Tiomai's Learning Journey

Knowing of DMIC is different  from actually doing it, therefore my Numeracy goal is:   To learn about and implement DMIC practices within my teaching program. Action Plan: (How will I achieve this?) Become familiar with DMIC pedagogy Readings  Observing other teachers (DMIC Mentor, Ms skipper) Professional Development Feedback on the lesson to develop practice  Performance Indicators (how will I know I have achieved this?) Work on planning: -check the problem -tease out all the possibilities who's going to share where’s the progression I will have acted on feedback and developed and improved my practice. My students will show capability in working within a Mathematical inquiry group

  Content: review features of an effective writing programme unpack some skills writers need to develop review a balanced writing lesson share strategies for establishing editing skills and celebrating writing

  JAM - Junior Assessment of Maths JAM assesses the achievement of a student in relation to levels one and two of The New Zealand Curriculum (NZC) and the mathematics standards for years 1–3. The assessment consists of 11 modules. Each module can be used as a separate assessment, or the modules can be combined to provide a broader assessment. Teachers will need to select the modules that are relevant to the needs of their students. The number modules of JAM replace the diagnostic interview (NumPA). The Algebra, Geometry and Measurement modules do not assess all concepts in these strands. Images below are a view of different recording sheets. I noticed: that each view is different. The top image shows detailed recording by the marker which depicts a picture of what the student may be thinking and their ability. As we move onto the next images, details regressed. the use of different coloured pen indicated the different times the student was being assessed which helps to underst...

 Content: Things we see in a church Revised Curriculum Teaching strategies/ approaches

Content:  Part 1:  Learning about print   Part 2: Shared reading Part 3:   Reading assessments 

 Content: 1. The History of Catholic Education in New Zealand Māori and Pakeha Early Contact Inculturation Catholic Education in NZ 2. Facilitating RE lessons

 22T1W1 First week done and dusted. Although they were only 2 days, it was great to meet my students and start getting to know them and vice versa. Prior to school starting, I had emailed students' parents introducing myself on the 1st. When the doors opened on Thursday, parents were not present as we are in Orange of the traffic light restricting parents from entering the school. As sad as it was unable to put a face to parents that have made contact so far, it was wonderful to meet the children.

Content covered today:  Part 1: Who are we? Summary Part 2: Our whakataukī Creating Classroom Culture Emotional Regulation & Resilience Part 3: Small Group Maths Games

Matauranga Māori Māori knowledge/Māori world view - “How Māori perceive the world” Matauranga Maori intrinsic identity that makes up Maori Culture. It is inclusive. Taha Maori - It usually only pertained to Maori students (A Maori side or element)  Indigenous knowledge VS Scientific knowledge THEMES Indigenous knowledge Scientific knowledge Oral & Visual Purakau Karakia Marae carvings Raranga  Pepeha Waiata Written Recorded - accuracy and evidence however, one sided Sacred & Secular together Having the means and acknowledging where and who it was from. Wood from trees, ritual and karakia to/ for Tane Secular only Just the means. Wood from trees. Teaching through storytelling Taking the learner on a journey acknowledging all who played a part  Didactic To tell Integrated it takes a village to raise a child Analytical Nature vs Nurture Holistic Big Picture Reductionist Individual parts Subjective Specific to the person saying it “It’s very cold outside” Objective So...