Criteria+8

= Professional knowledge in practice =


 * ** Criterion 8: ** demonstrate in practice their knowledge and understanding of how ākonga learn

Key Indicators:
 * The teacher: **
 * 1) ** i. ** enables ākonga to make connections between their prior experiences and learning and their current learning activities
 * 2) ** ii. ** provides opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
 * 3) ** iii. ** encourages ākonga to take responsibility for their own learning and behaviour
 * 4) ** iv. ** assists ākonga to think critically about information and ideas and to reflect on their learning ||
 * Evidence for this could be that:

The teacher acknowledges the rich background and prior learning of ākonga in order to plan and provide authentic learning experiences. S/he affirms the values and aspirations of ākonga and their whānau through the choice of learning experiences and assessments. S/he shows awareness of how historical policies and practices impact on how teachers and ākonga interact and respond to learning situations.

The teacher draws on his/her knowledge of human development and his/her knowledge of the

ākonga’ dispositions and their whānau when planning for and interacting with ākonga. S/he uses knowledge of individuals to manage group dynamics to facilitate learning and draws on current research findings to effectively engage Māori learners. The tuakana/tēina principle may be drawn on to support learning.

There is evidence of support strategies for ākonga whose first language is not the primary language of the education setting

The planning and teaching is meaningful to ākonga and leads to active engagement in learning. Prior learning is established and drawn on so that knowledge is co-constructed with ākonga and the concept of ako should be evident, where teaching and learning roles are interchangeable.

The teacher provides opportunities for ākonga to take on a variety of roles. S/he uses/alters the environment to manage the learning process. Programmes provide a range of activities, with the teacher looking for new strategies, being flexible, taking risks, trying new things. S/he provides multiple opportunities to learn concepts, using a range of approaches and allows sufficient time for learning to occur.

How does my teaching reflect that I understand the main influences on how my ākonga learn? ||
 * Reflective question: **