 Discussion
 Shaping opinions/ viewpoints

Relating events to economic themes/ concepts: o Linking to other curriculum areas (history/ geography) o Relevant economic events
- use of clips (You Tube); newspaper/ video o Individual- to their world
- school; home; city; nation
 Economic resources on WALL- student

Teacher shows interest in Māori culture/
ideas art etc o Classroom decoration has both student work plus media reports on ?? local
Economic events
 Teacher is knowledgable about
Māori cultural practices,
language tekanga etc and especially local knowledge. o Eg local institutions listed like banks, councils, marae, companies

Uses examples of Māori culture to explain economic ideas o Use examples for media – eg You Tube, work/ posters

Local issues- articles around the room; folders

Politicians- pictures

Student work
 Posters - supply/demand graphs,compliments/ substitutes

Interest.co.nz (90 seconds at 9)
TV news, blogs, twitter

Encourages Māori students to contribute ideas, own experiences during class and in writtem work o All students to report news/ interesting
items/ topics
CLASSROOM LOOKS LIKE

Posters on: o Key Terms o Models in economics o Māori concepts around economics o Student created work o Current news related topics being studied
CLASSROOM SOUNDS LIKE

Discussions on economic terms between students and teachers

Using economic terms to explain every day events. eg: o Opportunity costs of....... o Marginal utility of.....
CLASSROOM FEELS LIKE

High expectations

Each student valued and teacher knows about them
 Caring environment
 Strong relationship between student, their world and economic content
OUTCOMES
 Connected learners who take theory and connect to every day

Confident in analysing economic events
 Apply economic knowledge to other areas


Exemplars of student work – not just high level

Modelling expectations of behaviour within classrooms (routines are important here) o Eg: come in, books out,
“do now” on board

Be flexible with assessments o Eg: interviews and record a verbal response to an assessment for a student who struggles with written reports
 Try to give students the tools to overcome and work within their skill base to express prior knowledge
 Learning outcomes visible in room
(eg. On board)

Checklist for students
 Goal setting o Deadlines for presenting

Role modelling/Peer tutoring/Group work
 Effective use of data o Knowing the learners needs/ strengths
 Tracking progress

Tracking success

Celebrate success

Collaborative goal setting
 Modelling their expectations in class/ own notes

Consequences Eg: calling home

Compulsory support
 Reward systems

Accentuate the positives o Feedback/feed forward

Self reflection by students o To take ownership of their own learning

Prior knowledge of students academic ability o Data like NCEA results, E asTTle etc
 Scaffolding answers/work to move from A to B to C (or A to M to E)


Inspirational sayings

Promoting Māori achievement (in literacy)
 Research at the beginning of year on different economies

In a boys school high achieving women/sports people
 Enterprising people from different
backgrounds

Different inputs into what happens in NZ
 Soloman island posters

Group discussions – different points of view
 Rules for discussion – eg right to question immediately

E Learn individual opportunities for Māori students
 Environmental
 Access to resource room with big tables to sit around for group discussions
 Know something/find out something about each student

Pronounce names correctly (or the
way students want)
 Sense of humour

Talks to students, ie takes time out to chat and get to know students

Find out about/know something of the cultural beliefs of the student o not judgemental/stereo typing

Be sensitive to and balance “economic” stories

Try to use examples from many cultures not just Pakeha (European NZ)
 Correct pronunciation of names o Involve students in planning course / topics of study etc

Make classroom represent ALL of ME – so students can identify with it as their own
 Use Māori words etc
 Shows respect for cultural expectations and norms o Don’t touch people’s heads, don’t sit on desk, participate in blessings of buildings
 Use successful role models in business world to emphasise the positives
 From Day 1 – correct pronunciation of names of Māori/Pasifika students

Use of common greetings – drawing on different cultural practices in economic resources used


Inquiry based lessons
- Teacher going around the room rather than up front
- Get in habit of teacher NOT responsible for providing answers
- Ask questions rather than give answers
- why? what?
→supports development of the
important concept?
- All answers valued (avoid other
students ridiculing answers)
- Listen (show interest in answers and questions)
- Waiting- to give time to come up with answer

