Tātaiako manaakitanga
•
1 like•549 views
The document discusses the concept of manaakitanga and its importance for teachers of Māori learners. Manaakitanga refers to showing respect, generosity, and care for others. The document poses reflective questions for teachers to consider how well their pronunciation of Te Reo Māori shows respect for Māori culture, and how they demonstrate manaakitanga in their everyday work. Teachers are asked to discuss ways they show manaakitanga and to reflect on whether student feedback would say they meet the outcomes around manaakitanga in the Tātaiako document.
Report
Share
Report
Share
Recommended
Tātaiako manaakitanga ako-tangata whenuatanga_wananga_combined
This document discusses cultural competencies for teachers of Māori learners. It focuses on four key concepts:
1. Manaakitanga - showing respect, generosity and care for others through integrity, sincerity and respect for Māori beliefs, language and culture.
2. Ako - reciprocal teaching and learning where teachers and students learn from each other.
3. Tangata Whenuatanga - developing place-based socio-cultural awareness and knowledge.
4. Wānanga - the importance of effective communication and problem solving between teachers, students and their families to build strong relationships that support learning.
Tātaiako ako
The document discusses the concept of ako in Maori culture and education. Ako refers to reciprocal teaching and learning where both educators and students contribute knowledge and learn from each other. It acknowledges that teachers also learn from their students. Educational research shows that facilitating reciprocal teaching and learning roles in the classroom improves student achievement. Ako enables inclusive learning communities where all people feel valued and empowered to learn with and from each other.
Reading and Change (Karen Goulding)
This document discusses making libraries more inclusive for all children. It addresses issues of diversity, accessibility, and ensuring children of all backgrounds can see themselves represented. The document outlines six key elements to creating an inclusive library: having an overarching strategy; providing staff training; facilitating constructive relationships; leveraging existing resources; ensuring an accessible physical environment; and clear communication.
Creating Readers (Prue Goodwin)
The document discusses creating readers who read for pleasure through developing reading skills and habits. It emphasizes the importance of reading for pleasure being included in school curriculums and outlines developmental stages of reading from learning to decode print to independent reading. Specifically, it recommends teaching reading through reading aloud to pupils and providing easy texts for independent reading to help pupils experience the enjoyment and rewards of reading.
Reading Research and Insights into Achievement (Prof Clare Wood)
This document summarizes research on reading achievement from several areas:
1. Speech rhythm and its links to reading comprehension, fluency, and decoding skills. Training children's sensitivity to speech rhythm can improve reading outcomes.
2. Technology and literacy, finding that use of "textspeak" is not harmful and may help develop phonological skills.
3. Reading groups and their benefits, such as improved reading attitudes, vocabulary, and comprehension. Adding dialogic prompts to reading groups was found to particularly increase struggling readers' enjoyment of reading.
Differentiation in teaching and learning through the use of technology
Plenum presentation at FLUID Generalforsamling 28th Mai 2015 at UC Sjælland, Slagelse, Denmark.
Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
SLSL Day 2
This document provides information for a session on school libraries. It discusses the role of the library in building a reading culture, practical strategies to support stakeholders, and accessing resources. It emphasizes that the library leader is an enabling adult who can create readers by providing access to materials, knowing students' interests, actively promoting books, and making time for discussion. The greatest impact comes from being a reading role model and reading aloud to students. Evidence of the library's impact is needed to advocate for its importance in supporting student learning.
Library
The document discusses the role of the librarian in supporting the IB Primary Years Programme (PYP) through three main roles: providing an environment that nurtures curiosity and inquiry, supporting teaching and learning through resources, and collaborating with teachers to develop students' information literacy skills. Specifically, it outlines how the librarian creates a welcoming space, develops collections aligned with the PYP standards and learner profile, and teaches information literacy skills during units of inquiry.
Recommended
Tātaiako manaakitanga ako-tangata whenuatanga_wananga_combined
This document discusses cultural competencies for teachers of Māori learners. It focuses on four key concepts:
1. Manaakitanga - showing respect, generosity and care for others through integrity, sincerity and respect for Māori beliefs, language and culture.
2. Ako - reciprocal teaching and learning where teachers and students learn from each other.
3. Tangata Whenuatanga - developing place-based socio-cultural awareness and knowledge.
4. Wānanga - the importance of effective communication and problem solving between teachers, students and their families to build strong relationships that support learning.
