Social and Emotional Environment
Student Voice
Tātaiako refers to robust dialogue, actively engagement, learning where language, identity and culture are affirmed. (2011, p4)
In the classroom these principles can be applied to all learners. The outcomes for learners using Wānanga include "talking with me about my learning, listen to my idea and those of my peers, cares about what we think" (2011. p7). Opportunities for discussion, collaboration and questioning support a students ability to be heard and have their opinions respected.
"Children's self esteem is one of the keys to their learning success" (Clarke, Timperley, Hattie, 2003. p133.). It does not mean that self esteem should be measure against learning success. Teaching students to use their voice to self assess, give feedback and feed-forward enables them to be actively involved in measuring their success and help others to achieve success. By gaining knowledge about their goals and being able to discuss the criteria they are better able to identify and affirm their self efficacy.
McGee and Fraser (2012. p 69) credit teachers who acknowledge students identity and affirm who they are, assist in doing this by allowing them to have a voice via means they are comfortable with.
Students were actively using this via self and peer assessment and through daily dialogue with me. Discussions did not just focus on the learning but the discussed pathway to reaching their goals and overcoming obstacles.
In my classroom:
Tātaiako refers to robust dialogue, actively engagement, learning where language, identity and culture are affirmed. (2011, p4)
In the classroom these principles can be applied to all learners. The outcomes for learners using Wānanga include "talking with me about my learning, listen to my idea and those of my peers, cares about what we think" (2011. p7). Opportunities for discussion, collaboration and questioning support a students ability to be heard and have their opinions respected.
"Children's self esteem is one of the keys to their learning success" (Clarke, Timperley, Hattie, 2003. p133.). It does not mean that self esteem should be measure against learning success. Teaching students to use their voice to self assess, give feedback and feed-forward enables them to be actively involved in measuring their success and help others to achieve success. By gaining knowledge about their goals and being able to discuss the criteria they are better able to identify and affirm their self efficacy.
McGee and Fraser (2012. p 69) credit teachers who acknowledge students identity and affirm who they are, assist in doing this by allowing them to have a voice via means they are comfortable with.
Students were actively using this via self and peer assessment and through daily dialogue with me. Discussions did not just focus on the learning but the discussed pathway to reaching their goals and overcoming obstacles.
In my classroom:
- All students have opportunities to be heard.
- A class contract where students co-construct expectations, boundaries and consequences.
- Co-constructed peer assessment criteria of work.
- Discussion boards where students can add comments named or anonymous can allow students to participate in conversation which they may otherwise be reluctant to enter into.
![Picture](/uploads/5/3/9/2/53921547/5173575.jpg?1433462140)
Reciprocity
Who carries the knowledge?
If learning is more than transmission of knowledge then what other elements are factors. Prior knowledge acknowledges that students arrive with knowledge based on their experiences. Guy Claxton states "reciprocity covers the social and interpersonal side of learning" (Clayton, Chambers, Powell & Lucas 2011. p42). Recognising these two factors within the classroom acknowledges that students existing knowledge and experiences have value. By sharing these differences we are able to offer alternative perspectives for consideration. Ako is one of the competencies outlined in Tātaiako (Ministry of Education, 2011. p14) and is defined by McGee and Fraser (2012. p 187) as a process where students or teachers can take the lead. Through leadership and empowerment students are more likely to be creative, problem solve, work collaboratively and feel valued as part of the class learning journey. This may take the shape of students directing part of a lesson from their perspective,selecting the tasks or a teacher altering a lesson plan to follow an idea a student has put forward.
During an art unit one student went home and completed the artwork by himself. He brought his finished piece into the classroom. Rather than just show it he shared the knowledge he had established... what worked, what didn't, what could be done differently? He became the teacher, sharing his knowledge.
There will be:
.
Who carries the knowledge?