Understand students’ past and present
experiences and integrate them into learning
experiences to encourage understanding of
higher level concepts
 Accept that student perspectives may
include experiences not traditionally discussed in schools
- Different views are not necessarily
right or wrong, they’re just different
- Broad views and opinion in resources
- Help them to develop their own personal
viewpoint NOT JUST promoting parents’ perspective
-Newspaper/ current events articles.
 they don’t necessarily bring out students’opinions/ voices but can be discussed
-Blogs/ websites/ chat forums to promote discussion ideas

Give appropriate time for reflection on what students may be being asked + give feedback/ feedforward

Acknowledge limitations + expose them to examples (eg economic models).


Show respect

Give feedback / feedforward advice
 Clear instructions- identify purpose of lesson at outset of lesson

Sharing is good

Clear boundaries eg. Behaviour/
starts/ finishes
 Clear structure- goals/ AO’s /
SLO’s/ visuals
 Wind up

Set up to allow students to be involved in
“collaborative learning”

Clear learning objectives

Mutual respect, otherwise all routines will fall over quickly
 Clear expectations and consistency- point or 5min starter question
 Hands up

Confidence to answer

Discussion routine established
 Learning outcomes indicated on the board
 Quiet entry

End by making sure expectations clear (HW) or clarifying LO’s with respect; with class rules to follow through

Start with news article/ discussion

Try to be in class before students arrive → connect with students as thet arrive (deal with noticed anxiety/ emotional outbursts)
 Take roll early
→ correctly pronounce names

Teacher to know the ethnic groups represented by students
 Have a laugh

Have a routine / clear boundaries – confort from known routine for:
- discussions; group work; individual student work

Have high expectations- student behaviour; student achievement; student effort Display standard work and change it

No put downs
→sarcasm no place in classroom


Language

Background
 etc

Protocols
 Classroom inviting

Wiki

Group work
 Moodle

Online chat
 Put in cultural context

Comments not just grade
 Plan time to include student ideas/conversations

Listening - use student words
 Allow students to ask questions
- not focus on answers

Use student ideas and thinking
(Duff World)

Daily news/cartoons and headlines
 discussions

Humour/Topical/Relevant
/Interpretive/Visual/Ironic

Recognition of prior experience/knowledge

Not right or wrong – but different
 Open discussion – nurturing/respectful/supportive/environment for collaborative discussion

Positive feedback to student on their work

Display student work
 Use student feedback for course planning
 “Ako” – student/teacher learn together

Before starting a unit establish what they already know

Find out what they want to know “know the learner”
 (Internal) options
 student chooses option that matches their interest

Rogues Gallery – left/right wing

Politicians above whiteboard

 Sharing of ideas in “SAFETY”
- Showing interest/respect for ideas no matter how unexpected or unorthodox

Thoughtful judgements about economic soundness

Evaluating ideas

Showing students how to get from A to M to E
 Use of reflection times
 Useful feedback from teachers
INTEREST:
Pedagogy that encourages interest
 Technology
 Collaborative activities
CONNECTIVITY: to next steps

Realistic (high) expectations o “Always do your best”
 Individual progress of learning

Providing exemplars

Incorporating Māori/Pasifika concepts
 Inclusive practices o Show interest in student ideas

Giving choices for type of assessment presentation
 Contemporary issues o Newspaper articles o B Hickey 90 secs at 9
-Uses community as
resoures
- People/parents/
whanau/
Examples they can relate to:
- (lived)Experiences
- Interest
- Community
ASSIGNMENT:
-Link to AO’s/Curriculum
-Feed forward/Feed back
- towards stated Goals and steps to progress
COMMUNITY:
stakeholders

Information sheet about students

Pre testing
 Pacing lessons
 Conferencing with individual students

Pasifika and Te Reo Māori language used in class

Using real life examples

Analysing data – responding appropriately
 Peer tutoring

Mentoring groups

Additional support tutorials o University o After school homework group

Provide an environment that includes, supports and encourages all learners

Reward cards

SMART goal setting o self reflection
 Variety of teaching and learning strategies o Cooperative learning