Funding focuses on innovative teaching strategies [13/7/18]
13 JULY 2018
Funding focuses on innovative
teaching strategies
HON CHRIS
HIPKINS
Projects using innovative and engaging ways of teaching such as combining performing arts and co-teaching strategies received Government funding to get started, Education Minister Chris Hipkins said.
Mr Hipkins congratulated the 25 schools and early learning services getting a total of $1.78 million in the latest round of the $18 million Teacher-led Innovation Fund (TLIF).
The fund supports teams of teachers to develop innovative practices that improve learning outcomes especially for students who are Māori, Pacific, students with additional learning needs or students who are disadvantaged.
“This Government encourages creativity and innovation in classrooms,” Chris Hipkins said.
“There are some really exciting projects this year. One of them explores opportunities for students to write in their own language and work through the translating process with their family to increase cultural awareness and promote a more inclusive classroom.
“The fund helps teachers bring in additional expertise. This could include, cultural advisors, academics with specialist knowledge and external support to help evaluate the impact of their project.
“Several of the projects involve collaboration across a number of schools and services – that means more than 40 schools benefit from this funding round,” Mr Hipkins said.
Aotea College in Wellington is one of the schools receiving funding. The College’s principal, Kate Gainsford said she’s enormously pleased.
“This fund will see an already strong and innovative teaching team do research into a group teaching model in performing arts. Our teachers are very excited about this,” Ms Gainsford said.
More than 140 projects received a total of $10 million from the teacher-led innovation fund in the past four years.
Notes to editors –
Co-teaching - one teacher leads the whole group, while the other teacher observes and collects data.
Please see table below for information about the successful proposals in Round 4.
More information about the fund can be found here - https://www.education.govt.nz/ministry-of-education/specific-initiatives/investing-in-educational-success/teacher-led-innovation-fund/
Round 4 successful proposals
Lead school | Region | Project description |
Dannevirke South School | Taranaki/Whanganui/Manawatu | We
would like to know if a smooth transition from ECE to
Primary will have an impact on the well-being, holistic
development and academic progress of the tamariki in
Dannevirke.
|
Apanui Primary School
| Bay of Plenty/Rotorua/Taupo | Improve teacher
capability in the explicit teaching of oral language.
Develop learning-focused partnerships between students,
whanau, community and teachers in order respond to
student’s oral language development.
|
Fraser High School
| Waikato | What conditions support and hinder
Maori/Pasifika holistic student success, and how Te Kaapuia
can empower, engage and support our Year 9 and 10 students
and whaanau/fanui to own their learning now and into the
future
|
Papamoa College
| Bay of Plenty/Rotorua/Taupo | We would like to know if the
use of personal projects as the primary mode of learning
will have an impact on improving student engagement and
achievement for a diverse range of Year 11 students.
|
Katikati Primary School
| Bay of Plenty/Rotorua/Taupo | How teachers who facilitate
collaborative knowledge building in the classroom will have
an impact on student engagement, self- confidence and
therefore academic achievement for our priority students
(Maori and Pasifika students).
|
Ruahine
Kindergarten Association
| Taranaki/Whanganui/Manawatu | We would like
to know if we can build capacity to extend and sustain the
use of DKA data systems to support a culture of
data-informed inquiry and teaching and improve children’s
curriculum experiences and learning in ECE.
|
Mt Roskill Primary School
| Auckland | We would like to know if teachers
implementing Makerspace pedagogy in the mainstream classroom
will have an impact on student achievement and the
development of key competencies (thinking and managing self)
for Maori and Pasifika and other learners currently not achieving expected progress within one year.
|
Kidsfirst Kindergartens Belfast
| Canterbury | We would like to know if
responsive games incorporating self-regulation strategies
would have a positive impact on levels of self-regulation,
self-control and attention, leading to more sustained
engagement in learning experiences for children aged 3 - 5
years in a mixed age early childhood setting.
|
Clive School
| Hawkes Bay/Gisborne | We plan to use an explorers approach to
learning where our New Entrant and Year One children have
the opportunity to explore their environment and
provocations in the different curriculum areas to enhance
their Literacy learning.
