Exploring the integration of:

1. “IT DOES GET IN !!!”Targeting Maori students’ needs across the curriculumMark Dashper (Team Solutions)

2. Exploring the integration of: • Paki waitara (oral narratives) • Artifacts as rich learning objects • ICT imbedded into teaching and learning • Image based association • ‘Cultural Capital’ • Maori teaching and learning pedagogies.

3. Research underpinning practice Te Kotahitanga • Developing a culturally responsive pedagogy of relations in mainstream school classrooms • PD intervention • Effective Teaching Profiles • Anti-deficit thinking • Teacher - student interactions • Addressing student achievement • Working towards sustainability

4. Research underpinning practice Te Mana Korero Te Mana 1 focus: • What does successful teaching of Maori students look like? • A strong belief in high expectations – Maori students do and can achieve. • You make the difference – and these are some of the ways (using evidence-based pedagogy).

5. Research underpinning practice Te Mana Korero Te Mana 2 focus: • Teachers understand they are on a life long journey of PL; • Teachers challenge deficit beliefs and assumptions so that the knowledge and experiences of Maori students and their whanau are acknowledged and built on; • Teachers are exposed to different view points in the collection and analysis of Maori student data and this acts as a catalyst for action; • Teachers are supported to improve the quality of their interactions with Maori students and their whanau that will support the learning of Maori students; • Teachers engage in PD that strengthens their pedagogical knowledge, attitudes, and practice; and • Teachers believe that quality teaching of Maori students will benefit all students.

6. Research underpinning practice Te Mana Korero Te Mana 3 focus: Relationships for learning Te Mana 3 clip (Tolaga Bay Area School)

7. Research underpinning practice Best Evidence Synthesis • Effective links are created between school and other cultural contexts in which students are socialised, to facilitate learning. • Pedgogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities. • Quality teaching is responsive to student learning processes. • Curriculum goals, resources including ICT usage, task design, teaching and school practices are effectively aligned. Alton-Lee 2003 Best Evidence Synthesis Ministry of Education, Wellington

8. Research underpinning practice Praising Maori Children • In a culturally responsive, supportive environment, praise can have a powerful effect on Maori students’ learning and behaviour. • Understanding and working with whakama for praise. • An opportunity for a “raru hui” - collective forum to talk through issues and to decide on a consequence. • Sharing of teacher’s personal experiences as a student. • Invite kuia, kaumatua, and positive Maori role models to the school.

9. Research underpinning practice Personal VS Impersonal Making connections with Maori learners • Who are you? • Where are you from? • Are you really interested in me? • Can I trust you? • Do you really care? • Should I follow you? The personal approach will work for all learners But the fact is an impersonal one will not work for Maori.

10. Research underpinning practice • Traditional Tribalapproach to teaching • Who? (connections) • Why? (purpose) • How? (methodology) • What? (knowledge) Traditional Western approach to teaching • What? • Why? • How? • Who? (if indeed it is considered at all)

11. Importance of Cultural Contexts “Teachers ensure that student experiences of instruction have known relationships to other cultural contexts in which the students have been/are socialised.” (Alton-Lee. A, 2003, p. 32) “Associative link-making to students’ prior experiences and knowledge is fundamental to the learning process and one of the recurrent and strongest findings in research on teaching”. (Alton-Lee. A, 2003, p.38)

12. Role of Paki Waitara The ‘central role of the cultural dimensions of classroom practice’ that Alton-Lee identifies, is reinforced by the paki waitara method of delivery used in the course, which engages student participation through links with their own experiences, cultural practices, and cultural identity. Nash, (1993) refers to this as ‘cultural capital’ “the term contemporary sociology uses for the storehouse of experiences, knowledge, and attitudes a child can capitalise on when going to school.”(McNaughton, 2002, p.21) McNaughton, S. (2002). Meeting of Minds. Wellington: Learning Media

13. E-Learning “E-learning is about the use of ICTs that support sound teaching and learning pedagogy, providing planned, purposeful and managed electronic experiences for the learner.” (definition from Team Solutions e-learning Reference Group) E-learning is “learning that is enabled or supported by the use of digital tools and content, which are typically accessed via the internet, or via multimedia formats such as CD-ROM.” (Ministry of Education’s Tertiary E-Learning Strategy 2004, p.1)

