Teachers only days 26/01 and 27/01

Treaty of Waitangi - Rob

How do the principle of the treaty of Waitangi apply in a bicultural and multicultural context?

Case study - Central Normal

Something to think about…

• What does/will it look like?
• What does/will it sound like?
• What does/will it feel like?

Our team

- Te Kanga valued

- Different backgrounds valued.

- High expectations for all students - raising achievement,

Discussed the 3 principles of the treaty - partnership, protection and participation

How do I apply these principles to my teaching?

Jo and Rachel - Rangatine Iwi learning

Importance of knowing your history/whakapapa/geneology

Finding out about the local area in terms of landamarks, rivers etc.

This will prompt students to explore their own whakapapa - ask questions and investigate.

Do we know our students:

• What are their favourite things to do?
• What are their strengths?
• What do they enjoy and why?

This is particularly important to me moving into a new school with new students and the importance of getting to know them as soon as possible.

Rachel talked about teaching as inquiry - spiral of inquiry - Rachel has a copy...

Term by term

Inquiry learning at Central Normal School

Going through School handbooks.

Shona - Our we outsourcing our intellect to the internet?

Plow your own snow - you are a coach and mentor.

ILE’s

• It’s about the teacher and teacher not the space.
• Relationships
• Adaptable and evolving environment
• Based on research about pedagogy.
• Student ownership of learning - the main focus of ILE’s
• Students need to self manage and self monitor - skills for later on in life.
• 
  

Greg - Data

Discussions in small groups about target areas within the data from 2016

Jess - Growth Mindset

What are my fixed mind set triggers?

E.g

• Stepping out of our comfort zone
• High effort
• Set backs
• Feedback

Fostering a growth mindset:

• Acknowledging your fixed mindset
• Show interest
• Show appreciation
• Ask them to explain it
• Acknowledge the work
• Praise the process: tie it to the progress and learning
• Share the struggle: It becomes a relief that others are struggling too
• When students are stuck, help them analyse their learning strategies and help them generate new ideas
• Reflect openly

•