Tātaiako ako
The document discusses the concept of ako in Maori culture and education. Ako refers to reciprocal teaching and learning where both educators and students contribute knowledge and learn from each other. It acknowledges that teachers also learn from their students. Educational research shows that facilitating reciprocal teaching and learning roles in the classroom improves student achievement. Ako enables inclusive learning communities where all people feel valued and empowered to learn with and from each other.
Reading and Change (Karen Goulding)
This document discusses making libraries more inclusive for all children. It addresses issues of diversity, accessibility, and ensuring children of all backgrounds can see themselves represented. The document outlines six key elements to creating an inclusive library: having an overarching strategy; providing staff training; facilitating constructive relationships; leveraging existing resources; ensuring an accessible physical environment; and clear communication.
Creating Readers (Prue Goodwin)
The document discusses creating readers who read for pleasure through developing reading skills and habits. It emphasizes the importance of reading for pleasure being included in school curriculums and outlines developmental stages of reading from learning to decode print to independent reading. Specifically, it recommends teaching reading through reading aloud to pupils and providing easy texts for independent reading to help pupils experience the enjoyment and rewards of reading.
Reading Research and Insights into Achievement (Prof Clare Wood)
This document summarizes research on reading achievement from several areas:
1. Speech rhythm and its links to reading comprehension, fluency, and decoding skills. Training children's sensitivity to speech rhythm can improve reading outcomes.
2. Technology and literacy, finding that use of "textspeak" is not harmful and may help develop phonological skills.
3. Reading groups and their benefits, such as improved reading attitudes, vocabulary, and comprehension. Adding dialogic prompts to reading groups was found to particularly increase struggling readers' enjoyment of reading.
Differentiation in teaching and learning through the use of technology
Plenum presentation at FLUID Generalforsamling 28th Mai 2015 at UC Sjælland, Slagelse, Denmark.
Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
SLSL Day 2
This document provides information for a session on school libraries. It discusses the role of the library in building a reading culture, practical strategies to support stakeholders, and accessing resources. It emphasizes that the library leader is an enabling adult who can create readers by providing access to materials, knowing students' interests, actively promoting books, and making time for discussion. The greatest impact comes from being a reading role model and reading aloud to students. Evidence of the library's impact is needed to advocate for its importance in supporting student learning.
Library
The document discusses the role of the librarian in supporting the IB Primary Years Programme (PYP) through three main roles: providing an environment that nurtures curiosity and inquiry, supporting teaching and learning through resources, and collaborating with teachers to develop students' information literacy skills. Specifically, it outlines how the librarian creates a welcoming space, develops collections aligned with the PYP standards and learner profile, and teaches information literacy skills during units of inquiry.
Elementary Connected Classrooms Presentation
The Elementary Connected Classrooms project connects students from three elementary schools in different communities through technology. Students engage in lessons four times a week led by teachers with different areas of expertise. They also participate in weekly online forums to discuss current events, literature circles, and other topics. The goals are to enhance learning experiences, increase engagement, and build relationships between widely separated student groups. Technology like laptops, video conferencing, and online platforms allow for shared lessons and collaborative projects across many miles.
Udl project
This slide presentation outlines a proposed elementary school that utilizes Universal Design for Learning (UDL) principles. It describes how the school would be structured, with separate hallways for each grade and accessibility for all students. Classrooms would employ differentiated seating and grouping to meet different students' needs, and co-teachers and aides would be present in each room. Lessons would incorporate multiple modalities and activities to engage diverse learners, and assessments would allow for various forms of knowledge expression. The goal is to accommodate all students and maximize their ability to progress through individualized instruction.
Librarians Are Ready
School librarians today play an active role in student learning and collaboration. They work with teachers to plan lessons, with administrators to develop the school vision, and with other professionals to extend learning beyond the classroom. As information specialists, librarians model inquiry skills, help teachers integrate resources into instruction, and are always looking for new ways to serve students through flexible programming and creative problem-solving.
TEACHERS AND STUDENTS IN THE DIGITAL AGE
The document compares the roles of teachers and students in the past versus the 21st century. It notes that teachers' roles have shifted from disseminating information through lectures to allowing students to solve problems and construct their own understanding. Students' roles have also changed from being passive receivers of knowledge to active creators and collaborative constructors of knowledge, aided by new technologies. The document emphasizes that both teachers and students must adapt to meet the changing needs of 21st century education.
