ULearn 2012 A Professional blended e-Learning approach to supporting Māori & Pasifika Learners


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A breakout session from ULearn 2012, A Professional Blended e-Learning Approach to supporting Māori and Pasifika Learners

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  • A Blended Learning Community provides opportunities to build and develop on what we know already which is the face to face environment So Blended Learning Communities comprise a percentage of synchronous and asynchronous components (from face to face to online) What it is not Is not geographically bound Is not delivery orientated What it is: It is actively inclusive of all the people who have an interest in the learners’ development What it is not geographically bound delivery orientated What it is: It is actively inclusive of all the people who have an interest in the learners’ development
  • Most importantly the focus of blended elearning is not the technologies but the way the technologies are integrated blended into an effectively designed learner-focused experience
  • Key Characteristics of blended learning can be defined as offering ubiquitous opportunities and interaction - Across different spaces, from physical to virtual - With and across time constraints, from synchronous, real-time to asynchronous, time-lagged learning Across a rich range of media, from rich multi-media to text only modes Why Blend? flexible approach to PD design schools can have agency extends face-to-face models effective use of ICTs for learning new opportunities to connect & share equitable access to resources de-silos practice
  • Skype – Collage of separate pictures? Te Kura o Kutarere Identified need to raise student achievement, high truancy levels Janelle and I were asked to read books in te reo Māori Using Skype teachers’ report has led to engagement of students, students leading their own learning and improvement in truancy rates All these leading significant improvements in achievement Interesting Wanting to know about us first, where we live etc. Relationship/Connections Told them where we lived, from. Presumed I played sport and that led to a lot of questions and established relationship
  • All these examples and these are the most known You Tube – second most used search engine on the net. Also has You Tube for schools. Free for schools to access lessons at different levels. I like the slogan Educate, engage and inspire. You Tube Teachers where you can submit your lessons and Learn Teach Share Story from mother about teenage son using You Tube for maths lessons at home iTunes U access to lessons from leading academic institutions Flipped Classroom – using this idea of reversing the classroom flip the classroom is another form of BeL students take the instruction at a convenient time leading to more time interacting with the students than lecturing
  • Because the economy was based on the potential productiveness of all community members, individuals were often encouraged to enhance their natural capacities. Relationships between teachers and learners were mutual teaching and learning experiences. Those relationships were expanded to include the whole community. Assessments were carried out when tasks were being performed before or with the community. The results may have been measured by the level of audience and participant support and enthusiasm. ( http://artsonline2.tki.org.nz/documents/MaoriPedagogies.pdf )
  • Children were provided with lessons which prepared them for the daily tasks of life. They learnt through observation and participation, as they tended gardens, gathered seafood or snared birds. Some children noted for their natural talents were assessed to see if they should attend houses of higher learning, where sacred rites, genealogy and karakia were taught. (Te Ara http://www.teara.govt.nz/en/nga-tamariki-maori-childhoods/2 )
  • As natural talents in children emerged, they were recongised, supported and encouraged. Realising Māori Potential: Ka Hikitia The Arts: music
  • The Arts: raranga, tukutuku, kōwhaiwhai
  • The Arts: Kapahaka Warfare
  • Orators and Leaders Curbing the will of the child by harsh means was thought to tame his spirit, and to check the free development of his natural bravery. The chief aim, therefore, in the education of children being to make them bold, brave, and independent in thought and act, a parent is seldom seen to chastise his child, especially in families of rank. (Edward Shortland, 1856)
  • It is important for us as educators to remember that Māori are Tangata Whenua, this country’s indigenous and founding people. They lived and prospered here in Aotearoa for many generations before the arrival of European immigrants. They had a very successful formal education system that was based on their own culture and their own way of living. The education system introduced to New Zealand was based on a Colonial Education system. Square pegs – round hole!
  • These are not the reasons Māori students are failing. The fault does not lie with something they bring in the gate with them. For too long educators have been using these as the reasons why Māori kids underachieve. These are the challenges we must overcome in order to raise achievement for Māori. Māori students must achieve in spite of these things. It starts and ends with us. It’s our job to find a way to engage and inspire our Māori students so that they can compete on a level playing field and achieve educational success. “ deficit theorising by teachers ... is the major impediment to Māori students’ educational achievements. The major influence on Māori students’ educational achievements lies in the minds and actions of their teachers’.” Russell Bishop .
  • Our Māori students have inherent, best ways of learning that are not conducive to the way we are teaching them. We must look at our teaching and learning pedagogy, our relationships with children, our connections to their whānau, iwi, hapū and our school culture and values in order to begin to raise achievement for these learners.
