range of learning experiences to promote learning. I have learnt how to integrate teaching moments into all parts of the lesson.
c. Demonstrate high expectations of all learners, focus on learning and recognise and value diversity.
In the year two Diversity paper, I learnt the importance of differentiating for different students needs which I put in place on practicum 2 and 3.
In the year two Diversity paper, I learnt the importance of differentiating for different students needs which I put in place on practicum 2 and 3.
Evidence
diversity_course_outline.pdf | |
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d. Demonstrate proficiency in oral and written language (Maori and/or English), in numeracy and in ICT relevant to their professional role.
I passed the year one literacy and numeracy tests and in year two I passed both my Math and English papers. During the second year I also participated in the Marae trip to learn more about Maori language and customs as well as taking a Maori language course. I am proficient in ICT after completing Being Literate in the 21st Century, which was a paper based on how we can incorporate ICT into learning.
I passed the year one literacy and numeracy tests and in year two I passed both my Math and English papers. During the second year I also participated in the Marae trip to learn more about Maori language and customs as well as taking a Maori language course. I am proficient in ICT after completing Being Literate in the 21st Century, which was a paper based on how we can incorporate ICT into learning.
Evidence
e. Use te reo Maori me ngā tikanga-a-iwi appropriately in their practice.
Initial appraisal:
This was included in my year 2 Te Reo class and I had the opportunity to put Te Reo into my practice numerous times during practicum 4 at Maungatapu Primary
Initial appraisal:
This was included in my year 2 Te Reo class and I had the opportunity to put Te Reo into my practice numerous times during practicum 4 at Maungatapu Primary
Evidence
f. Demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
Initial appraisal:
This has come through in Pipi one and two. I have learnt about myself as a teacher and a leader. In pipi 2 I learnt about classroom management and how to create a safe nurturing learning environment for my students.
Final appraisal:
On practicums I have learnt the importance of promoting and nurturing the physical and emotional safety of my learners. This comes from relationship with students to build trust.
Initial appraisal:
This has come through in Pipi one and two. I have learnt about myself as a teacher and a leader. In pipi 2 I learnt about classroom management and how to create a safe nurturing learning environment for my students.
Final appraisal:
On practicums I have learnt the importance of promoting and nurturing the physical and emotional safety of my learners. This comes from relationship with students to build trust.
Evidence
Comment from Aime-Lee Mills Practicum 2 (Bethlehem College) "Areas of strength: Strong, positive relationships with students, teachers and parents". "Ella established a strong and positive relationship with the students, this showed in the way they responded to her and the respect they showed her while she taught them".
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