2b. have knowledge of a range of relevant theories, principles, and purposes of assessment and evaluation.
2c. know how to develop ,metacognitive strategies of diverse learners.
2d. know how to select curriculum content appropriate to the learners and the learning context.
As graduating teachers it is important that we have an understanding of theories, pedagogies, assessment tools and strategies to engage and enhance the leanring of all children. By knowing and understanding how tamariki
(children) learn, teachers are better able to scaffold and co-construct
knowledge based on current and relevant pedagogies (Alton-Lee, 2003).
It is highlighted throughout The New Zealand Early Childhood Curriculum Te Whāriki (1996) the
importance of encouraging and supporting children to become creative and
abstract thinkers. By developing metacognitive strategies teachers are able to
incorporate these strategies into their daily practice ensuring that we are
fulfilling our role in creating confident, capable and competent learners
(Ministry of Education, 1996).
Evidence 1 - links to 2c
The following pieces of evidence highlights that I understand metacognitive strategies of diverse learners and that I am to articulate and develop strategies. I developed a wall poster for an away practicum centre highlighting metacognition and how to implement in practice. This evidence is also supported by feedback from my Associate teacher (AT).
Evidence 2 - links to 2c
The following evidence is an exert from a planned activity to support metacognitive strategies in my teaching practice. This evidence is also supported by feedback from my AT.
This evidence is further supported by my visiting lecturer and reflected in my marks.
Evidence 3 - links to 2c
The following evidence is VL feedback from a practicum visit which supports I use and develop metacognitive strategies in practice.
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