14. What are Learning Objects? Learning objects (also known as digital objects, knowledge objects, educational objects, instructional objects, intelligent objects, reusable learning objects and data objects) are made up of small, independent chunks of digital information that can be reused in their original form or adapted to meet the needs of unique learners.” Some of the benefits of using learning objects include:  personalized learning  increased selection of learning material  reduced development time  reuse of resources (University of Auckland, Faculty of Education)

15. Integrated learning strategies that help promote engagement: • Practical ‘hands-on’ components involving making things, and incorporating values and the key competencies • The presentation is structured around Matauranga Maori, Maori values, protocol, ritual, spiritualism, and symbolism • Delivery involves the Maori narrative tradition of paki waitara embedded into the delivery.

16. Integrated learning strategies that help promote engagement: • Learning focus often leads from the Arts across all curriculum areas • Maori teaching and learning pedagogies are embedded • Constant and genuine use of praise • Humour is naturally absorbed into everything • ICT integrated into all teaching and learning.

17. Concepts emerging as pedagogies: • Manaakitanga • Rangatiratanga • Whakawhanaungatanga • Kotahitanga • Ako • Taonga Tuku Iho

18. Manaakitanga: the caring ethic • the classroom built around a whare (home) concept • amenities for catering to guests • hospitality built into delivery • family of learners

19. Rangatiratanga: self empowerment • flexible groupings according to abilities and/or interests • teachers are planning ability groups, on the basis of assessed skills and knowledge

20. Whakawhanaungatanga: establishing relationships • pull-out or withdrawal programmes • students grouped with other students of the same interest or abilities • specialist teacher or special guest • mini course, seminars, or field trips together as a group

21. Kotahitanga: working towards a common goal • school networking within regions • shared resources and staffing • shared specialised curriculum strengths • cohesive educational package

22. Ako: to learn and teach • reciprocal learning • flexible cluster groupings • cross age grouping • placed at one or more levels in a learning situation with a teacher who possesses similar skills or interests.

23. Taonga Tuku Iho: the cultural directions • learning centres • choice of activities based on high interest topics • units designed to challenge or stimulate small group or independent study • ‘learning object’ centred

24. Additional Maori teaching and learning pedagogies • Mana Motuhake • Wananga and Hui • Tuakana/teina • Paki Waitara • Whanau • Kaupapa

25. Mana Motuhake: developing of identity and independance • consulting teacher • specialist teacher • working within the regular classroom • working with individuals or small groups of students • Teachers caring for student performance

26. Wananga: traditional schools of learning • special classes • broader depth and complexity • faster pace • delivered by a specialist teacher • Hui: ceremonial gatherings • outside of school • specialised programmes • Weekends or holidays • thematic base or direction

27. Tuakana/teina: mentorship • mentor is an experienced adult or student • mentee is an adult or student with similar interests or abilities who wants to gain new skills and knowledge • may involve assessment or critical feedback/evaluation in a co-operative relationship

28. Paki Waitara: tradition of narrative transmission of knowledge • delivery can be oral • often involves a tangible learning object (taonga) • anchored to identity • stories illustrate concepts

29. Whanau: collectives of people • self contained units modeled on the family structure • cluster grouping model • shared teaching • close personalised interactions • flexible, self directed and cooperative learning [adapted from Joan Metge 1990]

30. Kaupapa: a collective vision or philosophy • articulates school vision and connects with students through broad based conceptual themes • provides ‘big picture’ thinking (integrated multiple disciplines across curriculum) • strategic - long term objectives to be achieved • operational - short term steps to be taken

31. input of new knowledge achieving control evaluation and assessment of set knowledge practising, listening, reproducing all students do the same task co-participate in ‘conversation’ doing, stating, theorising wide range of assessment practices and purposes employed wide range of learning activities tasks vary among students Traditional vs Discursive [‘Pedagogy’ in Culture Counts (1999) Bishop and Glynn]

32. The way forward . . . • Shared responsibility • Engage with whanau • Make goals and plan the incremental steps on the pathway to these goals • Te Mana 3 clip