Jessa and-camelle
This document discusses cooperative learning with computers. Cooperative learning involves small groups working together on common tasks and has elements like common goals, interdependence, interaction, and individual accountability. Using computers for cooperative learning can encourage active learning and improve performance and literacy, but it also risks students going off-task or one student doing all the work. The document compares advantages like increased engagement and academic gains to disadvantages like lack of cooperation. It provides tips for teachers to implement cooperative learning effectively with computers, such as mixed groups, interdependence, teaching skills, accountability, and processing activities.
The IB Library: An Overview
The document introduces a new library collection aligned with IB standards for international schools. It includes over 200 ebooks and print books curated by IB teachers and librarians. The collection supports IB pedagogy through extensive tagging and is organized by themes, concepts, and attributes. It can be implemented through different purchase and licensing options, and provides resources to support teachers, librarians, students, and school administration.
Educating in a New Era
As the world becomes more connected, we have greater access to information than we could have thought possible only a few years ago. This has had a tremendous impact on education, and English teaching is no exception. From greater education and training requirements to a growing emphasis on the use of technology both in and outside the classroom, how can teachers keep up with the pace of change? This talk will discuss current and future trends in teaching and give teachers ideas about how they can stay informed and professionally up-to-date in today’s fast-paced world.
OER benefits and challenges
What are the benefits and challenges of using Open Educational Resources (OER)? This presentation will outline five benefits and five challenges and provide a quick glimpse into the possible future of OER.
Comparison of professional organizations
The document compares four professional organizations related to literacy and language teaching: the International Literacy Association, National Council of Teachers of English, Literacy Research Association, and Teachers of English to Speakers of Other Languages. Each organization is described in terms of its mission, approaches to beginning and adolescent literacy instruction, membership costs, types of conferences offered, support for parents/families, and additional member benefits. The key purposes of the organizations are empowering educators to promote literacy for all, using language and literacy to participate fully in society, conducting rigorous research on literacy development, and advancing expertise in teaching English to speakers of other languages.
Library program benefits
The document discusses the roles and responsibilities of an effective school librarian. An effective librarian welcomes and accommodates all students, embraces technology, and helps both teachers and students meet their informational needs. Specifically, the librarian creates an inclusive learning environment, ensures access to materials and technologies for students with special needs, provides culturally relevant resources, maintains flexible collaboration spaces, and helps students and teachers obtain and use necessary technological resources.
Ctel Module3 Sep07 2
This document discusses the importance of culture in education. It defines culture and distinguishes between surface and deep culture. It emphasizes that culture determines how we think and behave, including how we teach. Even unconsciously, our worldviews and cultural norms influence how we educate students. Teachers must consider students' background factors like language, socioeconomic status, prior education experience, and culture to best support their learning and language acquisition. The document provides strategies for learning about students' home cultures and creating inclusive learning environments through culturally responsive teaching.
Motivating learning with teens march 2015
This document discusses motivating language learning in teenage students. It explores using a learner-centered classroom with activities and ICT tools to promote self-confidence and increase motivation. Tips include developing initial relationships, arranging seating to facilitate peer learning, providing boundaries, and using techniques like think-pair-share where students privately think, collaborate in pairs, and share their work.
Motivating learning with teens2
This document discusses motivating language learning in teenage students. It explores using a learner-centered classroom approach and activities to increase student self-confidence and motivation. Some challenges with teaching teenagers include low self-esteem, social anxiety, and hostility towards language learning. The document provides tips for developing initial relationships with students, arranging seating to minimize behavior issues, and using techniques like think-pair-share to encourage collaboration.
Intercultural activities
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
TeacherTraining.pptx
This document provides guidance for teachers on promoting active listening in the classroom. It discusses several strategies such as using recorded materials from different sources, preparing learners before listening by introducing context, setting pre-listening tasks to establish the gist, checking answers and replaying recordings if needed, and assigning post-listening tasks for a deeper understanding. Partner discussions are also recommended to share different listening strategies used in classrooms and evaluate their effectiveness at engaging students. The document emphasizes allowing learners to direct their own listening based on personal interests rather than imposing tasks.
Dare to share keynote
The document discusses the importance of sharing knowledge about foreign language teaching through social media and online tools. It encourages teachers to share resources, ideas, and best practices to foster student independence and creativity. Teachers are also encouraged to take risks and be innovative in their teaching methods. The goal is to develop students' language skills and cultural awareness so they become confident, passionate, and independent language learners.
