Blended approach to culturally responsive practice icot 2013
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This document discusses culturally responsive practice in mainstream schools. It outlines a blended approach to professional learning and development (PLD) for educators that focuses on priority learners, including Māori and Pasifika students and those with special learning needs. The approach involves a cultural audit, strategic planning, and tailored PLD delivered through blended e-learning to help educators better support these students through culturally responsive practices.
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Guidence and counselling plan final 1
The document provides details about a school guidance plan including:
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2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
The Multicultral School Summary
The document discusses the advantages and disadvantages of learning in a multicultural environment. The key advantages are that students are exposed to different cultures through international celebrations, it fosters acceptance and tolerance, teaches multiple perspectives, encourages critical thinking, and helps build an international network. However, there are also challenges like language barriers, cultural differences in behaviors and expectations, difficulties communicating with families from other cultures, and needing proper training for teachers to be prepared. Overall, the conclusion is that the benefits of multicultural learning outweigh the challenges.
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Cleve State PD Workshop Feb 2012
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6,640 primary school students did not continue their education in the secondary school. This shows that a large number of indigenous students dropped out after they completed primary school.
Instruction: Defined (VMV)
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The key points discussed are:
- Schools should focus on planning, access and retention, following frameworks, and providing resources.
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INCLUSIVE EDUCATION -UNIT -1.pptx
The document discusses the concepts of inclusive education, special education, and integrated education. It defines each concept and compares their meanings, goals, types, who they include, history, and more. Some key points discussed include:
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Champions of literacy
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Assignment in ALS
This document discusses ways to make learning more relevant for indigenous students and integrate indigenous knowledge into standard curriculums. It provides five ways to incorporate indigenous knowledge, such as learning attitudes and values for sustainability through indigenous culture, learning across generations by involving community elders, starting with local knowledge and moving outward, and learning outside the classroom through fieldwork. It also discusses reasons for attrition among indigenous children based on research, including a lack of prerequisite knowledge, financial issues, social isolation, illness, cultural disconnect, uneven application of rules, and unsupportive institutions.
15046936 -teacher-training-in-tribal-areas-of-orissa-india-rupantar- (2) (1)
The document discusses issues related to education of tribal children in India. It notes that over 60% of teachers in tribal areas are non-tribal and do not understand tribal culture and language. This leads to a mismatch between the teachers' values and the children's culture. As a result, learning is blocked and national education goals are not achieved. It emphasizes the need for a child-centered education in the tribal child's mother tongue. Teachers require training to understand tribal cultures and use participatory teaching methods that value the tribal experience and worldview. Overall, the document calls for reforming the education system to make it more responsive to the needs of tribal children.
EPS Charter 2012
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1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
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6.1 - Current Research
Summary of "Niinwi - Kiinwa - Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy"
Inclusive education ppt
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of attributes. Historically, separate education for disabled students began in the 1880s, with various initiatives since the 1960s aiming to integrate disabled students. Inclusive education aims to provide education for all, protect rights, develop skills, foster social consciousness, and promote brotherhood. It includes students with disabilities, learning styles, or other differences. Challenges include lack of understanding, feelings of isolation, and lagging behind peers. The role of teachers is to address each student's needs, build confidence, and recognize talents. Teaching strategies for inclusion include cooperative learning and peer tutoring. Government measures have aimed to promote
BT Resume 2016
Brooke Triplett is an experienced primary school teacher seeking a teaching position. She has a Bachelor of Primary Education degree from Curtin University and over 5 years of teaching experience as a Year 2 teacher at St Lawrence's Primary School and St John's Primary School. Her teaching philosophy focuses on creating engaging, purposeful, and differentiated learning experiences that maximize student potential and promote lifelong learning. She has strong skills in classroom management, building relationships with students and parents, and integrating technology into lessons.
Personalised Learning Plans
PLPs are personalised learning plans that tailor education to meet each student's individual needs and strengths. PLPs differ from IEPs/ILPs which are for students with disabilities or learning difficulties. PLPs aim to close achievement gaps between Indigenous and non-Indigenous students by actively involving learners, engaging students and parents, and responding to each student's uniqueness with high expectations. Teachers' role is to become co-learners, facilitate learning both in and out of school, and implement a rigorous but differentiated curriculum. Developing real partnerships through PLPs requires understanding students culturally, setting achievable goals, providing quality feedback, and building positive relationships through respect and commitment.
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- 1. A Blended Approach to Culturally Responsive Practice in Mainstream Schools Janelle Riki and Anaru White Blended e-Learning Facilitators
- 2. PRESENTATION OUTLINE ● Mihimihi - greeting ● Priority Learners ● A tailored PLD approach ● Blended PLD delivery ● Culturally Responsive Practice ● Blended e-Learning for priority learners ● An Educators' Kete ● VLN and CORE websites
- 3. MOE PRIORITY LEARNERS Māori Pasifika Children with Special Learning Needs
- 5. Our priority learners are not failing in our education system, Our education system is failing them!
- 6. ● Poor ● Hungry ● Tired and or sick ● Inadequate, overcrowded housing ● Parents don't value education ● Parents don't do homework with their children or come into school ● Poor behaviour ● Lazy ● Don't value education – it’s cooler to fail ● Are not as smart as other kids
- 9. A TAILORED PROFESSIONAL LEARNING AND DEVELOPMENT APPROACH PHASE 1 PHASE 2 PHASE 3 CULTURAL AUDIT PLANNING PLD Conduct a cultural Develop strategic goals audit and produce a for Māori Education, Provide tailored and comprehensive report Māori Achievement and specific PLD to all staff that describes the Cultural Responsiveness. (and BOT members current state of Develop an Action Plan in where appropriate), collaboration with staff, that directly supports Cultural the BOT, the local Māori Responsiveness and the goals and Community and whānau; outcomes of the that states that describes the school’ recommendations for s current state, the school’s action plan the future. desired state and that has and strategic plan. specific goals aimed at achieving the desired outcomes.
- 11. Māori achieving Educational Success as Māori Opportunities to celebrate and excel in their own culture ● Traditional indigenous education and knowledge ● Natural inherent abilities, skills, expertise ● Indigenous Pedagogy ● Whānau, land & natural resources, te reo, tribal connections ● Holistic view: physical, spiritual, academic ● Religion, spirituality ● Food ● Cultural practices and beliefs ● History, authority and autonomy
- 13. CULTURALLY RESPONSIVE PRACTICE ● Relationships: personal, meaningful, in-depth ● Values based ● Educate yourself ● Individual needs based ● Culture counts, know what you bring to the table ● High expectations: strengths, Māori potential ● Support, over and above the call of duty ● Meaningful contexts ● Facilitate, encouragement, self-directed learning, autonomy, leadership
- 14. WHY BLENDED E-LEARNING IS SUCCESSFUL FOR PRIORITY LEARNERS ● Autonomy, self directed ● Interactive ● Gateway to a wider world ● Individualised pace and ability ● Access available for wider family, iwi ● Integration, collaboration, innovation ● Their world, their comfort zone ● Face to face relationships
- 15. AN EDUCATORS' KETE ● Meaningful relationships ● Te Reo me ōna Tikanga Māori ● Culturally Responsive Practice ● Te Tiriti o Waitangi, Ka Hikitia, Tātaiako ● Engagement with whānau ● Acknowledgment of iwi/hapū & hau kāinga
- 16. BeL Māori & Pasifika www.vln.school.nz
- 18. Janelle Riki Email: janelle.riki@core-ed.org Twitter: @jayeriki Anaru White Email: anaru.white@core-ed.org Twitter: @anaruwhite