RTC 9

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

i. 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

ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

iii. modify teaching approaches to address the needs of individuals and groups of

ākonga

***
EVIDENCE:

I have supported my fellow Kaiako to develop a wide range of focussed learning tasks. We test for the gaps, fill them with maintenance tasks, see them at workshops, support them to meet learning goals, and then encourage them to grow.

Providing learning opportunities is more than just giving akonga technology. It's about equipping them with the ability to access learning strategies to better themselves.

Early on, we began using google forms for Reading task follow ups. Akonga, read through research material and then simply completed the tasks online. We then used FLUBAROO to forward them emails with their marked results and next steps.

As often as possible, we have integrated the most important learning experiences that present themselves. During ANZAC week, our Akonga learned about privillege and heritage, all in preparation for the 100 year celebration. So they engaged in research and presented their findings to the class. Throughout the year, we have consistently made the most of CURRENT EVENTS to engage our akonga. Topical at this point in time was the lead up to the 2015 Rugby World Cup, so we used Ruggerland tasks to motivate the akonga to learn more about Rugby. But more importantly, we integrated the newly updated GOOGLE DOC feature 'RESEARCH' and template.

We are a GOOGLE CLASSROOM MLE, and as such, all assignments for writing are digital and pushed out so that our akonga can access these on their personal devices.

In moving away from traditional lessons, we soon found out that our accuracy and fluency teaching needed supplementing. So we developed this targeted independence programme, so that Akonga weren't just doing busy work while they weren't with us. In 2016, my aim is to further integrate this into HOW we target the learning gaps within Poutama.