Crt walk-through-observation-guide
This document provides a guide for observing school visits through a culturally responsive teaching lens. It emphasizes that culturally responsive teaching should incorporate students' deep cultural values and ways of learning, rather than superficial displays. The guide lists questions in different categories to consider when observing a classroom, such as the environment, student conversations and interactions, use of rituals and routines, and evidence of culturally modeling, trust-building, and feedback. The goal is to analyze how lessons connect to students' cultural knowledge and support their learning in authentic communal ways.
teaching-speaking.ppt
This document discusses teaching speaking skills and provides examples of activities and techniques teachers can use. It covers 5 factors to consider in planning speaking lessons, such as the learner's proficiency and goals. It also describes direct and indirect teaching approaches, including controlled activities like dialog building and awareness activities, as well as fluency activities. The document emphasizes creating a comfortable environment for students to practice speaking through icebreakers, examples of which include introducing oneself and describing personality in 3 words, as well as discussing favorite foods and past emotions. Teachers should select icebreakers carefully and tie them to lesson objectives while allowing time for practice to increase student confidence and engagement.
Project-Based Learning for World Languages
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
Motivating learning with teens
This document discusses motivating language learning in teens. It explores using a learner-centered classroom to promote self-confidence and increase motivation. Tips include developing initial relationships with students, arranging seating to facilitate peer learning and minimize behavior issues, and providing boundaries. The document recommends using techniques like think-pair-share and various stages of collaboration to engage teens and help them feel valued and accepted.
Culture teaching in foreign language classroom
This document is a paper by Tienny Makrus about teaching culture in foreign language classrooms. It discusses how culture is an important part of foreign language learning. It provides definitions of culture and explains how teachers can incorporate culture into their lessons by reflecting on their own cultural backgrounds, presenting cultural topics to students, and building an inclusive classroom culture where all students feel valued. The paper concludes that teaching culture should be an integral part of foreign language instruction in order to foster cultural understanding between students.
Using the essential questions matrix
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
More Related Content
What's hot
Elementary Connected Classrooms Presentation
The Elementary Connected Classrooms project connects students from three elementary schools in different communities through technology. Students engage in lessons four times a week led by teachers with different areas of expertise. They also participate in weekly online forums to discuss current events, literature circles, and other topics. The goals are to enhance learning experiences, increase engagement, and build relationships between widely separated student groups. Technology like laptops, video conferencing, and online platforms allow for shared lessons and collaborative projects across many miles.
Udl project
This slide presentation outlines a proposed elementary school that utilizes Universal Design for Learning (UDL) principles. It describes how the school would be structured, with separate hallways for each grade and accessibility for all students. Classrooms would employ differentiated seating and grouping to meet different students' needs, and co-teachers and aides would be present in each room. Lessons would incorporate multiple modalities and activities to engage diverse learners, and assessments would allow for various forms of knowledge expression. The goal is to accommodate all students and maximize their ability to progress through individualized instruction.
Librarians Are Ready
School librarians today play an active role in student learning and collaboration. They work with teachers to plan lessons, with administrators to develop the school vision, and with other professionals to extend learning beyond the classroom. As information specialists, librarians model inquiry skills, help teachers integrate resources into instruction, and are always looking for new ways to serve students through flexible programming and creative problem-solving.
TEACHERS AND STUDENTS IN THE DIGITAL AGE
The document compares the roles of teachers and students in the past versus the 21st century. It notes that teachers' roles have shifted from disseminating information through lectures to allowing students to solve problems and construct their own understanding. Students' roles have also changed from being passive receivers of knowledge to active creators and collaborative constructors of knowledge, aided by new technologies. The document emphasizes that both teachers and students must adapt to meet the changing needs of 21st century education.
Jessa and-camelle
This document discusses cooperative learning with computers. Cooperative learning involves small groups working together on common tasks and has elements like common goals, interdependence, interaction, and individual accountability. Using computers for cooperative learning can encourage active learning and improve performance and literacy, but it also risks students going off-task or one student doing all the work. The document compares advantages like increased engagement and academic gains to disadvantages like lack of cooperation. It provides tips for teachers to implement cooperative learning effectively with computers, such as mixed groups, interdependence, teaching skills, accountability, and processing activities.
The IB Library: An Overview
The document introduces a new library collection aligned with IB standards for international schools. It includes over 200 ebooks and print books curated by IB teachers and librarians. The collection supports IB pedagogy through extensive tagging and is organized by themes, concepts, and attributes. It can be implemented through different purchase and licensing options, and provides resources to support teachers, librarians, students, and school administration.