|
Waikowhai
Intermediate
| Auckland | We wish to create
opportunities for (a) students to write and express their
thoughts using their own language and (b) to work with
family/whānau/’aiga in the translating process and the
development of shared understandings about relevant cultural
concepts and support for writing.
|
Apanui Primary School
| Bay of Plenty/Rotorua/Taupo | We would like to know if
building the capability of teachers and whānau to implement
collaborative strategies will have an impact on Tupakari,
Turangawaewae, Mauri Ora, and Taumata for the students of Te
Whānau ō Awatope - “The many rivers that flow from the
source of knowledge”.
|
Good Shepherd
School (Balmoral)
| Auckland
| We would
like to know if teachers’ explicit use of the five
dimensions of effective practice in the teaching and
learning of writing, as described in the recent research by
Parr and Gadd (in press), will have an impact on the
motivation, achievement levels and attitudes of the students
who are currently achieving below expectation in writing.
|
Thorrington School
| Canterbury | The Kahukura cluster would like
to know if increasing our focus on student voice and student
agency as we plan and work in digital learning spaces has a
positive impact on students' digital citizenship.
|
Waimairi School
| Canterbury | We would like to know if
collectively building psycap in a school setting will have
an impact on learning, well-being and behaviour for targeted
groups of students, staff, and whānau.
|
St Joseph’s School Rangiora
| Canterbury | We want to investigate student
wellbeing and engagement for learning by restructuring
established models to develop student agency. We want to
investigate how to empower students to take responsibility
and ownership for their own wellbeing and that of their
community.
|
Kuranui College
| Wellington | We would like to know if the
increased differentiation involved in implementing our
Ignite junior curriculum will have an impact on improving
transitions and accelerating achievement for Year 9 and Year
10 students, especially students who would previously have
been streamed into lower band classes.
|
Aotea College
| Wellington | We would like to know if team
teaching (specifically the use of Alternative Teaching, One
Teach/One Assist and One Teach/One Observe models) in a
Project Based multi- level, multi-disciplined course in the
Performing Arts will have a positive impact on student
attendance, engagement and achievement for Maori and
Pasifika students.
|
Oturu School
| Tai Tokerau | We would like to know if
empowering teachers with new pedagogy in integrating the
arts across our curriculum will have an impact upon the
entire school student population’s academic achievement
and build the following affective competencies: Ability to
work collaboratively and creatively with others, engagement
in all areas of learning, and the development of leadership
skills. This aligns directly with the school graduate
profile.
|
Douglas Park School
| Wellington | We would like to know if
implementation of ‘Maker Spaces’ will have an impact on
student development of key competencies (core beliefs) and
achievement in the Digital Technologies & Hangarau Matihiko
curriculum for our DPS Learners, but in particular of girls,
and those with limited-access to technologies outside of
school.
|
Hutt Valley High School
| Wellington | We would like to know if
providing a school/community- based, personally-tailored
pathway two years prior to transitioning from school and one
year post-school will have an impact on Tautoko student
learning outcomes in terms of greater self-confidence,
personal ownership, engagement and academic success for each
student with special educational needs in their senior years
at high school and one year post high school.
|
Horsham Downs Primary School
| Waikato | This inquiry project is about
supporting children to become resilient and to take risks as
learners.
|
Cambridge School
| Waikato | We would like to know if our
innovation, driven by recent research, qualitative and
quantitative data, has influenced an effective pedagogical shift in teacher thinking and practice for students with dyslexia and LLD.
|
Lake
Rerewhakaaitu School
| Bay of Plenty/Rotorua/Taupo | Does teaching children’s
leadership coaching skills impact positively on student
agency? We would like to know if teaching children
leadership coaching skills will have an impact on student
agency and the sense of being pro-active in learning process
for all children with a particular focus on Maori students
and Maori boys, and Pakeha boys at risk of not achieving.
|
Deanwell School
| Waikato | We would like to know if and in
what ways by implementing a cultural relationship framework
with teacher’s pedagogical and ontological behaviours aligned with a sociocultural perspective of learning and behaviour of students and whānau
|
First Steps Ngata and Carroll Street
| Taranaki/Whanganui/Manawatu | How do we develop consistent and intentional strategies across our six rooms for strengthening children’s social and emotional competence? |