Mary Brown – Southern Cross College Alisi Tatafu – Mangere College Raising Maori and Pasifika achievement
Feb 23, 2016
Mary Brown – Southern Cross College
Alisi Tatafu – Mangere College
Raising Maori and Pasifika achievement
• Supporting documents
• Teaching as INQUIRY• Focusing Inquiry• Teaching Inquiry• Learning Inquiry
Outline of Ideas in Action
• 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
Ka Hikatia
• 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
Pasifika Education Plan
Attitude of teacherspositive optimistic hard-workingreflective practitioners motivated
Relationshipsstudent ‘world’s’ respect them/cultureaffirmation/value perseverance
Positive/Constructive behaviour managementclear routines clear expectations being firm and fairavoiding confrontation enjoying humour
Aimhi
• Connectionmake connections to students lives
• Alignmentalign experiences to important outcomes
• Communitybuild and sustain a learning community
• Interestdesign experiences that interest students
Best Evidence Synthesis
TEACHING AS INQUIRY
• Toku Pepeha
• Student Profile
• Skills Questionnaire
• Process Log (similar to KWLH)
Focusing InquiryKnow the Learner
• SOLOs Taxonomy
• Writing: Blogpost-sccgeographyblogpost.com
• Listening/Writing: Dictagloss
• Reading/Speaking: Expert Groups
Teaching as InquiryEffective literacy
• 5 levels of thinking
• Parallels NCEA marking perfectly– A-M-E
• Graphic organisers can extend students thinking – it works!!
What is SOLO TAXONOMYin Geography
Unistructural Multistructural Relational Extended abstract
DefineIdentifyDo simple procedure
DefineDescribeListDo algorithmCombine
Compare/contrastExplain causesSequenceClassifyAnalysePart/wholeRelateAnalogyApplyFormulate questions
EvaluateTheoriseGeneralisePredictCreateImagineHypothesiseReflect
SOLO TAXONOMY(after Biggs and Collis 1982)
Prestructural
So How do they match up?
Not Achieved Achieved Achieved with Merit
Achieved with Excellence
• 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
What does it mean?
Dump screen - website
Blogpost
• Piece of Writing: 2-3 paragraphs max• Student worksheet – keywords/statements/paragraphsACTIVITY:
Dictagloss
Student Teacher*1st reading: Listen actively for key words during reading and write these words down*2nd reading: Listen actively again, write any missing key words in order
*Read each paragraph twice – 1st time at a slower pace, 2nd time at a regular pace*looking around to see how far along students are in their writing
*After each paragraph: Students will re-write the paragraph in their own words using the key words chosen. Note: they will need to cross out the keywords they use in their statement/paragraph writing
*After – Teacher will mark students books and give feedback on writing
• 4-5 different aspects of a topic reading• Students divided into home groups of 4-5 people maxActivity:
Expert Group
Student Teacher
*Students sit in home groups of 4-5 people max. Home groups will read 1 aspect of the topic reading and brainstorm the key ideas. All home group members must have the same key ideas
*Home groups will then divide into expert groups
*There should be 4-5 experts in each group, each will have a turn summarising their reading, while the rest of the group will be taking notes down in the worksheet
Organise home groups
Ensure each expert group is made up of 1 member from each home group
• 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
Learning Inquiry
3-2-13 things you found out2 interesting things1 question
TAKEAWAYS
• 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
Resource Kete