karakia
DESCRIPTION
Karakia. Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atākura He tio He huka He hauhunga Tihe mauri ora. Cease the winds to the West Cease the winds to the South Let the breezes blow over the land, - PowerPoint PPT PresentationTRANSCRIPT
KarakiaWhakataka te hau ki te uruWhakataka te hau ki te tongaKia mākinakina ki utaKia mātaratara ki taiE hī ake ana te atākuraHe tioHe hukaHe hauhungaTihe mauri ora
Cease the winds to the WestCease the winds to the SouthLet the breezes blow over the
land,Let the red-tipped dawn come
with a sharpened air,A touch of frost, a promise of a glorious day
Upper Hutt Network Learning Cluster
Refine school processes (refer MOE moderation series and TKI for more information)
Increase participation of students in the moderation process
Work with clusters of schools in or beyond region to further improve moderation
Lead teacher workshop
September 28th
Mangaroa School
2011
Agenda
Welcome Discussions and feedback from in- school staff meetings
and inter-school visits, outside the region visits What has the process to date meant for our students?
Where does the child fit? Roles and Responsibilities (See workshop 1 or wiki)
Moderating writing samples across the curriculum My portfolio presentation – moderating online Update Individual school action plan – Please bring your
Action Plan X2 How far have we come? Where to next? Closing – burning Issues
NL – New Learning NS – Next Steps FBF – Feedback for FacilitatorRe moderation of reading - At above below etc.
Inform our school re our learning today and go onto learning on line
Informative – good fun tool – thank you
Clarification of At/Above Explore online assessment modules Some interesting discussion/discourse time allowed during the whole session
Clarification of At and above Spread the message across the school - work with another school
You’ll live!!!Bringing in NS into OTJs
Where to locate tools online and frequently asked questions
Ka Hikitia – Refining AsTTle matrix for writing assessment
Libby great as always – Julie confirmed where to find info. Quiet voice was ok – cause we focussed on her.
At/Above – in next year (at) group to be above
Moderate OTJ. Talk to syndicate about PM re not for OTJ
Clarity in my own head where to next with team. Next aspect for staff meeting how to get consistency of knowledge within team
More ideas of where to find more info – eg. Assessment on line/ Team Up etc
Great as always thank you
Definition of Well below/Below, At /Above
Revisiting on-line resources. Moderating OTJs
Today’s session was great to clarify well below etc
Definitions of Above/Below/At reading and writing
How can I share my new info/learning with staff
Good to have opportunities to make meaning of new learning - ensure we have time to do this
We need to change our reading criteria At Above Junior level Green – At, Turquoise Above
Change our reading criteria and educating the rest of our staff before end of year reporting
Food nice, dark room informative. We have a lot of work to do
Julie Beattie very informative (x2) Moderation against cluster very informative
In school staff meetings/syndicate meetings/your own practice/ developing and following action plan
Moderation visit to your schoolModeration visit to another school
Emerging Issues
Positive
Challenging
Interesting
REFLECTION ON MODERATION VISITS AND IN SCHOOL WORK SINCE LAST WORKSHOP
Where does the Student fit?
View Pod cast
Student • Active participation in learning and assessment• Complete learning tasks to the best of their ability• Develop understanding of desired learning outcomes • Participate in selecting evidence for moderation• Use skills developed through self and peer assessment
Student work across the NZC
Make an overall teacher judgment
Below At Above
Next steps for the student………Next steps for the teacher………..
Action Plan
What are the next steps for: You as the leader of this learning? Your staff at school? Transferring into other areas – Reading,
Mathematics Your Assessment Schedule for 2012?
Update your action plan – please complete 2 copies – 1 for you – 1 for us – Consider the support you need, time, resourcing, further PD
How far have we come? Reflection Time
Criterion 12. Register Teacher Criteria use critical inquiry and problem-solving effectively in their
professional practice Key indicators systematically and critically engage with evidence and
professional literature to reflect on and refine practice ii. respond professionally to feedback from other members
of the learning community iii. critically examine their own beliefs, including cultural
beliefs, and how they impact on their professional practice
and the achievement of ākonga.
Te Whare Tapa Whā (Durie, 1994)
A kaupapa Māori holistic framework
Identify what you do for your Hauora under the 4 dimensions.Identify the gaps both personally and professionally.Set obtainable goals
12
Moderation processes
High quality teacher
judgments: appropriate, comparable
and equitable
Conversations about planning for
moderation, sharing
expectations; collecting and
analysing evidence of student learning
Comparison of that evidence against
expectations, benchmarks or
‘standards’.
Adjustment of judgments to align
with common expectations,
benchmarks or ‘standards’.
Feedback – Talking Partners
NL- New Learning NS – Next steps FB – Feedback for facilitator
The Muddiest Point !
The Muddiest Point is the mostdifficult part of your teaching/learning. - Moderation, OTJ’sIt is the part where you get stuck!
Uses:Pupils share work with a partner and reflect on;3 new things they have learntwhat they found easywhat they found difficultsomething they would like to work on /improverevisitTalk PartnersTeacher benefit:Gains an overview of learning that has taken placeGives an immediate indication of pupils’ understandingand/or feelingsAn opportunity to change the focus of teaching– if necessary