Educating in a New Era
As the world becomes more connected, we have greater access to information than we could have thought possible only a few years ago. This has had a tremendous impact on education, and English teaching is no exception. From greater education and training requirements to a growing emphasis on the use of technology both in and outside the classroom, how can teachers keep up with the pace of change? This talk will discuss current and future trends in teaching and give teachers ideas about how they can stay informed and professionally up-to-date in today’s fast-paced world.
OER benefits and challenges
What are the benefits and challenges of using Open Educational Resources (OER)? This presentation will outline five benefits and five challenges and provide a quick glimpse into the possible future of OER.
Comparison of professional organizations
The document compares four professional organizations related to literacy and language teaching: the International Literacy Association, National Council of Teachers of English, Literacy Research Association, and Teachers of English to Speakers of Other Languages. Each organization is described in terms of its mission, approaches to beginning and adolescent literacy instruction, membership costs, types of conferences offered, support for parents/families, and additional member benefits. The key purposes of the organizations are empowering educators to promote literacy for all, using language and literacy to participate fully in society, conducting rigorous research on literacy development, and advancing expertise in teaching English to speakers of other languages.
Library program benefits
The document discusses the roles and responsibilities of an effective school librarian. An effective librarian welcomes and accommodates all students, embraces technology, and helps both teachers and students meet their informational needs. Specifically, the librarian creates an inclusive learning environment, ensures access to materials and technologies for students with special needs, provides culturally relevant resources, maintains flexible collaboration spaces, and helps students and teachers obtain and use necessary technological resources.
What's hot (10)
Similar to Tātaiako manaakitanga
Ctel Module3 Sep07 2
This document discusses the importance of culture in education. It defines culture and distinguishes between surface and deep culture. It emphasizes that culture determines how we think and behave, including how we teach. Even unconsciously, our worldviews and cultural norms influence how we educate students. Teachers must consider students' background factors like language, socioeconomic status, prior education experience, and culture to best support their learning and language acquisition. The document provides strategies for learning about students' home cultures and creating inclusive learning environments through culturally responsive teaching.
Motivating learning with teens march 2015
This document discusses motivating language learning in teenage students. It explores using a learner-centered classroom with activities and ICT tools to promote self-confidence and increase motivation. Tips include developing initial relationships, arranging seating to facilitate peer learning, providing boundaries, and using techniques like think-pair-share where students privately think, collaborate in pairs, and share their work.
Motivating learning with teens2
This document discusses motivating language learning in teenage students. It explores using a learner-centered classroom approach and activities to increase student self-confidence and motivation. Some challenges with teaching teenagers include low self-esteem, social anxiety, and hostility towards language learning. The document provides tips for developing initial relationships with students, arranging seating to minimize behavior issues, and using techniques like think-pair-share to encourage collaboration.
Intercultural activities
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
TeacherTraining.pptx
This document provides guidance for teachers on promoting active listening in the classroom. It discusses several strategies such as using recorded materials from different sources, preparing learners before listening by introducing context, setting pre-listening tasks to establish the gist, checking answers and replaying recordings if needed, and assigning post-listening tasks for a deeper understanding. Partner discussions are also recommended to share different listening strategies used in classrooms and evaluate their effectiveness at engaging students. The document emphasizes allowing learners to direct their own listening based on personal interests rather than imposing tasks.
Dare to share keynote
The document discusses the importance of sharing knowledge about foreign language teaching through social media and online tools. It encourages teachers to share resources, ideas, and best practices to foster student independence and creativity. Teachers are also encouraged to take risks and be innovative in their teaching methods. The goal is to develop students' language skills and cultural awareness so they become confident, passionate, and independent language learners.
Crt walk-through-observation-guide
This document provides a guide for observing school visits through a culturally responsive teaching lens. It emphasizes that culturally responsive teaching should incorporate students' deep cultural values and ways of learning, rather than superficial displays. The guide lists questions in different categories to consider when observing a classroom, such as the environment, student conversations and interactions, use of rituals and routines, and evidence of culturally modeling, trust-building, and feedback. The goal is to analyze how lessons connect to students' cultural knowledge and support their learning in authentic communal ways.
teaching-speaking.ppt
This document discusses teaching speaking skills and provides examples of activities and techniques teachers can use. It covers 5 factors to consider in planning speaking lessons, such as the learner's proficiency and goals. It also describes direct and indirect teaching approaches, including controlled activities like dialog building and awareness activities, as well as fluency activities. The document emphasizes creating a comfortable environment for students to practice speaking through icebreakers, examples of which include introducing oneself and describing personality in 3 words, as well as discussing favorite foods and past emotions. Teachers should select icebreakers carefully and tie them to lesson objectives while allowing time for practice to increase student confidence and engagement.
