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4-Day Programme

This professional development programme consists of four one-day workshops, spread over two terms, provided in the main centres (e.g. Auckland, Hamilton, Wellington, Christchurch).

 

Workshop 1: Supporting Oral Language Development

1.1 Introducing and getting to know one another

1.2 Understanding the bilingual teacher aide’s unique role in supporting the linguistic and academic development of Pasifika students

1.3 Using oral language for classroom learning: Sharing of explicit learning intentions and success criteria

1.4 Drawing on prior knowledge using a KWHL chart

1.5 Planning use of L1 in the classroom: Front loading strategy

1.6 Making incidental use of L1

1.7 Using language for discussing and organising ideas through graphic organisers

1.8 Using visual text as a way of expanding language: Strip text

1.9 Supporting classroom language learning through modelling: Songs, speaking frames


Workshop 2: Supporting Different Types of Questioning

2.1 Sharing of group feedback regarding implementation of workshop one material

2.2 Sharing of explicit learning intentions and success criteria

2.3 Viewing power point presentation: Open and closed questions

2.4 Practising closed questions: ‘Have you ever?’ Question game

2.5 Exploring different types of open questions: Learning how to categorise questions into three levels: Literal (on the lines), Inferred (between the lines) and Applied (beyond the lines)

2.6 Creating questions at three levels using first languages

2.7 Asking and answering three level questions: Questioning dice

2.8 Asking and answering inferred questions: Speaking by numbers

2.9 Optimising opportunities for students to speak: Wait time

2.10 Optimising opportunities for students to speak: Hot seating


Workshop 3: Written Language

3.1 Sharing of group feedback on implementation of workshop two material

3.2 Sharing of explicit learning intentions and success criteria

3.3 Exploring the teacher aide role in supporting student writing

3.4 Viewing of power point presentation: Written Language

3.5 Using models to gain understanding of different types of writing and their different purposes

3.6 Using graphic organisers to link speaking and writing

3.7 Using writing frames to scaffold writing

3.8 Using visual texts as a way of expanding language

3.9 Using a 4×3 grid as a scaffold to support writing

3.10 Using sequenced visuals from a Pasifika context to scaffold writing


Workshop 4: Learning to Learn

4.1 Sharing of group feedback regarding implementation of workshop three material

4.2 Sharing of explicit learning intentions and success criteria

4.3 Exploring question: ‘What is ‘Learning to Learn’ / Metacognition?’ using KWHL chart

4.4 Exploring background information and definitions of metacognition using a jigsaw reading

4.5 Using learning to learn strategies: 4×3 grid with L1 readers as an example of a ‘during reading’ or ‘pre writing’ strategy

4.6 Building vocabulary knowledge through learning to learn prompts: Bilingual word cards, spelling prompt, before and after vocabulary grid, clines, clusters

4.7 Helping students to remember and retain important information: Disappearing definition

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