  • Align my thoughts with a Māori way of thinking
  • Research Language, culture & identity / Productive Partnerships – Te Mangōroa – Acknowledging what whānau want / Whānau & Student Aspirations
  • Research Language, culture & identity / Productive Partnerships – Te Mangōroa – Acknowledging what whānau want / Whānau & Student Aspirations
  • Pulling out and putting in ‘A little bit more’ Productive partnerships – Te Mangōroa Engaging whānau – VLN discussion post Connect with our communities – with and about –ICTs
  • Ākonga & Kaiako – wider whānau, hapū, iwi – whanaunga – BROs Brofessionalism takes place…to create, foster and make learning happen But where is this source of knowledge drawn from…???? What is above this???
  • Aligning this BROfessional e-Learning approach to Māori thinking – Māori Pedagogy – 3 kete – combination of 3 Developing this idea – Because there are stories about the baskets/the stones…before and after Downloading of knowledge….kīnaki / kōmiri – mix (Blend) and sort - Learn
  • Traditional Knowledge Based on beliefs, Non-negotiables – What our Māori children come with – Inherent stuff – by virtue of who they are – Ka Hikitia Educators have to acknowledge that our children come with more than what you see Language, culture & identity – Te Mangōroa / Ka Hikitia
  • Downloading of knowledge – E-Learning is learning that is encouraged and supported by information technology and communication technology. Information technology is critical to this generation, and is an effective means of teaching and learning. E-Learning allows: easy access to knowledge in New Zealand and the wider world from the school or home; the learner and community to learn together; the learner to have varied experiences, and experiences beyond the school and home Accessible knowledge/skills – Developing skills to use e-Learning tools – Developing skills to work appropriately & safely within the virtual realm / Derived my thoughts from the work of Tukaki Waititi 3 kete are visible Inorder to develop and access this knowledge…skills – relationships have to be strong Ako – Te Mangōroa / Ka Hikitia statement
  • Have to gain access to the knowledge within this basket – From Te Kete Aronui & Te Kete Tūāuri– Blend of knowledge Educators play a role to empower, guide & support our Māori Learners to access this knowledge – expertise Must be selective about what you take & use from this kete Keepin it real – by having a purpose to access knowledge/ gain expertise – possibly focus on a career Ako / Productive Partnerships – Te Mangōroa / Ka Hikitia NZC – Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning TMoA E-Learning is learning that is encouraged and supported by information technology and communication technology. Information technology is critical to this generation, and is an effective means of teaching and learning. E-Learning allows: easy access to knowledge in New Zealand and the wider world from the school or home; the learner and community to learn together; the learner to have varied experiences, and experiences beyond the school and home.
  • Pasifika learners are not a homogeneous group – they have different cultures, languages and experiences. There is no ‘one-size-fits-all’ approach to improving outcomes for Pasifika learners. Different needs for different learners Teachers and programmes needs to be flexible enough to address individual needs and to make the learning meaningful and specific to that student/s.
  • Three key ideas- You might like to use photos instead of text. Relationships with people Relationships with time Relationships with nature The 3 relationships are extremely important and they must all go together to make this work.
  • Knowing the Pasifika learner Their cultural background The community Interests Names,
  • Taking the time to ‘listen’ Time to establish relationships – Pasifika greetings, pronunciation of names Taking time to explore the different cultures Exploring who is in your community
  • Classroom environment Pasifika protocols when conducting a meeting An inviting school Signs and symbols in the different P
  • Pasifika learners become more engaged in their learning. Pasifika parents become more involved in their child’s learning. Relationships are strengthened More focussed learning Pasifika learners feel safe
  • The education system must work for Pasifika so they gain the knowledge and skills necessary to do well for themselves, their communities, Aotearoa New Zealand, the Pacific region and the world. Briefly talk about the Pasifika Education Plan – 2013 – Implementation plan included.
