Date
30 October 2020
Malia Mysteeq Lynette 3

Collaborative planning for learning
- New

Parents, whānau, ākonga, and kaiako working together collaboratively for learner-centred education.

Understanding collaborative planning for learning

Learn about the purpose of this guide and the principles that underpin it.

Strategies for action

Three key strategies supporting a collaborative, partnership approach to planning for learning and wellbeing.

Collaboratively planning a universally designed learning environment

Begin with the people, with language, culture and identity. Listen first. Ensure both tangata whēnua and tangata titiriti voices are included in the design.

Five suggestions for implementing this strategy:

  1. Build reciprocal relationships

    Includes:

    • Video
    • Resources
  2. Adopt collaborative approaches

    Includes:

    • Video
    • Resources
  3. Strengthen student agency

    Includes:

    • Video
    • Resources
  4. Provide support for whānau

    Includes:

    • Video
    • Resources
  5. Design flexible learning opportunities

    Includes:

    • Video
    • Resources

Making a collaborative learning support plan

Within a universally designed learning space, there will be times when a child or a group of learners may need specific or targeted support. Collaborate to create a plan.

"We have to know if they are going to fall before they actually fall. So we’ve already got the safety net out there ... We’re going to catch them while they are still at the top.”

Anne Butcher

Five suggestions for implementing this strategy:

  1. Notice the need for specific support

    Includes:

    • Video
    • Resources
  2. Gather information

    Includes:

    • Video
    • Resources
  3. Meet with ākonga and whānau

    Includes:

    • Video
    • Resources
  4. Plan next steps

    Includes:

    • Video
    • Resources
  5. Establish how to share stories of progress

    Includes:

    • Video
    • Resources

Coordinating community and cluster-wide learning support

Collaborative reflection and inquiry enable a learning community to become a system that learns.

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Like being onboard a waka in a storm, true collaboration can be achieved by carefully navigating the conditions.

Five suggestions for implementing this strategy:

Key resources

Creating educationally powerful connections with family whanau and communities

Creating educationally powerful connections with family, whānau, and communities

Read time: 70 min

Chapter 7 of the Best Evidence Synthesis programme providing support for school leaders as they address the shared challenge of preparing all our children for the future.

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

School evaluation indicators Effective practice for improvement and learner success

School evaluation indicators: Effective practice for improvement and learner success

Read time: 60 min

The outcome and process indicators in this document are designed to focus schools and ERO evaluators on the things that matter most in improving student outcomes.

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

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He māpuna te tamaiti: Supporting social and emotional competence in early learning

Read time: 160 min

This resource has been written for kaiako in Aotearoa New Zealand early learning services. Its purpose is to support you to understand and draw on effective practices that enhance children’s social and emotional competence, engagement, and learning.

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Website

Guide to Universal Design for Learning

This guide introduces Universal Design for Learning and its role in enabling equitable access and participation in education. It illustrates how the framework and design cycle can help learning communities design learning environments that are flexible, and where there are no barriers in the way.

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Information sharing and building learning partnerships. Having conversations with young people and their whanau about their learning and progress

Information sharing and building learning partnerships: Having conversations with young people and their whānau about their learning and progress

Read time: 16 min

Guidance, review questions, activities, examples, and resources to enable deep discussions in your school about information sharing and learning partnerships. Use it to lead conversations with parents and whānau or with staff to review practice.

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

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