poipoia te kakano kia puawai nurture the seed and it will blossom a way into a culturally responsive...
TRANSCRIPT
Poipoia te kakano kia puawai
Nurture the seed and it will blossom
A way into a culturally responsive inquiry
~ Alana Madgwick & Peter Boyle
Secondary Literacy Project hui February 2011
Today ….
... intend to explore two resources that could support a school to start a culturally responsive inquiry into Māori learners.
Two ‘documents’ of qualities and characteristics
Students:‘Te Ahua o te Akonga ka Puta - Graduate Profile
Teachers:Registered Teacher Criteria
These can lead to ….These
‘Te Ahua o te Akonga ka Puta - Graduate Profile
Te Marautanga o Aotearoa
•High levels of socio-economic success
•Wide range of career choices
•Wide range of life skills
What is ONE criteria that your focus teachers could explore as part of their inquiry into a culturally responsive classroom?
Teacher positioning Ako
Know the Learner
Culturally Responsive Practice
Effective Pedagogy & sense of ‘agency’NZC pp.34-35) (Te Kotahitanga)
Create supportive learning environment.Encourage reflective thought & action.Enhance relevance of new learning.Facilitate shared learning.Making connections to prior knowledge.Provide sufficient learning opportunities.Explore teaching-learning Inquiry model.
Teacher response to build effective relationships. Teacher knows students.Teacher change (planning, resources to meet student needs).No deficit positioning (blame). Instead, explore ways to overcome ‘barriers’.
Teacher positioning
• ethnicity• significance of name• whanau / hapu / iwi / genealogy• Beliefs/spirituality• male – female learning • different approaches to learning• literacy / numeracy / best subjects• Literacy in home language(s)• strengths / ‘gifts’ • interests, sports, music, etc• Anything else that is necessary
Know the Learner
Teachers gather ‘data’ from above to inform and drive programme planning, choice of resources & strategies, etc. ( The Inquiry model). .
Ako“… knowing, respecting and valuing who students are, where they come from and building on what they bring with them.”
“… students, whanau, hapu, iwi and educators sharing knowledge and expertise with each other…”
“Culture and education are inextricably interwoven … Māori children and students are more likely to achieve when they see themselves, their whanau … reflected in the teaching content and environment …”
‘Ako’ is based on a sense of reciprocity in the learning relationship.
There will be times when the teacher is the learner and the learner is teacher.
Teacher positioning is planning for/co-constructing ways where students can bring their expertise to the learning, as experts in:
Māori culture, Samoan culture, Sikh culture, their gender, their adolescent culture, etc.
That is – how students define themselves.
So what’s effective culturallyresponsive practice?
CaringRespectEmpathyDesire to enthuse
Passion to motivateBelief in their abilityPatience & perseverance
Knowing studentsEvidence basedInquiry drivenHigh expectationsValue & use prior knowledgeUsing rich topicsSense of ‘agency’ for change
Students as experts of their culture.Students see themselves reflected in the learning.Students are valued as ‘cultural’ beings. Respecting what they bring and building from this.
Registered Teacher Criteria
‘Pipis in the pot’Decantation
Evaporation
Filtering / filtration
Displacement !!
Extraction
““Koro’s story”Koro’s story”
100% completion (in pairs)100% completion (in pairs) better results that 9TA class for this topicbetter results that 9TA class for this topic
Teacher positioning Ako
Know the Learner
Culturally Responsive Practice
Ka mutuKa mutu