“Whakamanahia te tamaiti” Praising the potential of the child Realising Māori Potential
Feb 24, 2016
“Whakamanahia te tamaiti”Praising the potential of the child
Realising Māori Potential
Outcomes Today
By the end of today you will have:• reflected on your positioning regarding Māori
student achievement• developed some responses and next steps for
yourselves in your role as a science teacher/ middle leader
Russel Bishop’s story
• http://tekotahitanga.tki.org.nz/Videos/Interviews/Focus-on-Maori-students
What factors in the classroom contribute to Māori success?
• Is it enough to recognise and respect Māori culture in order to raise academic achievement?• Is there anything else that can be done to
realise Māori potential?”
Agnes and Rangimarie's story
• http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Agnes-and-Rangimarie-s-story
GEPRISP or PSIRPEGGoalExperiencesPositioningRelationshipsInteractionsStrategiesPlans
EXPERIENCESIn pairs analyse 2009 Science NCEA data:a) What does the data tell us about Māori student
achievement?b) What else do we need to know?c) How does it affirm what we already know?d) Based on this evidence, identify a goal that will help
the classroom teacher improve the achievement of these Māori students?
e) What surprises you?
POSITIONING
• Record all the possible reasons why Māori students underachieve. One reason per post-it.
• For each reason indicate how much influence you have as a classroom teacher (ie Little OR No influence)
A potential approach for Māori in education has three key underlying principles:
• Māori Potential: all Māori learners have unlimited potential
• Cultural Advantage: all Māori have cultural advantage by virtue of who they are – being Māori is an asset; not a problem
• Inherent Capability: all Māori are inherently capable of achieving success
Māori potential Approach in education
Less focus on … More focus on…
Remedying deficit Realising potential
Problems of dysfunction Identifying opportunity
Government intervention Investing in people and local institutions
Targeting deficit Tailoring education to the learner
Māori as a minority Indigeneity and distinctiveness
Instructing and informing Collaborating and co-constructing
RELATIONSHIPS
• Shara’s storyhttp://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Shara-s-story
INTERACTIONS
Effective Teaching Profile ActivityWatch Shara’s video clip for a second time and make notes on how one aspect of Te Kōtahitanga is evident in her teaching:
Manaakitanga WānangaMana Motuhake AkoWhakapiringatanga Kōtahitanga
STRATEGIES
In groups of four, write down on post-its what the features of a culturally inclusive classroom would look like?
• How comfortable do you feel implementing each strategy?
Attempts at following cultural practices alien to one’s own can appear as tokenism and also
there is the fear of making a fool of yourself.
• What strategies can be used to overcome these problems?
• Do students expect you to observe their cultural values?
• Will they laugh at or with you if you get it wrong?
Resources that recognise the diversity of languages in the classroom
States of matter (Homework)There are four words which describe the changes in states of matter. If you or your family speak another language at home translate these words into your language:• Melt• Evaporate• Freeze• CondensationAll the words from our class will be put onto the poster below.
Melt Evaporation
CondensationFreeze
Melt
Whakarewa Momoko
Liusuāvai Otapanje Smelt
Evaporation
Mimititanga o te wai Lilio vai ki he mao
IsparavanjeLiuausa Uitwaseming
CondensationFreeze
Whakahaupapa Fa’a’aisa
Vaia BevriesingSmrzavanje
Kua tōtātia te wai mamaoa hei wai
Kondensasie Lilio mao ki he vai
Kondenzacija
Sūsū
awa
rākau
whenua
tangaroa
hau
uā
whakaetotonga maunga
rā
Physics demonstrations by Māori and Pasifika students
http://www.vuw.ac.nz/scps-demos/TeReoResources.htm
PLANNING
What steps will you take to raise Māori potential?• What will this look like in your teaching
programme?• What will this look and sound like in your
classroom?