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Accelerating Achievement for Pasifika Learners IN THE arts

Accelerating Achievement for Pasifika Learners IN THE arts. Alana Madgwick Patrice O’Brien Sally Waanders Michelle Johansson. “We sink or swim together”. The big picture for pasifika. Activate your prior knowledge: Answer true or false for the statements below (Prediction).

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Accelerating Achievement for Pasifika Learners IN THE arts

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  1. Accelerating Achievement for PasifikaLearners IN THE arts Alana Madgwick Patrice O’Brien Sally Waanders Michelle Johansson

  2. “We sink or swim together”

  3. The big picture for pasifika • Activate your prior knowledge: Answer true or false for the statements below (Prediction). • If you are with a group do it collaboratively where everybody has to agree before you decide.

  4. References: • PISA 2009 • COMET –Snap shot of Auckland • Pasifika Monitoring report 2010 • The Pasifika Education Plan 2013-2017 • More than Churches, Rugby & Festivals (2013)

  5. A sample of NCEA Literacy data: Not achieved- Pasifikavs All Students Source: Term 2 National Arts Newsletter 2014

  6. What are the general issues identified from research, student voice and teacher observatons? Prediction Brainstorm what are the three biggest factors that might contribute to lower achievement by Pasifika Learners in YOUR school. • Professional readings on Pasifika Learners • Summary of Findings from the evaluation of the Effective Literacy Strategies: Pasifika Focus professional development project (2007) • ERO Report on Improving Education Outcomes for Pacific Learners (2012) • Literature review on the experiences of Pasifikalearners in the classroom(2008) • Tula’iMai! Making a Difference to PasifikaStudent Achievement in Literacy (2012) • UaAoina le Manogi o le Lolo: Pasifika Schooling Improvement Research - Summary Report (2010)

  7. General Issues identified from research: Lack of analysis of Pasifika learners’ assessment results to determine actions to accelerate progress Lack of recognition of the experiences, skills and needs of students The individual and group experience of prejudice and discrimination Low expectations Too few opportunities to engage with challenging texts and materials Lack of provision of language and literacy opportunities that foster achievement Lack of innovative approaches to engage Pasifika families & communities For some Pasifika families poverty affects the behaviour and academic performance of their children

  8. Free your mind and think

  9. AN EXAMPLE OF VALUING pACIFIC CULTURE AS A STRENGTH This is an interesting clip that includes Pule and other Pasifika artists talking the divergence and the coming together of the Pacific creative arts - https://www.youtube.com/watch?v=gaHENTDuCF4 As you view this clip: What examples of effective practice can we see that help combat some of these issues? • Write them down and be prepared to discuss them

  10. Some of the characteristics of culturally responsive teaching are: • High Expectations • Positive relationships with families & communities 3. Cultural sensitivity-reshaped curriculum 4. Active teaching methods 5. Teacher as facilitator 6. Student control of portions of the lesson 7. Instruction around groups and pairs,(low anxiety)

  11. Seven principles for evidence-based teaching (GEOFF PETTY) • Students must see the value of learning • Students must believe they can do it • Challenging goals • Feedback and dialogue on progress towards the goal • Establish the structure of information and so its meaning • Time and repetition • Teach skills as well as content

  12. teaching with poverty in mind • Support for the whole child • Hard data • Accountability • Relationship building • Enrichment mind-set • Strong Arts & Athletics programme • High challenge with high support Eric Jensen- Teaching with Poverty in Mind- 2009

  13. The Polyfestival http://www.youtube.com/watch?v=A1Pd5XBbP8M • What skills are these students demonstrating? • How could you incorporate reading and writing and critical thinking skills with these dances? • How can educators in other areas tap into these learning skills.

  14. Possible incorporation of literacy skills with the polyfestival 1. Write down the key components of dance that are exemplified in this clip 2. Use Michelle’s Quoteball to remember the components 3. Have a reading for each of the components that provides more detail or analysis of each component 4. Use a speaking frame so students explain the key component and give an example. 5. Use the speaking frame to help structure and explanation writing of the component 6. Extend this into an analysis of each component of the Dancing,

  15. the power of culturally responsive pedagogy • http://www.schoolkit.co.nz/a-note-for-the-teacher-jim-wylie-tokoroa-high-school-1983/ • Could this be you....

  16. References: http://englishonline.tki.org.nz/English-Online/Teacher-needs/Professional-readings/Diversity/Supporting-Pasifika-learners http://esolonline.tki.org.nz http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines. (Join the Secondary Literacy online mailing list) http://pasifika.tki.org.nz/Media-gallery Hoover, Klingner, Baca, Patton, 2008. Methods for Teaching Culturally and linguistically Diverse Exceptional Learners , Pearson Ohio. Petty G. 2009. Evidence-Based Teaching, Nelson Thornes London

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