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Responding to the needs and strengths of all students, is one of the foundations of an inclusive classroom. The successful participation of special needs learners in literacy tasks across the curriculum, involves a team response to individual needs – and participating at a suitable level often means academic success.
Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students
Successful literacy learning is the backbone of success at school. All learners in New Zealand classrooms need to have strong literacy teaching. Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our literacy learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Māori learners succeed as Māori.
This page provides information for parents and educators on the Ministry of Education's approach to dyslexia.
Successful literacy learning is the backbone of success at school. All learners in New Zealand classrooms need to have strong literacy teaching. Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our literacy learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can all help Pasifika learners achieve success.
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
The New Zealand Curriculum, p. 35.
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