Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

New Zealand Curriculum Online navigation


Teaching and learning approaches

When teachers provide helpful feedback to let students know what they are doing right, and what and how they need to improve, students start to assess their own work more honestly, seek guidance from teachers, and begin to set goals for themselves.

Review questions

These self-review questions have been developed from the body of research within this website. They are designed to support schools to promote further discussion about the topics raised.

  • How do 'assessment for learning' practices help inform and modify teacher planning in terms of building on students’ prior knowledge and experiences?
  • What balance is there between knowledge dissemination and interactive learning opportunities?
  • How is student expertise valued in teaching and learning?
  • What opportunities are there for students to lead learning in group and whole class situations?
  • In what ways are students provided opportunities and feedback to develop their own assessment capability?
  • How do teachers support students’ development of self and peer assessment?
  • How are students helped to get a sense of continuity and purpose about what they are learning both within and across learning areas?
  • How is the lesson purpose, content, and sequence of activities provided for students in order to manage their learning?
  • Making explicit reference to real life: How do teachers collaborate with students to elicit what they would like to find out about in different learning areas?
  • What knowledge do the teachers have about their students' lives and the local community?
  • How do teachers balance open discussion of ideas with opportunities for students to convey their personal views and interests in things?
  • What opportunities are there for individual praise, feedback, and feed forward, while respecting students' status with their peers?
  • How are records of learning managed by the student, the teacher, and the school?
  • How much ownership do students have of these documents? (for example, eportfolios/learning journals)
  • How are students encouraged to achieve their best?
  • How is each student involved in setting achievable learning goals which are regularly reviewed?

Published on: 19 Jan 2012