NZRA Teacher Training 2009

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NZRA Teacher Training 2009

  1. 1. TUAKANA / TEINA PEER TUTORING - Ensuring Reciprocal Gains Karena Shannon Liz Oldridge NZRA 2009
  2. 2. Stoke School <ul><li>School profile </li></ul><ul><li>Small primary school - Roll approx 200 </li></ul><ul><li>Established 1845 </li></ul><ul><li>Decile 3 </li></ul><ul><li>Ethnicity: Maori 27% Pakeha 66% </li></ul><ul><li> Pasifika 5% Other 2% </li></ul><ul><li>Karena and Liz </li></ul><ul><li>HPP history </li></ul>
  3. 3. Background <ul><li>Why Tuakana/Teina at Stoke School? </li></ul><ul><ul><ul><li>Concept experienced and understood by </li></ul></ul></ul><ul><ul><ul><li>ex Te Kohanga Reo attendees </li></ul></ul></ul><ul><ul><ul><li>Need identified in Year 5/6 students </li></ul></ul></ul><ul><ul><ul><li>- deficits around vocabulary, comprehension </li></ul></ul></ul><ul><ul><ul><li>and phonological awareness </li></ul></ul></ul><ul><ul><ul><li>Ex HPP students career opportunity </li></ul></ul></ul><ul><ul><ul><li>Enhancing relationships and role models </li></ul></ul></ul>
  4. 4. Programme Design <ul><li>Evolutionary and organic process </li></ul><ul><li>Very much follows the Action Research model </li></ul><ul><li>Ensure adequate levels of supervision, training, monitoring and feedback </li></ul><ul><li>Adheres to the HPP protocols </li></ul><ul><ul><ul><li>- “One Hand” approach / retell / greetings etc </li></ul></ul></ul><ul><ul><ul><li>Phonological activities </li></ul></ul></ul>
  5. 5. Setting up <ul><li>Consultation with staff to ensure school wide ‘buy in’ </li></ul><ul><li>High commitment levels of Year 5/6 teachers critical to successful programme delivery </li></ul><ul><li>Communication with parents necessary to explain reciprocal gains of programme </li></ul>
  6. 7. Tutor Selection Criteria <ul><li>Ability to establish rapport </li></ul><ul><li>Ability to quickly grasp programme purpose </li></ul><ul><li>Sufficient reading prowess to prep and share texts in a fluent and engaging manner </li></ul><ul><li>Good language processing ability and initiative to respond to student comments </li></ul>
  7. 8. Selection Criteria cont. <ul><li>Proficient at story summarising and sequential retell </li></ul><ul><li>Possess required level of phonological skill to teach student </li></ul><ul><li>Willingness to make ongoing commitment to book preparation and programme delivery </li></ul><ul><li>Good conversational skills </li></ul>
  8. 9. Tuakana / Teina Tutor Training <ul><li>Discuss tutor selection / criteria with Year 5/6 teachers </li></ul><ul><li>Approach potential TT tutors eg. Ex HPP students with necessary attributes </li></ul><ul><li>Preliminary screening/information sharing session with potential tutors </li></ul><ul><li>Gauge levels of commitment and confirm trainees </li></ul>
  9. 10. Training cont. <ul><li>Set up two x 1.5 hour training sessions a week or so apart </li></ul><ul><li>Session One: </li></ul><ul><ul><li>Background HPP programme and show video </li></ul></ul><ul><ul><li>Model aspects of HPP protocols </li></ul></ul><ul><ul><li>Focus on the “One Hand” approach and retell </li></ul></ul><ul><ul><li>Provide opportunities for practice </li></ul></ul>
  10. 11. Training cont . <ul><li>Session Two </li></ul><ul><ul><li>Revise main points from Session One </li></ul></ul><ul><ul><li>Introduce Phonological Awareness activities eg. Rhyming, initial/final sounds, onset/rime </li></ul></ul><ul><ul><li>Provide opportunities for practice </li></ul></ul><ul><ul><li>Record keeping requirements </li></ul></ul><ul><ul><li>Specific preparation of texts </li></ul></ul>
  11. 13. Fostering Key Relationships <ul><ul><li>Peer tutor and trainer - based on clear and consistent expectations </li></ul></ul><ul><ul><li>Peer tutor and adult tutor – support and mentoring role </li></ul></ul><ul><ul><li>Programme coordinator and adult tutor – liaison, ‘quality control’ and valuing role </li></ul></ul><ul><ul><li>Tutee related relationships – parents, teachers, ECE facilities </li></ul></ul><ul><ul><li>Principal and BOT - support </li></ul></ul>
  12. 14. Assessment and Evaluation
  13. 15. Student Outcomes
  14. 16. Potential Pitfalls <ul><li>Dedicated space </li></ul><ul><li>Tutor reliability - back up systems e.g. relievers </li></ul><ul><li>Logistics - timetabling, programme interruptions, record keeping (KISS), timing and planning </li></ul><ul><li>Assumptions – holidays, behaviour management/expectations (age appropriate) </li></ul><ul><li>Programme meddling/diversion </li></ul>
  15. 17. Benefits <ul><li>Measurable gains and reciprocity for tutors and tutees – affirming for all </li></ul><ul><li>Relationship strengthening </li></ul><ul><li>Adult tutors’ appreciation of student strengths and challenges is enhanced </li></ul><ul><li>Tutees and tutors formal learning opportunities extended </li></ul><ul><li>Tuakana teina relationships established and enhanced school wide </li></ul>

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