He tìmatanga: Whakataka te hau

1. He tìmatanga: Whakataka te hau Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te ataakura He tio, he huka, he hauhunga TīheiMauriOra Cease the winds from the west Cease the winds from the south, Let the breeze blow over the land Let the red tipped dawn come With a sharpened air, A touch of frost, a promise of a glorious day.

2. Poipoia te Reo Nelson cluster schools Session 2 - methodologies www.tetoitupu.org

3. Me mahi tātou te mahi. • Whakatau • Expectations • What’s been happening since our last session? • In classrooms? In teams? With formulaic language (kīwaha)? • Review Ellis principle 1 and collation sheet

4. Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato

5. Eleven Principles... • Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence • Instruction needs to ensure that learners focus predominantly on meaning • Instruction needs to ensure that learners also focus on form • Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge • Instruction needs to take into account the learner’s “built-in syllabus”. • Successful instructed language learning requires extensive target language input • Successful instructed language learning also requires opportunities for output • The opportunity to interact in the target language is central to developing proficiency • Instruction needs to take account of individual differences in learners • Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.) • In assessing learners’ target language proficiency it is important to examine free as well as controlled production

6. Focus on Four... • Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence • Successful instructed language learning requires extensive target language input • Successful instructed language learning also requires opportunities for output • The opportunity to interact in the target language is central to developing proficiency

7. 1…repertoire of formulaic expressions What does it mean? What could it look like in the classroom? • Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe? • Focus on fluency before accuracy (it’s ok to make mistakes) • Explain language patterns when appropriate • Teacher uses te reo Māori as much as possible • Posters of te reo Māori on wall – used in context • Words and phrases being used in context are displayed • Wall charts showing language patterns • Student errors are being made, and that’s okay

8. Me mahi tātou te mahi. • Using quizlet to practice formulaic language http://quizlet.com/12559376/tohutohuinstructions-june-5th-flash-cards/

9. Resources for formulaic language • He Reo Tupu He Reo Ora p187 – 192: http://tereomaori.tki.org.nz/Reo-Maori-resources • Learning Languages Waikato wiki: https://learninglanguageswaikato.wikispaces.com/Te+Reo+M%C4%81ori • Tki: http://tereomaori.tki.org.nz/ • http://tereomaori.tki.org.nz/Reo-Maori-resources

10. 6… extensive target language input What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times • Teacher uses the te reo Māori as much as possible • Opportunities to listen to te reo Māori ~ whakarongo • Opportunities to read te reo Māori ~ pānui • Opportunities to view te reo Māori ~ mātakitaki • Provide lots of opportunities for students to access te reo Māori outside of lesson times

11. 7…opportunities for output What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times • AND opportunities outside of lesson times • Opportunities to speak in te reo Māori ~ kōrero • Opportunities to write in te reo Māori ~ tuhituhi • Opportunities to present in te reo Māori ~ whakaatu • Focussing on fluency first then accuracy

12. 8…opportunities to interact What does it mean? What could it look like in the classroom? • Such opportunities are encompassing of three interaction goals: Core: • Focus on lesson content Framework: • Focus on classroom management and task accomplishment Social: • Focus on personal life Co-construct tasks with students, ensuring that tasks: • Give learners a chance to express own personal meaning • Go beyond their current level of proficiency • Have an authentic reason to interact • Group learners in mixed ability • Opportunities given to learners to interact in te reo Māori to seek personal information

13. Our next PLD session today is focused on turning theory into practice by learning methodologies that will scaffold learning for second language acquisition. • You will learn how to teach te Reo Māori using: • IRDPX • Oral choral • You will learn by using: • flash cards • and powerpoint

14. The (overarching) Task Children will be able to say their mihi in a whakawhanaungatanga situation. Pretask: teach the language necessary for the children to achieve the task.

15. Ellis’ principle 6 – input An input methodology for teaching vocab: IRDPX • I input • R recognition • D discrimination • P production • X extension Flash cards Powerpoint

16. Mihi Words for us to learn to set up our mihi..

17. Please listen and speak! Whakarongomai! Kōreromai! Reri?

25. He aha te nama? 2 1 7 6 4 5 3

26. Please listen, speak, choose and read. Whakarongomai! Kōreromai! Whiriwhiria! Pānuitia! ? or ?

27. maunga

28. awa

29. moana

30. kainga

31. kura

32. Pāpā

33. Māmā

34. He aha te kupu? 2 1 7 6 4 5 3

35. Which picture is missing?Kotēwheapikitia e ngaroana?

36. Kotēwheapikitia e ngaroana?

37. Kotēwheapikitia e ngaroana?

38. Kotēwheapikitia e ngaroana?

39. Kotēwheapikitia e ngaroana?

41. Part Two Teaching questions and answers using the oral choral method. Whakarongo Kōrero Pānui

42. Ellis’ principle 6 – input An input methodology for Q+A: oral choral Pattern of interaction teaching Q + A: • Teacher class • Class teacher • ½ class ½ class • Pair class sharing • Pingponging to teacher • Looping - personalised context

43. Mihi We are going to learn to ask and answer questions about our family.

44. (for the teacher)This is exactly what the language looks like. • Ko wai tō ingoa? Ko Meremere taku ingoa. 2. Ko wai tō maunga? Ko Taupiri taku maunga. 3. Ko wai tō awa? Ko Waikato taku awa. 4. Ko wai tō moana? Ko Whaingaroa taku moana. 5. Ko wai tō kainga? Ko Kirikiriroa taku kainga. 6. Ko wai tō kura? Ko Pukete taku kura. • Ko wai tō pāpā? Ko Maika taku pāpā. • Ko wai tō māmā? Ko Hine taku māmā.

45. Please listen, speak, choose and read. Whakarongomai! Kōreromai! Whiriwhiria! Pānuitia! ? or ? Reri?

46. What’s your name? Ko wai tō ingoa? My name is Meremere. Ko Meremere taku ingoa.

47. What’s your name? Ko wai tō ingoa? My name is Hone. Ko Hone taku ingoa.

48. What’s the name of your mountain? Ko wai tō maunga? Taupiri is my mountain. Ko Taupiri taku maunga.

49. What’s the name of your river? Ko wai tō awa? The Waikato is my river. Ko Waikato taku awa.

50. What’s the name of your ocean? Ko wai tō moana? Whaingaroa (Raglan) is my ocean. Ko Whaingaroa taku moana.