Ethic of care jigsaw - pieces - teacher ideas

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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
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)
Strong economics
focus
Teacher shows interest in Māori culture/
ideas art etc
o Classroom decoration has both student
work plus media reports on ?? local
Economic events
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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,
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
Tangata
Whenuatanga
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
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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
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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
High yet realistic
expectations
Wānanga
Mana motuhake
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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)
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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
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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
Respect and value
languages and
cultures of
students’
Manaakitanga
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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
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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
 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
Allow students to
think for
themselves
Ako
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Give appropriate time for reflection on what students may be being
asked + give feedback/ feedforward
Acknowledge limitations + expose them to examples (eg economic
models).
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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
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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 consistencywith respect; with class rules to
follow through
 Start with news article/ discussion
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
Classroom
routines
Nga
whakapiringatanga
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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
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KNOW THE LEARNER
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Language
Background
etc
TIKANGA
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Protocols
Classroom inviting
COOPERATIVE LEARNING
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Wiki
Group work
Moodle
Online chat
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
FEEDBACK IN STUDENT IDEAS
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Put in cultural context
Comments not just grade
Shows interest in
students’ ideas
Manaakitanga
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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
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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
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
Modelling best
practice
INTEREST:
Pedagogy that encourages interest
 Technology
 Collaborative activities
CONNECTIVITY:
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:
-Uses community as
resoures
- People/parents/
whanau/
stakeholders
Wānanga
Kotahitanga
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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
Using correct
pronunciation of
names
Moving around
the classroom
Trusting
classroom
community
Tangata
Whenuatanga
Consistency
with regards
behaviour
Setting clear
boundaries
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