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?
- 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
- 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