  • J: brief overview and how to get to it
  • ULearn 2012 A Professional blended e-Learning approach to supporting Māori & Pasifika Learners

    1. 1. A Professional e-LearningApproach to Working with Māori & Pasifika StudentsJanelle Riki, Moana Timoko, Anaru White and Togi Lemanu
    2. 2. Get Tweeting! @jayeriki @MoanaTimoko@AnaruWhite @TogiLemanu #belmāoripasifika #ULearn12
    3. 3. Blended e-Learning PLD Providers for the Ministry of Education.Māori and English Medium, New Zealand wide www.tetoitupu.org
    4. 4. Kaupapa• Karakia and Mihimihi• Blended e-Learning• Māori learners• From PROfessional to BROfessional• Pasifika learners• Blended e-Learning tools to engage and support Māori & Pasifika Learners• Takeaways www.tetoitupu.org
    5. 5. www.tetoitupu.org
    6. 6. What is a Blended Learning Community? • opportunities to build and develop on what we know already • synchronous and asynchronous components What it is not: Geographically bound Delivery orientated What it is: It is actively inclusive of all the people who have an interest in the learners’ development www.tetoitupu.org
    7. 7. What do we mean by ‘blended’? “Blended learning systems combine face-to-face instruction with computer-mediated instruction” (Graham, p.5, 2006) Focus is not the technologies But the way they are integrated ‘blended’ Effectively designed learner-focused experience www.tetoitupu.org
    8. 8. www.tetoitupu.org
    9. 9. Key Characteristics• Offering ubiquitous opportunities and interaction• Across different spaces, from physical to virtual• With and across time constraints• Across a rich range of media www.tetoitupu.org
    10. 10. www.tetoitupu.org
    11. 11. www.tetoitupu.org
    12. 12. www.tetoitupu.org
    13. 13. www.tetoitupu.org
    14. 14. www.tetoitupu.org
    15. 15. www.tetoitupu.org
    16. 16. www.tetoitupu.org
    17. 17. www.tetoitupu.org
    18. 18. Formal Education for early Māori• Roles and responsibility (hapū)• Natural capabilities - Māori Potential• Brave, bold, independent• Observation• Participation• Assessment in real life contexts for a real purpose for an audience who had a vested interest, and with whom they had genuine, caring relationships www.tetoitupu.org
    19. 19. Some scary Statistics• 18% of all Māori students will not have obtained basic literacy and numeracy skills by age 10 compared with 4% of Pākehā students.• 34% of all Māori students will leave secondary school without a qualification compared with 13% of Pākehā students.• 16% of all Māori students will become disengaged from any of education, employment or training by age 17 compared with 6% of Pākehā students. www.tetoitupu.org
    20. 20. • Poor• Hungry• Tired and or sick• Inadequate, overcrowded housing• Parents don’t value education• Parents don’t do homework with their children or come into school• Poor behaviour• Lazy• Don’t value education – it’s cooler to fail• Are not as smart as other kids www.tetoitupu.org
    21. 21. Māori and Pasifika students are not failing in our education system,Our education system is failing them!If you have one Māori or Pasifika student who is consistently failing in your school, your school is failing Māori and Pasifika students. www.tetoitupu.org
    22. 22. A BROfessionale-Learning Approach www.tetoitupu.org
    23. 23. A PROfessional way to explain BROfessionalism• Consider a BROfessional approach when working with Māori learners• How does it align to ‘Something Māori’?• Ways of our tūpuna – Use of analogies/parallels – Use of metaphor – Really good story tellers www.tetoitupu.org
    24. 24. BRO• BRO – Whanaungatanga – Bro – Whanaunga – Term of endearment – Cuz – Breaking down barriers – Sense of belonging – being part of www.tetoitupu.org
    25. 25. A BROfessional approach•B Blending•R Relationships•O Open www.tetoitupu.org
    26. 26. B Blending• Blending – implies something has to be done• Blend of what? – Blend of approaches – Blend of strategies – Blend of the good stuff • Me kīnaki – To mix/stir • Me kōmiri – To sort www.tetoitupu.org
    27. 27. R Relationships• Establishing relationships• Receptive - a relationship can not begin without people being receptive• Links – whanaungatanga / te hononga www.tetoitupu.org
    28. 28. O Open• Open to ideas• Removing barriers – Being overt• If you give, you give it all/pulling out and putting in• Opens up avenues – Allows access• Acknowledging who your students are - Where & Who they come from – Not just about the what• Sharing a little about yourself – Why? www.tetoitupu.org
    29. 29. A BROfessionale-Learning Approach e - Learning www.tetoitupu.org
    30. 30. A BROfessional e-Learning Approach Ākonga e Kaiako Learning www.tetoitupu.org
