PTC 9 Strengths, Needs & Interests

Criteria: Respond effectively to the diverse language and cultural experiences and the varied strengths, interests and needs of individuals and groups of ākonga

Reflective question: How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?

Key Indicators:

  • Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
  • Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
  • Modify teaching approaches to address the needs of individuals and groups of ākonga
Link to the New Zealand Curriculum:
  • The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognized and affirmed and that their learning needs are addressed (p.9)
  • A culturally responsive pedagogy is employed
RTC 9 & e-learning – guiding question:

How does e-learning support me to respond effectively to the experiences, strengths, interests, and needs of individual ākonga/learners?

Questions I have asked myself:
  • What are the important social and cultural influences on learning in this school?
  • What best practice teaching approaches are effective for learners in a multicultural context?
  • What are the needs of the learners at this school?
  • How have I incorporated this knowledge into my planning and choice of assessment?
  • How will I best utilise the technologies and resources available to me?
  • Do I understand analysis and use of relevant data?
  • Am I aware of the languages in the cultures that I teach?
  • Am I engaging the learners in my teaching in a cultural context?
  • Am I flexible in my teaching approaches?
  • How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?
Strategies that have helped me:
  • Classroom observations and visits with a specific focus
  • Involvement in culturally specific PD – individual, staff, community
  • Actively seek feedback on performance in this area from staff, students and whānau
  • Find out and use community cultural resources
  • Attend/participate in school related cultural events
  • Identify school ethnic profile
  • Use of school-based cultural leaders/identities
Reflections:
  • How do I relate to the local community?
  • What is local community feedback?
  • Who might I ask for critical feedback?
Evidence that might support this:
  • List of professional development undertaken
  • Examples of changes made to planning based on addressing the needs of learners
  • Feedback from staff, students and the local community
  • Lesson observations and visits
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