A quote from an email I received today from firstname.lastname@example.org (Emphasis mine)
Keir Whipp, Head of English, Aorere College, Auckland, NZ writes:
‘…academic rigour is there with all students, and this is certainly true of [indigenous] students…
What works well for me [Keir Whipp] is (to list a few things):
- Establishing sound [teacher/student] relationships(Why should I trust you? How do I know you care about my learning?),
- Having high expectations(age-appropriate texts, inclusive texts),
- Gaining student voicein what students learn and how they’re going to learn.
- [Providing] Good exemplars[is] very important. Show students what Excellence looks like, and break down the parts to show students how they can achieve this
- [Giving] Academic specific feed-back and feed-forward(whole class and individual) is vital, as this shows students what they need to do next to get to where they’re going (and they need to know where they’re going).
- Also, Sound differentiation. Offer a chance for a group-conference for those who want more learning, whilst the remainder of the class work[s] on the next stage independently.’
All worth applying in our practice with our students for their increased achievement