If learning is more than transmission of knowledge then what other elements are factors. Prior knowledge acknowledges that students arrive with knowledge based on their experiences. Guy Claxton states "reciprocity covers the social and interpersonal side of learning" (Clayton, Chambers, Powell & Lucas 2011. p42). Recognising these two factors within the classroom acknowledges that students existing knowledge and experiences have value. By sharing these differences we are able to offer alternative perspectives for consideration. Ako is one of the competencies outlined in Tātaiako (Ministry of Education, 2011. p14) and is defined by McGee and Fraser (2012. p 187) as a process where students or teachers can take the lead. Through leadership and empowerment students are more likely to be creative, problem solve, work collaboratively and feel valued as part of the class learning journey. This may take the shape of students directing part of a lesson from their perspective,selecting the tasks or a teacher altering a lesson plan to follow an idea a student has put forward.
During an art unit one student went home and completed the artwork by himself. He brought his finished piece into the classroom. Rather than just show it he shared the knowledge he had established... what worked, what didn't, what could be done differently? He became the teacher, sharing his knowledge.
There will be:
- Lots of discussion
- Different perspectives discussed
- Shared responsibility for learning and teaching
- A classroom where visitors come to share their knowledge and experiences frequently.
.
References:
Clarke, S., Timperley, H. and Hattie, J. (2003) Unlocking Formative Assessment: Practical Strategies for enhancing students' learning in the primary and intermediate classroom. Auckland, New Zealand. Hodder Moa Beckett Publishers Ltd.
Claxton,G., Chambers, M., Powell, G.& Lucas,B. (2011)The Learning Powered School: Pioneering 21st Century Education. p38-46. Bristol, Great Britain. TLO Ltd.
McGee,C. & Fraser, D. (2012) The Professional Practice of Teaching, 4th Edition. Australia. Engage Learning Australia Pty. Ltd.
Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2011) Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington New Zealand. Ministry of Education.
Physical Environment
Spaces that allow for multiple learning styles
According to the VAK theory (Duckett and Tatarkowski, n.d) learners have a tendency towards one of three dominant learning styles, visual, auditory or kinaesthetic. This theory recognises that students ability to learn is influenced by how information is presented within the classroom. McGee and Fraser comment "the purpose of any activity should be matched by the arrangement of the furniture and equipment" (2012, p131). Future focused learning environments are helping by providing different collaborative spaces, listening posts and furniture settings etc to enhance learning however when in conjunction with the appropriate pedagogy for these learners, the benefit of these spaces is maximised.
During a fractions maths lessons were worked through examples on the board. How did this meet everyone's needs?
In my classroom?
According to the VAK theory (Duckett and Tatarkowski, n.d) learners have a tendency towards one of three dominant learning styles, visual, auditory or kinaesthetic. This theory recognises that students ability to learn is influenced by how information is presented within the classroom. McGee and Fraser comment "the purpose of any activity should be matched by the arrangement of the furniture and equipment" (2012, p131). Future focused learning environments are helping by providing different collaborative spaces, listening posts and furniture settings etc to enhance learning however when in conjunction with the appropriate pedagogy for these learners, the benefit of these spaces is maximised.
During a fractions maths lessons were worked through examples on the board. How did this meet everyone's needs?
- Visual learners all had clear visual access to see the examples
- Auditory learners were close enough to hear the explanations and discussions around how and why
- Kinaesthetic learners got to write examples on the board and had learning backed up with a doing task.
In my classroom?
- Plan lessons that provide multiple opportunities to work with information in a range of ways and spaces
- Space for the teaching aspect of a lesson where visual learners have lots of visual representations
- Clustered desks for those that auditory learners who will need to discuss and dissect information
- Spaces for kinaesthetic learners who need to engage in an activity to enhance their learning.
- Optimise extra learning spaces (by using dividers or breakout spaces) to enable a diverse range of learning to occur simultaneously.
Location of Learning
Nuthall’s Principle (1999) states “the process of creating new concepts requires repeated experiences”. The learning of new information takes 3-4 exposures in order for new learning to occur. As a teacher the classroom we can provide more than one context within the confines of the classroom however by engaging in learning outside the classroom we give students the opportunity to see the learning in the real world. By connecting learning to multiple real life contexts we give students the opportunity to see how it can actually be applied, and hopefully to wonder how else it applies in the world. The Tātaiako summary (Ministry of Education, 2011) Tangata Whenuatanga lists engagement in place based education as one method of assisting in achievement for Māori learners by putting learning into contexts that are valued or familiar.
