Creating Successful Māori Futures Te Rau Whakaara Māori William Flavell MEd (hons), BTchg, BA, PGDip(Ed)
Māori students enjoying education success as Māori• Indicators of success – Feeling confident to identify as Māori – Attending school more often and more regularly – Staying at school longer – Engaging with learning – Achieving at higher levels – Achieving across a range of achievement data – Leaving with qualifications and career pathways – Participating in Māori focussed school activities – Participating within the range of school leadership roles – A stronger whānau presence in the school – Family involvement becoming more self-determined and less directed by the school.
Case Study: Year 9/10 Te Reo Māori Class Project• Background Information:• Ministry of Education funded project with the University of Waikato Learning Languages Advisor• Hillcrest High School – Decile 9• Roll (1531)• Two Te Reo Māori Teachers employed in the school.• 170 students who identify as being Māori.• Whānau Structure in place for Senior Students only (form class)• 67 students choose Te Reo Māori (Year 9 – University Star Programme)• Ministry of Education
Reasons for learning Te Reo Māori I need to learn I thought I needed to Because it’s my properly. When I go learn my ownculture and I haven’t on the marae, I want language before a learnt it properly to be able to foreign language. whaikōrero.
Focus Question: How does the use of ICT used as e-learningtools motivate students of Te Reo Māori to improve learning outcomes in the modes of writing and presenting.
What tasks and experiences will I engage in to help me learn? Additional Planning Finding out where and when ICT resources are Set up a Year 9 Te Reo Māori wikispace online available and accessible. forum Professional Learning Utilise the ITC PD available Critique own teaching style/method and observe other classes. Assessment Valid comparisons between a non e-learning An alternative to the traditional means of assignment to an e-learning based assignment. assessment.
How do I go answering the focus question?What you introduced, How I collected data How I analysed thechanged or tried out in on student datayour teaching? achievement • Compared assessment • Asking students how they results of 2008 cohort with• Student voice want to use ICT tools as a 2009 cohort. means of learning? • Compared ongoing results• Co-construction of units • Questionaires from classroom assessments• Implementing and using ICT in this Year 9 class. tools. • Analysing student results• Alternative forms of from assignments. assessment. • Formative/Summative assessments. • Feedback/Feedforward
What has been the impact of my changed practice on students • Students are more engaged in learning tasks which involve the use of ICT e-learning tools. The results of theMore Motivated Students assessments also supports that students using e-learning tools in assessments are achieving better grades. • Students are seeing themselves as capable learners.Managing Self Through their efforts using ict tools, they have been enterprising, resilient and resourceful. They have been strongly involved with the teaching and learning of this unit.An awareness of various • Students are more aware of the different ICT e-learning tools and how they can use these as a means to learning Te Reo Māori. ICT Tools • Replacing the poster form of a comic script with internet – An alternative form of based pixton to complete this assessment. assessment • Use powerpoint to present their Tangata Rongonui assignment.
Establishing a culture of co-construction Negotiating Sharing responsibility Creating Building Common Class Understanding Reflection
How to interpret co-construction Of what? By whom? How?• Skills/processes • A facilitator (teacher, • Through dialogue• Texts/resources student, group of • Forums• Aims/objectives students, parents) • Chat spaces• Framework/direction • Students interacting • Blogs of the learning with each other • Surveys process • Teacher and students • Taking risks, going off interacting in a on tangents, and democratic manner adapting to situations
Establishing a culture of co-construction Adopt role as the lead teacher Teachers who share common Transformation of studentsStudent as teacher teacher/student relationship Evidence is shared for both Co-construction Students to lead peer marking, summative and formative meetings chairing debates, and whole purposes class discussions Solution focused conversations Students’ technological skills Teachers positioning and Virtual learning forums practices may be affirmed/challenged Students involved in teacher training Group goals are co-constructed Future actions and evidence are planned for
Questions to consider• How do you feel about developing any of these ideas in your school? Which ideas do you think would be most attractive to your students and staff?• If schools are to become thriving learning communities, to what extent should they include students, parents, as well as staff, in training to improve teaching and learning?