Project-Based Learning for World Languages
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
Motivating learning with teens
This document discusses motivating language learning in teens. It explores using a learner-centered classroom to promote self-confidence and increase motivation. Tips include developing initial relationships with students, arranging seating to facilitate peer learning and minimize behavior issues, and providing boundaries. The document recommends using techniques like think-pair-share and various stages of collaboration to engage teens and help them feel valued and accepted.
Culture teaching in foreign language classroom
This document is a paper by Tienny Makrus about teaching culture in foreign language classrooms. It discusses how culture is an important part of foreign language learning. It provides definitions of culture and explains how teachers can incorporate culture into their lessons by reflecting on their own cultural backgrounds, presenting cultural topics to students, and building an inclusive classroom culture where all students feel valued. The paper concludes that teaching culture should be an integral part of foreign language instruction in order to foster cultural understanding between students.
Using the essential questions matrix
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
Connecting circles (2)
This document discusses adolescent literacy development and strategies for teaching literacy. It addresses connecting classroom literacy to students' real-world experiences and communities. Several key ideas are explored, including tapping into students' prior knowledge, making learning experiences relevant and inquiry-based, and using authentic assessments like interviews, observations, and portfolios. The goal is to understand what literacy means to students and bridge gaps between school and their lives outside of school.
Elf.dec13 recent research
This document summarizes several recently published articles in applied linguistics and TESOL journals. It discusses articles that explore using background music to encourage small group discussions, teaching phrasal verbs through conceptual metaphors, raising awareness of noun groups in academic writing, using mingles to practice language forms and collect information, factors that lead to exceptional outcomes in second language pronunciation acquisition, and analyzing the authenticity of textbook conversation topics. The document provides high level overviews and examples from each article.
Intercultural language learning activities
This document outlines intercultural language learning activities that can be used in a Chinese language classroom. It discusses the need for an intercultural perspective in language teaching given the rise of international students. An intercultural framework is presented involving artifacts, facts, and the educational effect on behaviors, beliefs, and perceptions. Several example activities are provided, such as watching a video on Chinese factories and discussing cultural differences, practicing greetings like exchanging business cards in different cultures, acting out stories from other cultures, creating bilingual haiku poems, quizzes and games, and small group discussions comparing festivals. The goal is to raise cultural awareness by providing cultural information, actions, and explanations to develop cultural understanding through feelings, reasoning,
Creating cultures of thinking through teacher language
This document discusses how teacher language can facilitate the creation of a culture of thinking in the classroom. It identifies seven key areas of language that impact culture: the language of thinking, community, identity, initiative, mindfulness, praise and feedback, and listening. For each area, the document provides examples of language moves teachers can use to align their language with developing a culture of thinking among students. It encourages teachers to reflect on how their language cues student behaviors and positions them in the learning process.
Upper primary ppt
This document outlines the objectives and processes of several teacher training sessions. Session I aims to familiarize participants with the 5-day schedule and their responsibilities. Session II involves discussing classroom issues, learner needs, and expectations for revised curriculum. Session III covers expectations for learner outcomes and ensuring academic standards. Session IV demonstrates pre-reading activities like picture interactions. Session V outlines reading processes and generating discourses after reading.
Bc week 5
This document provides an overview of Week 5's focus on reading instruction and resources for teachers. It discusses marking, affect vs effect, and a professional learning opportunity. Week 5 will focus on reading theory, the importance of reading, behaviors, and strategies. Week 6 will focus on practice, assessment, struggling readers, and growth mindset. Teachers are asked to review curriculum expectations and explore listed resources to implement the reading strand. They will critique one resource and discuss how it addresses principles or expectations. The document also discusses the importance of literacy, challenges some students face with reading, and the Gradual Release of Responsibility model of moving from teacher-led instruction to independent student work.
Rt ppt p 12
This document discusses issues in materials development for language teaching syllabi. It addresses debates around whether learners need a course book, if materials should focus on learning or acquisition, and if texts should be authentic or contrived. It also examines the controversy over censoring materials and notes arguments on both sides. The document outlines additional ongoing discussions in the field, including whether materials development should be driven by theory or practice, and whether materials should cater to expectations or aim to change them.