During science where we were learning about erosion. In support of classroom teaching we considered how to add another context to the lesson. A trip to the beach wasn't possible so we improvised and brought sand in to made a sandcastle. By dribbling the water we were able to recreate the effects of water on the landscape. The students were highly engaged and wanted to see the variance in slow versus fast. Being in a physical environment allowed students to ask questions based on what they could see happening rather than draw conclusions based on just what they expected to happen.
So what will I do:
Nuthall’s Principle (1999) states “the process of creating new concepts requires repeated experiences”. The learning of new information takes 3-4 exposures in order for new learning to occur. As a teacher the classroom we can provide more than one context within the confines of the classroom however by engaging in learning outside the classroom we give students the opportunity to see the learning in the real world. By connecting learning to multiple real life contexts we give students the opportunity to see how it can actually be applied, and hopefully to wonder how else it applies in the world. The Tātaiako summary (Ministry of Education, 2011) Tangata Whenuatanga lists engagement in place based education as one method of assisting in achievement for Māori learners by putting learning into contexts that are valued or familiar.
During science where we were learning about erosion. In support of classroom teaching we considered how to add another context to the lesson. A trip to the beach wasn't possible so we improvised and brought sand in to made a sandcastle. By dribbling the water we were able to recreate the effects of water on the landscape. The students were highly engaged and wanted to see the variance in slow versus fast. Being in a physical environment allowed students to ask questions based on what they could see happening rather than draw conclusions based on just what they expected to happen.
So what will I do:
- Be creative with how information is presented.
- Work towards context free learning intentions so students can apply their learning to multiple situations.
- Connect teaching and learning to the real world wherever possible.
http://edtalks.org/video/creating-learning-spaces
References:
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved
from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
McGee, C. and Fraser, D. (2012) The Professional Practice of Teaching-4th Edition. New Zealand. Cengage Learning.
Ministry of Education (2011) Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington New Zealand. Ministry of Education.
Nuthall’s Principle (1999) retrieved from http://www.learn.canterbury.ac.nz/
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved
from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
McGee, C. and Fraser, D. (2012) The Professional Practice of Teaching-4th Edition. New Zealand. Cengage Learning.
Ministry of Education (2011) Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington New Zealand. Ministry of Education.
Nuthall’s Principle (1999) retrieved from http://www.learn.canterbury.ac.nz/
Cognitive Environment
Align teaching with desired outcomes
According to Formative Assessment in Action (Clarke, 2005. p11) lessons which have learning objectives and success criteria clearly linked and identified allow for more meaningful and effective teaching and learning. Sharing these intentions with students is another valuable step in this process to ensure they know what it is they are learning and how that will be achieved. If the purpose of teaching is student outcome then this needs to be the starting point for planning.
The New Zealand Curriculum (Ministry of Education, 2007) clearly identifies specific learning outcomes and these need to be included in teaching however there may be other valuable learning outcomes identified prior to, or during, learning. These may take the form of values, competencies or principles from the NZC or be directly reflective of the students needs.
In the classroom this process was visible in planning and assessment where success criteria matched the learning intention. When work was being assessed it targeted the learning intention and not quantity or enjoyment of the task (Clarke, Timperley, and Hattie. 2003. p 13). The teaching was then reflected upon using the same criteria applied: how well did the students reach their goal, what else can be done to help this process, what worked well in helping them reach their goal?
My planning will:
According to Formative Assessment in Action (Clarke, 2005. p11) lessons which have learning objectives and success criteria clearly linked and identified allow for more meaningful and effective teaching and learning. Sharing these intentions with students is another valuable step in this process to ensure they know what it is they are learning and how that will be achieved. If the purpose of teaching is student outcome then this needs to be the starting point for planning.
The New Zealand Curriculum (Ministry of Education, 2007) clearly identifies specific learning outcomes and these need to be included in teaching however there may be other valuable learning outcomes identified prior to, or during, learning. These may take the form of values, competencies or principles from the NZC or be directly reflective of the students needs.
In the classroom this process was visible in planning and assessment where success criteria matched the learning intention. When work was being assessed it targeted the learning intention and not quantity or enjoyment of the task (Clarke, Timperley, and Hattie. 2003. p 13). The teaching was then reflected upon using the same criteria applied: how well did the students reach their goal, what else can be done to help this process, what worked well in helping them reach their goal?
