Effective teaching for diverse learners
Effective teaching for diverse learners can be achieved by creating learning environments and implementing classroom practices that cater to the many individual characteristics of boys in your school.
Research tells us that effective teaching makes the biggest in-school difference to student achievement. Being responsive to your boys’ diverse needs is a key focus of effective teaching. This means taking into consideration the ethnicity, socio-economic background, home language, special needs, disability, and giftedness of individual boys, and adapting your teaching practice accordingly.
Explore what’s out there
There are a number of existing initiatives that are demonstrating an improvement in student outcomes by providing for diverse learners. Here are some examples:
- Appendix 1 of the latest Best Evidence Synthesis (BES), Teacher Professional Learning and Development , published in December 2007, presents eight case studies on teacher learning that impact on outcomes for the diversity of students in our classrooms. The case studies look at how this learning has been applied by teachers in the real contexts of their schools and classrooms. View the appendix and consider how these approaches could be applied in your own practice.
- The BES conducted in 2003 on Quality Teaching for Diverse Students in Schooling has produced 10 characteristics of quality teaching derived from a synthesis of research findings of evidence linked to student outcomes. The central professional challenge for teachers is to cater to the vast range of learning needs of diverse students. View the report and consider how findings could be applied to your own practice.
- Te Kotahitanga programme is a collaborative response to the rising problem of under-achievement among Māori students in mainstream schools. As part of this professional development research project, which began in 2001, the research team developed an effective teaching profile based on suggestions from Māori students, parents, teachers, principals, and international literature. Find out more
- Te Kōtahitanga Phase 2 - Towards a Whole School Approach is a research project that builds on the Te Kotahitanga research and professional development project. It examines what happens when the professional development project is implemented in the whole school rather than by a small number of teachers in a school. Find out more
- The Numeracy Professional Development Projects aim to improve student achievement in mathematics, by improving classroom teaching at all levels. The projects are Improve Teacher Confidence Through Addressing Content Knowledge, and Understanding of Effective Teaching and Learning in Mathematics. View the reports
- The Literacy Professional Development Project is one part of the Ministry of Education's Literacy Strategy and provides schools with in-depth, school-wide professional development in literacy. Facilitators work with the literacy leaders, principals, and teachers, supporting them to take an inquiry and evidence-based approach to increasing the effectiveness of the literacy practices in their school.