Giftedness and diversity

1. Giftedness and diversity Developing the talents of all

2. Heliaki – Tongan proverb Haka he langi kuo tau. Dance in exuberance. ‘Oku ‘uhinga ki ha taha ‘oku i’alu’alu ‘ea pe ko ‘ene fiefia ‘i he’ene lavame’a. Someone who walks on air for joy at achieving something great (Mahina 2004).

3. Karakia/lotu Mo te tetahi hui (all to say) Manaakitia tenei hui bless this gathering Manaakitia tenei roopu bless this group Manaakitia tenei whanau bless this family Tae noa ki tenei kaupapa In their reasons for gathering Arahina nga korero guide the discussion Arahina nga patai guide the questions Arahina nga tikanga guide us towards Ka puta ai te marama a greater understanding

4. Waiata: E nga iwi e, haere mai, haere mai. Haere mai (haere mai) Haere mai (haere mai) E nga iwi e Haere mai Ki runga o te marae Hui mai tatou katoa E hine ma (e hine ma) E tama ma (e tama ma) Hapainga to mana Maori e Kia rewa runga rawa I a ha ha! E nga iwi e Haere mai, haere mai

5. Who are you? Mihi….. Who are we? • 2006 census • 19.7% of children identify with at least 2 ethnic groups • 14.6% Maori

6. Personalising learning • Responsive and flexible • Ensures students achieve their potential and become life long learners • Students as individuals who engage in dynamic, two-way teaching and learning process ako: teaching and learning • Students know what they know, how they know it and what they need to know next

7. The components of personalised learning: • Effective teaching • Assessment for learning • Curriculum • Strong and engaged communities • Professional leadership • Highly supportive system

8. The curriculum Vision Principles Values Key competencies

9. Maslowe’s Hierarchy of Needs:Level 6 NEED FOR MEANING Finding a meaning for life, a purpose for one’s existence Level 5 SELF-ACTUALISATION Self-development, autonomy, stimulation, challengeLevel 4 SELF-ESTEEM Feeling good about oneselfLevel 3 LOVING, BEING LOVED, AND BELONGING Being accepted, wanted and respected Level 2 PSYCHOLOGICAL SAFETY Feeling safe, being able to predict events, action and consequence Level 1 PHYSICAL NEEDS Food, shelter, self-preservation, reproductionAdapted from Leydon, S., (1998) Supporting the Child of Exceptional Ability (p42)London, The Cromwell PressLtd.

10. Needs analysis • Maori dimensions • Cultural diversity

11. Western concepts of giftedness • motivation • communication skills • well-developed memory • insight • imagination/creativity • advanced ability to deal with symbol systems • advanced interests • problem solving ability • inquiry • reasoning • sense of humour Reis S. & Small M. (2001). Gifted and Talented Learners. Many, Varied, Unique, and Diverse. In Karnes F. & Bean S. Methods and Materials for Teaching the Gifted (p10). Texas, Prufrock Press.

12. Mäori Perspectives • Are broad and wide-ranging • Are firmly grounded in Mäori kaupapa • Place importance on both qualities and abilities • Are holistic in nature and inextricably intertwined with other Mäori concepts, values, customs and beliefs • Involve bestowing of mana tangata especially in areas of service to others and cultural knowledge • Recognise that giftedness can be individual or collective (i.e. belonging to a group) • Jill Bevan-Brown (1996)

13. Research Findings

14. He kanohi kitea, he hokinga mahara When I see your face, it brings back a flood of memories

15. Some useful resources: • Maori Education Strategy (consultation document) • Te Reo in the New Zealand Curriculum (draft) • Te Mana videos • Ki Te Whaia Ao Kaai, Moorfield et al 2004

16. TONGANS IN NEW ZEALAND

17. It is likely that Tongan students in New Zealand will reflect the beliefs of their parents and kainga (extended family). These may include definite views about: • Social structure • Learning and teaching - ako, ‘ilo and poto • Social values