My planning will:
- Identify and teach what is the students actually need to know.
- Maintain the focus of the desired outcome through my planning.
- Allow teaching to be flexible to meet the learning needs of students without losing sight of the outcome.
- Include a reflective element to ensure teaching and learning opportunities are being maximised.
Prior knowledge
The Tātaiako Competencies of Wānanga, Whanaunatanga and Manaakitanga link directly to the Graduating Teacher Standard 6 stating the graduating teacher should"recognise how differing values and beliefs may impact on learners and their learning" (2011. p 18). Effective Literacy Practice (Ministry of Education, 2006. p 28) explains this relationship as students "bring their prior experiences and existing knowledge, accumulated both in and out of school, to their reading and writing in order to construct meaning and develop new understandings." It is only through the concepts of open dialogue, respect and building relationships that these will be identified.
In addition to their cultural capital learner will bring curriculum knowledge required via The NZC. To meet the variety of needs within a classroom learners skills should be considered, as well as their knowledge (Clarke, S., Timperley, H. and Hattie, J. 2003. p 18). In order to assess prior knowledge a variety of methods can be used including pre-testing, questioning, discussions,mind maps and formative assessment. Used in conjunction with each other they help determine an overall picture based on understanding and application.
My students were highly motivated to learn but my first lesson left students looking baffled. After reading their self evaluations and talking to students I realised I had pitched the lesson beyond their knowledge. In response I adapted my next lesson to fill the gap. By using student self evaluations, my AT was regularly assessing how many students have established enough knowledge to move forward and how many need to have existing knowledge revisited and reaffirmed.
My classroom:
- Will build relationships where students cultural knowledge and experiences are explored and shared.
- Discover what knowledge is valued by my students.
- Include their whānau in sharing knowledge.
- Will engage in lots of discussion and questioning.
- Use regular formative assessment to monitor learning and teaching.
References:
Clarke, S., Timperley, H. and Hattie, J. (2003) Unlocking Formative Assessment: Practical Strategies for enhancing students' learning in the primary and intermediate classroom. Auckland, New Zealand. Hodder Moa Beckett Publishers Ltd.
Clarke,S (2005). Formative Assessment in Action: Weaving the Elements Together. Great Britain. Hodder Education.
Ministry of Education (2006) Effective Literacy Practice in Years 5 to 8. Wellington , New Zealand. Learning Media Ltd.
Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2011) Tātaiako: Cultural Competencies for Teachers of Māori Learners. Wellington New Zealand. Ministry of Education.
Synposis
It was interesting to reflect on the reality of Part B and how all of the principles in Part A are actually being engaged in the classroom in some way. In comparing our findings it was interesting that some of these principles cross over between the domains. An example of this is Nikita's reference to Cognitive Principle of "How students learn best" supported by Gardner's Multiple Intelligences (Gardner, 1983) and my Physical Principle discussing "Spaces that allow for multiple learning styles" using the VAK theory (Duckett and Tatarkowski, n.d). The interplay between these two domains, as described by Bandura's Social Cognitive Theory using the principle of reciprocal causation (Santrock, 2014), means in the future I will need to focus on how changing one principle (eg. physical space) might influence another (eg. cognition).
This exercise has highlighted to me that while creating my own guiding principles I need to take a holistic approach and consider the wider experiences (cultural capital) of my learners as outlined by Bronfenbrenner's Ecological Theory (Santrock, 2014) and how they will shape the needs of my learners and therefore my teaching.
In some cases the theory and the reality did not always mirror each other perfectly, such as what I was expecting to see in "Connection to Family" where this was not strongly evident but met the needs of the classroom. With guiding principles that are based on evidence I have a starting point to explore ideas which support my teaching and my student to increase self esteem, motivation, achievement and lifelong learning.
References:
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
Gardner, H. (1983) Frames of Mind adapted from various sources retrieved from http://www.learn.canterbury.ac.nz/
Santrock, J. (2014) Child Development 14th Edition. New York, USA. McGraw Hill Education.
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
Gardner, H. (1983) Frames of Mind adapted from various sources retrieved from http://www.learn.canterbury.ac.nz/
Santrock, J. (2014) Child Development 14th Edition. New York, USA. McGraw Hill Education.