Transcript The New Zealand Curriculum and the IEP

Special Education/Learning Support
Title: The New Zealand Curriculum and the
IEP
Author: Rosemary Mirams
Email address:
[email protected]
The New Zealand Curriculum
and the IEP
Special Education/Learning Support
The New Zealand Curriculum
• What are the elements of the curriculum?
• Draw a diagram to show how they fit together.
• Compare with another person, and then with
page 7 of The New Zealand Curriculum.
• How do these link to the IEP process?
• What would be the major focus areas for an
IEP?
Some ideas for focus
• The following slides show some possible areas
of focus for an IEP - under these headings:
o Vision
o Principles
o Effective Pedagogy
Vision
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Confident
Motivated and reliable
Resilient
Connected
Able to relate well to others
Effective user of communication tools
Actively involved
Participants in a range of life contexts
Lifelong Learners
Literate and numerate
Principles
• High Expectations
• Community engagement
• Inclusion
Effective Pedagogy
Strategies for teachers/teacher aides
Creating a supportive learning environment
• Student is accepted as a group member
• Student is an active member of the learning
community
• Teachers foster positive relationships within
learning environments that are inclusive
Effective Pedagogy
Encouraging reflective thought and action
• Relate the learning to what they already know
Effective Pedagogy
Enhance the relevance of new learning
• Explain to student why they are learning
• Help student to understand how they will use
the new learning
Effective Pedagogy
Making Connections to prior learning
• Build on what student has learned or
experienced
• Make connections across learning areas and
home practices
Effective Pedagogy
Facilitating shared learning
• Have shared activities and conversations with
other people, including family members and
people in the wider community.
• Learning conversations and learning
partnerships are encouraged.
Effective Pedagogy
Providing sufficient opportunities to learn
• Encounter new learning lots of times and in a
variety of different tasks or concepts
• Cover less but cover in greater depth.
Effective Pedagogy
Teaching as Inquiry
• What is important (and therefore worth spending
time on) given where the student is at?
• What strategies (evidence-based) are most likely
to help the student learn this?
• What happened as a result of the teaching
strategy?
• What are the implications for the next teaching?
Key Competencies and the IEP
These are an important part of the IEP process.
Read the following slides.
Discuss
Do you agree that these are relevant for some
students in the IEP process? (Obviously the
range is wide)
What would you add?
Thinking
• Ask questions
• Reflect on own learning
• Making decisions
Using language, symbols and texts
• Can interpret and use words in a range of
contexts
• Can interpret and use number in a range of
contexts
• Can confidently use ICT (including, where
appropriate, assistive technology)
• Can access information using ICT
• Can communicate information using ICT
Relating to others
• Is able to work effectively in a group
• Is aware of how their actions may affect
others
• Can listen to others
• Can share ideas with others
Participating and Contributing
• To contribute as a group member
• Has a sense of belonging to class or group
• To be able to participate in contexts outside
school
• To make a contribution to a social, physical or
cultural environment
Managing Self
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Can manage change in timetable, activities
Can act independently in certain situations
Can look after own equipment
Can manage own hygiene
Key Competencies - Evidence
• Work in 5 groups. Each group will focus on
one of the Key Competencies.
• Use the notes you made on the Key
Competencies to help you decide what
evidence you will use to decide where a
student is at in terms of the Key Competency,
so that you are able to include it in the IEP and
establish next steps.
• Share ideas with larger group
The Key Competencies
Task: Think of a student with whom you work.
Identify one thing for each of the Key
Competencies that you could include on an IEP.
• What can the student do now?
• What is the next step? What can they get stronger
at/improve?
• What help and support do they need to achieve the new
goal?
• How do the contexts or learning environment help them
to demonstrate their competencies?
The Exemplar Wheel
Graphic – Exemplar Wheel
(See slide 25)
Reference: Ministry of Education, April 2009. Please note this is a Work
in Progress
How it all fits together
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The exemplar wheel was designed to show
how the elements of the curriculum fit
together.
At the centre of the wheel is the learner.
The innermost ring is the Key Competencies
The middle ring is the Learning Areas
The outermost ring is the features of Effective
Pedagogy.
• Reference: Ministry of Education, April 2009. Please note this is a
Work in Progress