18. royalty nobles Church ministers/educators Educated commoners Other commoners

19. The “Tongan way” To’ongo faka-Tonga environmental context environmental context evironmental context poetry, carving, ta'ovala, koloa, language, dance, song, music, kava ceremony, dress, religion, buildings, kakala, rituals, oratory lototo, faka'apa'apa, feohi, fakaongo, talangofua, fetokoni'aki, tauhi vaha'a 'ofa

20. For individuals Tongan culture exists within particular and unique environmental contexts • traditions and customs such as music, dance, song, poetry, oratory, ta’ovala, kakala, koloa, language, rituals, religion, carving, buildings etc. are affected by that context • They are based on Tongan values such as faka’apa’apa, feohi, fakaongo, talangofua, fetokoni’aki, lototo and tauhi vaha’a • At the core is ‘ofa

21. Identifying giftednessThe “Tongan way” • Possession of knowledge (acknowledged by others) • Social status (within a group) • Knowledge has to be worthwhile to society • Able to teach others that knowledge • Has spiritual/mystical elements which give power/influence

22. Non-Academic/Humanistic Academic/Utilitarian Maori Pacific Islander European Diverse views Reid, N. (1992) Correcting Cultural Myopia – The Discovery and Nurturance of the Culturally Different Gifted and Talented in New Zealand Paper presented at Guiding the Gifted National Conference, July 6 – 7, Auckland, Conference Publishing Limited conception of giftedness

23. Morning tea!!

24. Identification Provisions Mentoring Team up campaign Involving family/community

25. Making connections • The www….the universal connector • With the past • With other gifted people

26. Developing talent in schools(culturally inclusive practice) • Names • Resources • Performance and leadership opportunities • Value traditional knowledge • Oral rather than written responses • The classroom environment • Relationships first • Links with homes/communities/churches • Awareness of to’onga faka-Tonga/Maori tikanga • “Walk the talk”

27. The ideal teacher: • Empathy • Caring • Respect • Going the extra mile • Passion to enthuse/motivate • Patience and perseverance • Belief in and understanding of student ability Hawk, Cowley, Hill and Sutherland, 2001

28. If I can do it, so can you!!

29. Lunch!! Lotu: ‘Eiki! Tapuakii ‘a e me’akai ‘oku amanaki ke mau ma’u ka to’o hamau ‘inasi pea fakaivia ia ke ma’u ha malohi ke lava ‘o fai homau ngaahi fatongia ‘emeni

30. Unit planning Vaka ki uma From the boat to the shoulders ‘Oku ‘uhinga ki he feitu’u pe mo hono me’a ‘oku ‘ave pe ‘e he vaka ha uta ‘I tahi pea ka tau ki ‘uta pea ‘e fetongi leva ‘a e uta mei he ‘ave he vaka ki hono fetuku he uma. There is an appropriate pathway for doing things dictated by context. Boats transport cargo at sea. When boats arrive at port, the cargo is lifted from the hold manually (Mahina 2004).

31. The ‘big ideas’ and ‘enduring understandings’Whaia te iti kahurangipursue that which is most prized(the most prized pounamu)

32. Next steps….!!! What do I do now by? An old man close by whispers “Come fishing with me today for you have a lot to learn yet.” From Reality by Konai Helu Thaman

33. Karakia Whakataka te hau ki te uru , Cease the winds from the west, Whakataka te hau ki te tonga. cease the winds from the south. Kia makinakina ki uta, Let the breezes blow over the land, Kia mataratara ki tai. let the breezes blow over the ocean. E hi ake ana te atakura Let the red tipped dawn come He tio, he huka, he hauhunga. with a sharpened air, a touch of frost, a promise of a glorious day. Pai marire Peace to all

34. Waiata Po atarau E moea iho nei E haere ana koe ki pamamao. Haere ra Ka hoki mai ano Ki te tau E tangi atu nei (repeat)