    31. 31. A BROfessional e-Learning Approach Rehutai Hukatai Learning www.tetoitupu.org
    32. 32. www.tetoitupu.org
    33. 33. www.tetoitupu.org
    34. 34. www.tetoitupu.org
    35. 35. Te Mangōroa:• www.vln.school.nz• Te Mangōroa Discussion post www.tetoitupu.org
    36. 36. Connecting Home & School:• http://www.vln.school.nz• Connect with our communities with – and about – Infor www.tetoitupu.org
    37. 37. “O le tagata ma lona fa’asinomaga” Identity,language and culture www.tetoitupu.org
    38. 38. Relationships: Va Fealoaloa’iPE TO IP ML EE N A T U R E www.tetoitupu.org
    39. 39. Relationships with People ‘It is important to consider the culturalbackground of children and their parents in relation to how feelings and emotions are expressed’. (Lisa Terreni and Judi McCallum) www.tetoitupu.org
    40. 40. Relationships with Time‘…an understanding about orientation to time is important particularly when entering into cultural contexts that are different from their own.’ (Lisa Terreni and Judith McCallum) www.tetoitupu.org
    41. 41. Relationships with NatureRelationships with Nature How cultures relate to nature How cultures relate to nature and the different forces created and the different forces created by natural events also determine by natural events also determine certain beliefs and behaviours. certain beliefs and behaviours. (Trompenaars and Hampden (Trompenaars and Hampden Turner, 1998) Turner, 1998) www.tetoitupu.org
    42. 42. What’s the impact on Pasifika learners? www.tetoitupu.org
    43. 43. Pasifika Resources /Links• MOE Pasifika & ESOL Resources• Tongan Language Resources• Victoria University - Samoan Language Resour• CORE Pasifika Excellence Group• TKI Pasifika Education Community www.tetoitupu.org
    44. 44. “ It’s a shared It’s a shared responsibility! responsibility! “It takes a “It takes a whole village to whole village to raise a child raise a child www.tetoitupu.org
    45. 45. What are Māori tamariki typically good at, strengths, potential?• Sports and Physical Activity – Co-ordination, competition, team-work, balance, fine motor skills• The Arts: visual, drama, music – Expression, creativity, culture, performance• Kapahaka – Rhyme, repetition, practice, beat, rhythm, Te Reo Māori, tikanga Māori, Māori World www.tetoitupu.org
    46. 46. Māori Educational Success as Māori Celebrate and excel in Te Ao Māori• Te Reo Māori: kaikōrero, wero, karanga• Whānau, iwi/hapū, whakapapa• Kapahaka, Mau Rakau, Te Reo Kori• Tikanga Māori: practices, karakia, waiata• Kawa Māori / protocols• Ngā Toi / Arts• Kai: traditional kai gathering and preparing methods• Place-based education www.tetoitupu.org
    47. 47. What is Digistore? Digitised Items Learning Objects Digitised itemshttp://digistore.tki.org.nz/ec/p/home www.tetoitupu.org
    48. 48. The Māori resources catalogue Step 1 Go to the Digistore wiki http://digistore.wikispaces.com http://digistore.wikispaces.comStep 2 Step 3Go to the Māori related Click on the imageresources page www.tetoitupu.org
    49. 49. Alternatives to pen to paper!• Track changes: available in MSWord and Pages• Natural Reader: Free text to speech software• Etherpad: Collaborative writing pad• Literacy Learning Progressions: Blended e-Learning tools to support the Literacy Learning Progressions www.tetoitupu.org
    50. 50. Online tools & Websites• Wall Wisher: online brainstorm with stickies• Storybird: online story book writing• Vocaroo: online voice recordings• Animoto: great for visual mihi• Te Mangōroa: links out to all Māori MOE links & resources. Also has great snapshots of learning.• Wicked: interactive Māori games for learning• Kōrero Māori: some great resource booklets www.tetoitupu.org
    51. 51. Ipad/Ipod Apps• Ibooks Author: write and publish your own books• Sock puppets: create conversations in Te Reo• Hika: app to learn Te Reo Māori• Te Reo Dictionary online: great online dictionary• E-Wai: Te Wānanga-o-Raukawa waiata• Te Pataka pukapuka: Māori readers for tamariki• Kaitiaki: Bilingual Interactive game to enhance literacy skills www.tetoitupu.org
    52. 52. Your Takeaway Order…• VLN Group: Blended e-Learning for Māori and Pasifika learners – Session PowerPoint with links – Information on the Blended e-Learning PLD programme for schools – Other great links and resources – Great discussion and resource sharing – Continually updated – Contact details www.tetoitupu.org
    53. 53. VLN GroupBlended e-Learning for Māori and Pasifika LearnersJanelle Riki: janelle.riki@core-ed.orgAnaru White: anaru.white@core-ed.orgMoana Timoko: moana.timoko@core-ed.orgTogi Lemanu: togi.lemanu@core-ed.org