Pacifica Flashcards
Research from many countries and groups of students has come up with similar findings about what students ________________. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
need of their teachers
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to ________________ as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
connect with them
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as ______________ who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
friendly and supportive people
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who ___________ and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
care about them
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and ___________________. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
respect them as individuals
need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to _____________________ and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
collaborate with them on setting goals
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and _____________________. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
working out how to achieve them
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be ____________, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
well prepared
need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to ______________ them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
persist with teaching them
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them ________________, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
step by step until they learn
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to ______________________, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
persist with teaching them step by step until they learn
need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and _____________________. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.
not to give up on expecting them to learn
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to _______________________ to keep up their interest in learning and to suit the demands of various types of content.
have variety in their learning activities
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to ___________________ and to suit the demands of various types of content.
keep up their interest in learning
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to __________________________.
suit the demands of various types of content
Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have __________________________________ and to suit the demands of various types of content.
have variety in their learning activities keep up their interest in learning
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate ___________ in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts
Pasifika constructs
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about _______________. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts
thermodynamics and conduction
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘____’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts
umu
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these ______________
science concepts
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (___________) could be a meaningful and effective way of illustrating these science concepts
earth oven / hangi
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the _____________ and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
umu-making process
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and ________________ enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
practical applications
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students ______________________________ of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
make the connection, learn and improve their understanding
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of ________________________. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
of thermodynamics and conduction
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuance in _____________ process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
umu preparation
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by _________ while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
males
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while ___________ had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
females
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of _____________. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
food preparation
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the c_____________ of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
the careful valuing
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of ___________________ alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
traditional knowledge and culture
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside ________________ that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.
science and technology
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the _________________ to those living as a Pasifika person in Aotearoa New Zealand.
relevance of school learning
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as _________________ in Aotearoa New Zealand.
a Pasifika person
Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in ________________.
Aotearoa New Zealand
Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary \_\_\_\_\_\_\_\_\_\_\_\_\_ that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.
noticed
Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary \_\_\_\_\_\_\_\_\_\_\_\_\_\_ from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.
sought advice
Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.
cultural protocols and sensitivities
Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a \_\_\_\_\_\_\_\_\_\_\_ for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.
resource pack
Case study: Supporting a child with a hearing impairment Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.
types of support
Involvement and Engagement
“That relationship needs to be ________________, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
absolutely focused on learning
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going ________________, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
going beyond the superficial
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, _________________________, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
supporting, fund raising, sausage sizzle, that sort of thing
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means __________________________________, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing,
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, _______________________……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
it’s absolutely about the students progress
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between ________________ is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
involvement and engagement
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the ______________. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
the deeper level relationship
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that ______________, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
superficial but still important
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is _______________________ of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
where you really get the involvement and understanding support
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the _____________….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
the parents with the teachers
Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the _____________________….And you just will have that young person growing and being nurtured in the relationship between one or the other.”
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika
involvement and understanding support of the parents with the teachers
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a _______________ and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
key linguistic resource
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a _______________.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
crucial foundation for their learning.
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students ____________ when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
learn better
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they ____________ use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
are able to
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their __________________.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
use their first or home language at school
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must _________________ academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
know and understand
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand _________________. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
academic language
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must ______________________. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
know and understand academic language
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make _______________________ to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
academic language accessible
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through ___________________.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
deliberate, explicit instruction
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school ______________ when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
better and faster
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in ________________ and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.
http://pasifika.tki.org.nz/LEAP
effective and focused ways
Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through _____________________.
http://pasifika.tki.org.nz/LEAP
deliberate, explicit instruction
After ____________ of migration, Pasifika languages continue to be used widely in Pasifika communities, not just by new migrants, but by families who have been here for two, three, or four generations.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand
60 years
After 60 years of migration, Pasifika languages continue to be used widely in Pasifika communities, not just by new migrants, but by families who have been here for ______________ generations.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand
two, three, or four
A growing Pasifika influence is also becoming apparent in education. Did you know, for example, that the percentage of Pasifika students in New Zealand schools is predicted to _________ over the next 40 years? This means that learning to teach Pasifika students effectively is an increasingly important priority for New Zealand teachers.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand
double
A growing Pasifika influence is also becoming apparent in education. Did you know, for example, that the percentage of Pasifika students in New Zealand schools is predicted to double over the next __________? This means that learning to teach Pasifika students effectively is an increasingly important priority for New Zealand teachers.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand
40 years
What teachers know from research is that the more we support Pasifika students to develop their Pasifika (and other) languages alongside English in the classroom, the more likely it is that they will _____________. The way we teach is therefore the key determinant of Pasifika students’ success. This is just as true of students in the mainstream as it is of those learning in overtly bilingual contexts.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand
succeed academically
It will take ___ or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.
7
It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to _________________ in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.
catch up with their cohort
It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning ___________. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.
academic language
It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the ______ they have achieved.
goals
In the level 3 science exemplar Gears, one of the students’ intended outcomes is to ________, scientifically, how their model works. The word “_________” implies that students do this through the use of language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to elaborate on words like “________”.
explain
In the level 3 science exemplar Gears, one of the students’ intended outcomes is to explain, scientifically, how their model works. The word “explain” implies that students do this ___________ language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to elaborate on words like “explain”.
through the use of
In the level 3 science exemplar Gears, one of the students’ intended outcomes is to explain, scientifically, how their model works. The word “explain” implies that students do this through the use of language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to ____________ words like “explain”.
elaborate on