Classroom management
The document discusses various classroom management scenarios that teachers may face, including a student using their phone in class, a disrespectful student, a depressed student, and plagiarism. It then provides discussion questions on addressing discipline issues, the role of technology in the classroom, classroom size recommendations, balancing structure and improvisation in lessons, developing culturally responsive classrooms, and creating a supportive learning environment. Teachers are encouraged to clearly define expectations, address issues privately, consider various perspectives, and foster respect and collaboration among students.
Similar to Tātaiako manaakitanga (20)
Creating cultures of thinking through teacher language
Creating cultures of thinking through teacher language
More from Mr M
Unit ppt the changing faces of new zealand
This document provides information about a unit of study titled "The Changing Faces of New Zealand". It discusses three main topics that will be covered: how culture is formed and expressed; reasons why people move between places; and how the movement of people has impacted places like New Zealand. The unit will build on students' prior knowledge and teach new concepts and skills. It will look at how different cultures have influenced New Zealand through aspects like language. It also provides examples of activities and assignments students will complete, such as taking notes, creating graphic organizers, and writing summaries.
Hitler lessons_Game Changers topic
Hitler promoted racist, nationalist, and fascist ideals as the leader of the Nazi party in Germany. He believed in racial purity and the superiority of the Aryan race. Hitler used propaganda extensively to spread his messages and ideas to the German people. His speeches were passionate and helped reinforce his views. The Nazi party also utilized posters, newspapers, radio, and other media to promote propaganda. Symbolism like Nazi symbols and imagery were employed. These propaganda efforts were largely effective in gaining widespread support for Hitler. Ultimately, Hitler's racist ideology led to the systematic persecution and genocide of Jewish people and other groups during the Holocaust between 1939-1945, resulting in the deaths of millions.
Game Changers - unit start and Gandhi slides
1. The document provides instructions and content for a lesson on influential historical figures known as "Game Changers".
2. It includes background information on Gandhi and his impact leading non-violent protests in South Africa and India that influenced civil rights movements.
3. The lesson content explores Gandhi's life and campaigns for independence in India through timelines, videos, and discussion of how his approach to non-violent civil disobedience influenced later leaders like Martin Luther King Jr. and Nelson Mandela.
Director study powerpoint
This document provides objectives and instructions for an individual assignment to research and write a blog post about a music video director. Students must pick a director from the list provided, which includes Jonathan Glazer, Michel Gondry, Mark Romanek, and others. The blog post must include embedded videos of the director's work, images, their basic biography and career details, key artists they collaborate with, and an analysis of their recognizable style through elements like visual effects, cinematography, use of color and light, and recurring motifs. It should also include the student's personal response to the director's work.
Postmodern theorists summary presentation
The document discusses several key concepts in postmodern theory as it relates to culture and media. It outlines how postmodern theorists see a breakdown of distinctions between culture and society, time and space, and high art and pop culture. Key theorists mentioned include Baudrillard and his ideas about hyperreality and simulacra, Jameson's concept of historical deafness and cultural depthlessness, and Lyotard's decline of meta-narratives. The document also discusses audience interpretation of media texts and semiotics.
You tube and postmodernism
YouTube exhibits postmodern characteristics by being accessible anywhere at any time, allowing anyone to upload a wide variety of content. Many YouTube videos parody or remix popular culture works, blurring the line between high and low art. Some videos emphasize style over substance, prioritizing entertainment value over deeper meaning.
Twitter and postmodernism
Twitter exhibits postmodern characteristics such as a fragmented structure without a linear narrative, as posts can be made in any order. It challenges traditional meta-narratives by creating a celebrity-obsessed culture where people spend more time online than participating in traditional institutions. Twitter plays with concepts of time and space by allowing near-instant communication across geographic boundaries. However, many tweets consist of pointless babble rather than substantive conversations. Twitter gives ordinary users a way to feel connected to celebrities and become producers of content themselves.
Howis youtube postmodern
Youtube reflects postmodern society in several ways:
1) It blurs the line between creator and consumer as anyone can upload videos for others to view and comment on, creating an online community.
2) As an open platform, it brings together a hybrid of genres and material from varied backgrounds and locations in one place.
3) This hybrid nature and fusion of conventions exemplifies bricolage and has broken down barriers between high and low art by putting amateur videos on equal footing with professional content.
Facebook and postmodernism
Facebook can be considered postmodern for several reasons: it allows users to curate their own image and communicate globally in a virtual world; it emphasizes style over substance through profile pictures and status updates; and it incorporates elements of popular culture, games, and viral marketing techniques. Facebook has also influenced social changes by changing how people interact and plan events.
