Unit Feedback Form

I have developed a unit feedback form  which can be used as feed forward for units that are taught.






Twitter Chat

Following on from my early Twitter post called ‘Twitter; ongoing learning” I have become active in using Twitter. I have increase the number of pages or people that I am
following and I am finding Twitter a valuable source for ideas and activities. An example of my increased involvement is on Tuesday night I was part of a chat which was organised by two of my classmates from University for BT teachers in NZ. This chat can be seen here https://twitter.com/_NZBTchat?lang=en
I contributed a number of answers and it was helpful hearing the perspectives of other students and structures in other Schools. To the right is an example of the questions asked. I think that Twitter is a valuable platform which I will continue to use. twitter-caht

Fitness Feedback

For each unit that I teach I like to hear student-feedback and responses on what they enjoyed, found meaningful and would change.

In a Yr 10 Fitness Unit I created a Google Form which the students could answer. As is seen in the form here I asked the students what they found interesting, which lesson they enjoyed the most, recommendations for the future and what grade they think they deserved and why. This sort of information was very interesting to read and informs my teaching for the  feedback. It was also very useful to encourage reflection for the students and for me to read the responses, to read how they learned and gained such different and unique things from the unit. For  example; “Try your hardest because that’s all that matters” and “I have learnt about all the different types of fit and that there is more than just running fit” and “how all the muscles function and the muscles that are used for each different exercise. Also I will take away the different types of training and what they are such as circuit training etc”


Recieiving feedback from the students is a part of the NZC’s “teaching as an inquiry” as depicted in the image below. The information feeds the “focusing inquiry” as the students’ responses can inform me as a teacher with what is worth spending time on. It also helps with the “teaching inquiry” as feedback on the activities informs how to teach. All these things help me be a reflective teacher and help improve outcomes for my students.

Teaching as inquiry model.

Tataiako PLG

During our full staff meeting tonight we discussed the school-wide procedure for Priority learners (PL) and the Tataiako Cultural competencies for teachers of Maori Learners. This can be seen in the agenda items here.

  1. ERO defines priority  learners as;

“groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pacific learners, those from low socio-economic backgrounds, and students with special education needs”. (ERO, Aug, 2012).

At Orewa College we identify who our Priority Learners are by there ethnicity on Kamar. My example of the Priority Learners and notes on them is attached here. In this doc, I have firstly identified my PL and then written some short statements on how they learn. Following from this I have had PL meeting with each of these students on their goals and how they learn. This is outlined in the “Priority Learners at Orewa College” doc.

2) The Education Council explains Tātaiako as the following:

“Cultural Competencies for Teachers of Māori Learners is about teachers’ relationships and engagement with Māori learners and with their whānau and iwi. Designed for teachers in early childhood education (ECE) services and in primary and secondary schools, it will support your work to personalise learning for, and with, Māori learners, to ensure they enjoy educational success as Māori.”(https://educationcouncil.org.nz/sites/default/files/Tataiako.pdf).

Each Professional Learning Group (PLG) was assigned a different a competency and then had to fill in their section on a Google Doc. The attached document is  summary together based the groups’ responses to thier Tataiako Competency which the specific things that teachers can do to increase Maori student engagement and maximise chances of them achieving to higher standards. plg2-summary-kahikitiastrategies