E-asttle Moderation

Writing Moderation with Mentor

At the end of Term 3, students undertook their second e-asTTle writing assessment for the year. As the classroom teacher, I undertook the marking of all students writing (narrative) first. Through collaboration and discussion with my mentor, she was given one writing e-asTTle assessment for my high, middle and low, and made a judgement of where she believed they were at in accordance to the rubrics. I found this learning very informative, as it allowed me identify where I went wrong, and my next steps for next time. I have found moderation to be effective, as it gives both the moderator and marker an opportunity as into why they have been given that mark.

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Inquiry T2 - Peer Tutoring

Through the rich seem reading, I identified that I wanted to explore peer tutoring. The purpose behind this is the hope to motivate students to be more invested in their learning to achieve their learning outcomes. Through discovering my new inquiry, my team leader and I looked at how this would link to improving outcomes for my target students (Year 8 Māori boys) in Literacy, how we could achieve this and the purpose as to why this focus is important and beneficial to the learner. The purpose (Why) The develop accountability and engagement. How am I going to achieve this? Modelling peer tutoring strategies Unpacking terms of what makes a successful peer tutor, using the T.I.P Chart. Providing meaningful feedback/feedforward. What am I doing (Teacher Inquiry)? Inquiry Question - How will peer tutoring motivate students to be more interested in their learning to achieve their learning outcomes with regards to l...

Prominent Taranaki Māori Leaders

This term as apart of our Te Reo Māori Unit, Tangata Rongonui, we have been exploring prominent Taranaki Māori Leaders (Te Whiti o Rongomai, Tohu Kakahi, Te Ua Haumene, Te Rangi Hiroa, Tā Maui Pomare, Wiremu Kingi, and Titokowaru). Learners were given 20 minutes to research facts on a given leader (D.O.B, Education, Job, Family and Iwi connections for example). After this time, each student was placed into collaborative groups to share valuable information about their Tangata Rongonui. Every learner was extremely engaged in this process and were overwhelmed by the knowledge held by these Prominent Leaders of Taranaki. It is pivotal that we teach our tamariki about prominent leaders within each rohe (region) of Taranaki as Aotearoa's culture and history.

Te Reo Maori - Pukana Challenge

A challenge took place throughout this term (T2) regarding a 'Pukana Challenge' from schools within Aotearoa. The purpose of this challenge was to encourage the use of and participation in Te Reo Māori. My Te Reo Māori Minister took charge in this department, teaching, encouraging and mentoring students through the process from start to finish. Lots of great discussions took place about what a pukana was, and the meaning of the kupu (words) they were saying. At the conclusion of this, R11 put out the challenge to the rest of the school. Having 2 classes take this up. https://www.youtube.com/watch?v=yGHxtTV6hU8

Tiaki-James Pokere - Reflection, thoughts, inquiry, collaboration and more

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