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Raising Maori and Pasifika achievement

Raising Maori and Pasifika achievement. Mary Brown – Southern Cross College Alisi Tatafu – Mangere College. Outline of Ideas in Action . Supporting documents Teaching as INQUIRY Focusing Inquiry Teaching Inquiry Learning Inquiry. Ka Hikatia. Maori Students identified

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Raising Maori and Pasifika achievement

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  1. Raising Maori and Pasifika achievement Mary Brown – Southern Cross College Alisi Tatafu – Mangere College

  2. Outline of Ideas in Action • Supporting documents • Teaching as INQUIRY • Focusing Inquiry • Teaching Inquiry • Learning Inquiry

  3. KaHikatia • Maori Students identified • Potential of each Maori student • Key aspects of ako: Culture counts. Knowing where the students come from and building on what students bring with them. Productive partnerships – Maori student, whanau, iwi and educators working together

  4. Pasifika Education Plan • Know the learner • Use of home languages, knowledge and experiences of Pasifika students • Ensure prior knowledge and experiences are activated and used to build a bridge to prior knowledge and new knowledge • Provide a range of culturally relevant texts, topics, contexts and perspectives

  5. Aimhi • Attitude of teachers • positive optimistic hard-working • reflective practitioners motivated • Relationships • student ‘world’s’ respect them/culture • affirmation/value perseverance • Positive/Constructive behaviour management • clear routines clear expectations being firm and fair • avoiding confrontation enjoying humour

  6. Best Evidence Synthesis • Connection • make connections to students lives • Alignment • align experiences to important outcomes • Community • build and sustain a learning community • Interest • design experiences that interest students

  7. TEACHING AS INQUIRY

  8. Focusing InquiryKnow the Learner • TokuPepeha • Student Profile • Skills Questionnaire • Process Log (similar to KWLH)

  9. Teaching as InquiryEffective literacy • SOLOs Taxonomy • Writing: Blogpost-sccgeographyblogpost.com • Listening/Writing: Dictagloss • Reading/Speaking: Expert Groups

  10. What is SOLO TAXONOMYin Geography • 5 levels of thinking • Parallels NCEA marking perfectly– A-M-E • Graphic organisers can extend students thinking – it works!!

  11. Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Define Describe List Do algorithm Combine Define Identify Do simple procedure Multistructural Unistructural Relational Extended abstract Prestructural So How do they match up? Achieved with Merit Achieved with Excellence Not Achieved Achieved

  12. What does it mean? • Prestructural – Really there’s not much there • Unistructural – There’s one idea there • Multistructural – There are a number of ideas • Relational - There are a number of ideas and links are made between these ideas • Extended Abstract - There is a range of ideas which are linked together plus some new or extended thinking is added

  13. Blogpost • Dump screen - website

  14. Dictagloss • Piece of Writing: 2-3 paragraphs max • Student worksheet – keywords/statements/paragraphs • ACTIVITY:

  15. Expert Group • 4-5 different aspects of a topic reading • Students divided into home groups of 4-5 people max • Activity:

  16. Learning Inquiry • 3-2-1 (2 versions) • 3 things you found out/3 recalls • 2 interesting things/2 insights • 1 question you still have • Student Voice – written • Student Voice – filmed • Data Analysis

  17. TAKEAWAYS • 3-2-1 • 3 things you found out • 2 interesting things • 1 question

  18. Resource Kete • Please collect your resource kete after this presentation. • If you would like electronic copies of these resources please leave your email address on the sheet in the front table

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