Teaching for engagement and success Sue McVeigh Social Sciences Facilitator Team Solutions/University of Auckland

1. Teaching for engagement and success Sue McVeigh Social Sciences Facilitator Team Solutions/University of Auckland

2. Learning Intentions • To reflect on the characteristics of our teaching and learning programmes that exemplify engagement and success • To celebrate the new Business Studies curriculum and share strategies for engagement and successful outcomes

3. What does engagement look like? And success? What is the evidence of success to you as a teacher.

4. Youtube video www: whatever whenever wherever

6. Embracing the 21st Century Learner • Let go of control. • Engage with learners. • Explore emerging tools. • Celebrate the potential.

8. And Success? What does it look like? How do we know students are successful?

9. Surely we would consider successful those students who have demonstrated growth in the key competencies from the New Zealand Curriculum.

10. abc thinking KEY COMPETENCIES using language participating symbols and texts & CONTRIBUTING managing self relating to others

12. And of course, we must consider that success is measured in terms of credits and qualifications gained. Business Studies teachers, as part of the broader teaching community, have a responsibility to contribute to national goals.

13. 2017Target 85% of the 2013 Year 9 class achieving NCEA level 2 or equivalent If we continue to do what we have always done we’ll continue to get the same results!

18. Strategies must start now … with every class taught

20. Strategies can be summarised as the 6Rs • Assume RESPONSIBILITY for making a shift • Establish RELATIONSHIPS that will foster success and engagement • RECOGNISE students’ (and your own) strengths, weaknesses and learning needs)

21. Be RESPONSIVE to student voice and use effective pedagogical practice • Take advice from RESEARCH • REFLECT on your practice

22. Effective teaching The most powerful way to raise student achievement is to foster excellence in teaching so that teachers have not just a positive effect, but a ‘marked and meaningful’ one. (Hattie 2003)

24. The magic can and does happen within Business Studies because business activity is of such relevance to the lives of our students and their families/whanau.

25. Business activity affects the daily lives of all New Zealanders as they work, spend, save, invest, travel and play. It influences jobs, incomes and opportunities for personal enterprise. Business has a significant effect on the standard of living and quality of life of New Zealanders, and on the environment in which they live and which future generations will inherit.

26. The four mechanisms of effective pedagogy in Business Studies [and other social sciences]

28. Alignment • Find out what students already know • Align activities to teaching outcomes • Provide opportunities to revising learning - multiple practice of a concept necessary for activities to become meaningful

29. Connection • Learning should be relevant to the student • Relate learning to students’ lives and experiences • Ensure inclusive content that embraces the diversity of the students

30. Community • Establish a productive teacher:student relationship • Build a community in which all learn from each other • Involve students in effective group work that reinforces each person’s contribution

31. Interest • Real experiences embed learning • Select resources and activities that students will find appealing • Use a variety of activities • Know your learners!

32. And so to Business Studies

33. The new kid on the block! • Like all young ‘uns, somewhat problematic! • Achievement Standard course introduced progressively from 2010 • Level 1 first assessed 2010 • Level 2 in 2011 • Level 3 in 2012 • Business Studies builds on the lengthy history of Young Enterprise and is loosely based on Cambridge and IB Business Studies

34. “Business Studies is an easy subject, ideal for non-academic students.”

35. Teachers of Business Studies • May be highly enthusiastic • May have emerged from Young Enterprise or Sixth Form Certificate Business Studies But • Do not have significant subject history to draw on (such as 60 years of Economics and 20 years of Accounting)

36. They must be committed, resourceful and connected. They benefit from belonging to the tightknit Facebook community to share and debate.

37. Nceabusinessteachers You might want to create a new, possibly empty, Facebook profile linked to your school email address for the purpose of this group. To join, send a friend request to nceabusinessteachers or email s.mcveigh@auckland.ac.nz to be invited to join

38. Drilling down into the Curriculum

39. The curriculum is based on 4Big Ideas

40. And five curriculum themes

41. Seven curriculum strands

44. And at Level 3 only, a 7th strand

45. The Externals2012 results

46. As is the case for other realigned subjects, the Teaching & Learning Guide is more about concepts than content At this stage teachers of Business Studies wish to grow their confidence with content. From this comfort point their confidence in concepts will follow.

47. Maori Business concepts A Māori business is a business that identifies itself as a Māori business. It will be owned by Māori and may be predominantly staffed by Māori. Typically, it will strongly value Māori culture and tikanga. Part of its kaupapa may be to support particular outcomes for Māori, and te reo may often be used in workplace interactions. Curriculum Guide Image from maori.org.nz

48. What are the concepts? • Kaitiakitanga – guardianship of resources • Putaki – origin or reason for being (similar to vision statement) • Rangitaratanga – leadership or authority • Tikanga - ethical framework underpinning customs, systems, processes and appropriate behaviours (similar to a mission statement) • Turanga - legal framework of a company e.g. limited liability however in a Maori context this is complicated by dual ownership of communal assets e.g. land Fuller interpretations appear in the Curriculum Guide

49. The idea is that these concepts will be naturally and authentically woven into the teaching and learning programme, particularly through the use of case studies. Guidance for teachers appears in the Business Studies Teaching and Learning Guide, and on the social sciences wikispace. Secondarysocialscience.wikispaces.com

50. There is ample opportunity for introducing Business Studies to your curriculum: • In its pure form ~ full programmes of achievement standards • In tandem with other social science subjects: • With Economics • With Accounting • With both of these