RTC 8

8. demonstrate in practice their knowledge and understanding of how ākonga learn

i. enable ākonga to make connections between their prior experiences and learning and their current learning activities

ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts

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EVIDENCE:
We showed the class KID PRESIDENT's make a difference video / change the world. From that we then researched google hour. It was important to develop opportunities for our AKONGA to PRESENT PASSION PROJECTS. So as a digital / 21st century / MLE, we gave them these parameters.
They needed to choose a TOPIC, ask a QUESTION that would CHANGE their world. What would they learn about that would motivate them. Using GOOGLE HOUR and explaining how GOOGLE itself used it to create awesome projects such as gmail and google docs, motivate our akonga to think, "WHAT CAN I RESEARCH ABOUT, THAT MIGHT CHANGE THE WORLD?".

The hardest thing is answering the first question "WHAT DON'T I KNOW?".

Google hour is part of our CAN DO'S our akonga have developed several slides that document / display their thirst for knowledge and the unknown.

iii. encourage ākonga to take responsibility for their own learning and behaviour

We Kaiako have developed many strategies to curb behaviour. There is the notion that MISBEHAVIOUR is rooted in BOREDOM. This being the case for many akonga in any classroom. We have worked hard to incentivise our programme. We encourage Akonga to value their learning work by literally monetirising it. When they attend workshops and display the appropriate scaffolded behaviours, we then give them pins and / snidges or school money (refer below the reading workshops, similar to maths workshops)

They then spend this at fortnightly market days, known as Quiddage. A system developed by an expert Kaiako at my school.

Coupled with our SDA programme and tracking forms, each Friday we award akonga for the quality of learning work produced, as well as the behaviours we expect to see in akonga. This has meant that mis-behaviour has disappeared.

We are strong advocates for allowing akonga to CHOOSE what and where to learn.

iv. assist ākonga to think critically about information and ideas and to reflect on their learning

The knowing WHAT and WHERE to learn needs to be scaffolded. Something we Kaiako are proud of. I am floored by how hard we have worked to ensure that our akonga think critically about what they learn, where they learn it and why.

A system in 2016, which I want to focus on is developing more workshops around LEARNING GOALS rather than just LEVELLED grouping. This I see as another great way to promote akonga to reflect on their learning, and gain a greater understanding of the learning steps that they are taking to realise their potential.