Assassins creed postmodernism and video games
Assassin's Creed is a postmodern video game series that blends elements of history and popular culture. It uses time travel and genetic memory to allow players to experience and influence historical events from the 15th century while being set in a modern-day storyline. This mixing of old and new eras, as well as the blending of high art and popular video game culture, exemplifies postmodern concepts like bricolage and the breakdown of definitions. The game also creates confusion between reality and simulation by allowing online multiplayer in a hyperrealistic virtual world.
Video games and postmodernism
Video games can be seen as postmodern in several ways. They often self-reference their constructed nature, blur boundaries between audience and game, and aim to create a hyperreal state of immersion for the player. Some key aspects include games referencing their own controllers, blurring distinctions between popular and high art forms, and allowing players to take on new identities and live unconventional lives within the simulated world. Many games also lack a single overarching narrative and instead give players freedom to choose their own micro-narratives and paths through the game world.
The Sims and postmodernism
The Sims is a strategic life simulation computer game where players control virtual characters called Sims in a suburban household. It allows for role playing as different versions of oneself or other created characters, representing postmodern concepts of simulacrum and hyperreality. The game also exhibits instantaneity through ways to instantly gain wealth instead of earning it gradually, as well as intertextuality by incorporating elements from TV and literature into its simulated world. It demonstrates self-reflexivity both through Sims playing The Sims game within the game itself, and Sims addressing the player for needs in a way that acknowledges being controlled.
Farmville and postmodernism
Farmville was a popular Facebook game developed by Zynga, with over 82 million users representing 20% of Facebook users and 1% of the global population. It cloned the format of FarmTown and involved creating an avatar and farm to earn money through growing crops and interacting with friends. The game incorporated themes based on holidays and drew on concepts of hyperreality and intertextuality by referencing other franchises. Success in Farmville depended on social connections and purchasing items to progress more quickly through the nonlinear narrative.
Facebook and postmodernism
This document discusses how Facebook has become a dominant social networking site and part of everyday life. It analyzes Facebook through a postmodern lens, noting how it allows for self-reflexivity through personal profiles, mini-narratives through status updates, and instantaneity, though loading can sometimes be slow. It has also broken down distinctions between high and low culture. Additionally, Facebook enables a hyperreality and cult of celebrity, as users can curate idealized versions of themselves and follow celebrities.
Hot Fuzz and postmodernism
Hot Fuzz (2007) is an action-comedy film directed by Edgar Wright that draws on genres like cop films, buddy movies, and horror. It uses techniques like fast-paced montages and parody to reference other films and popular culture. The film contains abundant references that make intertextuality a theme. It parodies genres like the super-cop film and includes self-reflexive elements where characters are fans of the same genres the film references. Hot Fuzz was both a critical and commercial success for its hybrid approach combining action, comedy, and postmodern techniques.
Extras and postmodernism
Extras is a British sitcom about film and theater extras, starring Ricky Gervais and Stephen Merchant. Each episode features a celebrity guest star playing a twisted version of themselves. In the first episode, Andy attempts to get a speaking role by befriending the film's star, Ben Stiller, but angers Stiller and gets kicked off the set. The episode highlights the sycophantic behavior of extras and inflated egos of some celebrities. In a later episode featuring David Bowie, Andy is briefly treated as a VIP at a celebrity bar before Bowie humiliates him with a mocking song. The show comments on celebrity culture and uses its celebrity guests to examine fame.
More from Mr M (16)
Recently uploaded
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Tātaiako manaakitanga
- 2. • Video link • Thoughts? • Reflective questions: 1. How is your Te Reo Māori pronunciation? 2. If manaakitanga is about showing respect and care, does your current pronunciation show respect and care for Māori culture? Tātaiako - cultural competencies for teachers of Māori learners
- 3. From the Maori Dictionary online: 1. (noun) hospitality, kindness, generosity, support - the process of showing respect, generosity and care for others. From the Tātaiako booklet: • Manaakitanga – Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Tātaiako - cultural competencies for teachers of Māori learners
- 4. • Reflective question: • How do we demonstrate manaakitanga in our everyday work as teachers? • Jot down responses on A3 sheets in groups • Feedback… Tātaiako - cultural competencies for teachers of Māori learners
- 5. • Finally… • Have a look at the “OUTCOMES” section of the copied sheets from the Tātaiako booklet…. • Would they say the same about you? • If not, what would “learner voice” say about you in relation to manaakitanga? Tātaiako - cultural competencies for teachers of Māori learners