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A Blended Approach                      to Culturally                  Responsive Practice                     in Mainstre...
PRESENTATION OUTLINE●   Mihimihi - greeting●   Priority Learners●   A tailored PLD approach●   Blended PLD delivery●   Cul...
MOE PRIORITY LEARNERS       Māori      PasifikaChildren with Special  Learning Needs
Our priority learners arenot failing in our education           system, Our education system is      failing them!
●   Poor●   Hungry●   Tired and or sick●   Inadequate, overcrowded housing●   Parents dont value education●   Parents dont...
Accepting Inclusive Responsive
A TAILORED PROFESSIONAL LEARNING                       AND DEVELOPMENT APPROACH    PHASE 1                    PHASE 2     ...
BLENDED PLD DELIVERY
Māori achieving Educational              Success as Māori    Opportunities to celebrate and excel in              their ow...
CULTURALLY RESPONSIVE           PRACTICE●   Relationships: personal, meaningful, in-depth●   Values based●   Educate yours...
WHY BLENDED E-LEARNING IS            SUCCESSFUL FOR PRIORITY LEARNERS●   Autonomy, self directed●   Interactive●   Gateway...
AN EDUCATORS KETE       ● Meaningful relationships    ● Te Reo me ōna Tikanga Māori    ● Culturally Responsive Practice ● ...
BeL Māori & Pasifikawww.vln.school.nz
CORE Professional learningwww.core-ed.org
Janelle RikiEmail: janelle.riki@core-ed.orgTwitter: @jayerikiAnaru WhiteEmail: anaru.white@core-ed.orgTwitter: @anaruwhite
Blended approach to culturally responsive practice icot 2013
Blended approach to culturally responsive practice icot 2013
Blended approach to culturally responsive practice icot 2013
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Blended approach to culturally responsive practice icot 2013

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Blended approach to culturally responsive practice icot 2013

  1. 1. A Blended Approach to Culturally Responsive Practice in Mainstream SchoolsJanelle Riki and Anaru White Blended e-Learning Facilitators
  2. 2. PRESENTATION OUTLINE● Mihimihi - greeting● Priority Learners● A tailored PLD approach● Blended PLD delivery● Culturally Responsive Practice● Blended e-Learning for priority learners● An Educators Kete● VLN and CORE websites
  3. 3. MOE PRIORITY LEARNERS Māori PasifikaChildren with Special Learning Needs
  4. 4. Our priority learners arenot failing in our education system, Our education system is failing them!
  5. 5. ● Poor● Hungry● Tired and or sick● Inadequate, overcrowded housing● Parents dont value education● Parents dont do homework with their children or come into school● Poor behaviour● Lazy● Dont value education – it’s cooler to fail● Are not as smart as other kids
  6. 6. Accepting Inclusive Responsive
  7. 7. A TAILORED PROFESSIONAL LEARNING AND DEVELOPMENT APPROACH PHASE 1 PHASE 2 PHASE 3 CULTURAL AUDIT PLANNING PLDConduct a cultural Develop strategic goalsaudit and produce a for Māori Education, Provide tailored andcomprehensive report Māori Achievement and specific PLD to all staffthat describes the Cultural Responsiveness. (and BOT memberscurrent state of Develop an Action Plan in where appropriate), collaboration with staff, that directly supportsCultural the BOT, the local MāoriResponsiveness and the goals and Community and whānau; outcomes of thethat states that describes the school’recommendations for s current state, the school’s action planthe future. desired state and that has and strategic plan. specific goals aimed at achieving the desired outcomes.
  8. 8. BLENDED PLD DELIVERY
  9. 9. Māori achieving Educational Success as Māori Opportunities to celebrate and excel in their own culture● Traditional indigenous education and knowledge● Natural inherent abilities, skills, expertise● Indigenous Pedagogy● Whānau, land & natural resources, te reo, tribal connections● Holistic view: physical, spiritual, academic● Religion, spirituality● Food● Cultural practices and beliefs● History, authority and autonomy
  10. 10. CULTURALLY RESPONSIVE PRACTICE● Relationships: personal, meaningful, in-depth● Values based● Educate yourself● Individual needs based● Culture counts, know what you bring to the table● High expectations: strengths, Māori potential● Support, over and above the call of duty● Meaningful contexts● Facilitate, encouragement, self-directed learning, autonomy, leadership
  11. 11. WHY BLENDED E-LEARNING IS SUCCESSFUL FOR PRIORITY LEARNERS● Autonomy, self directed● Interactive● Gateway to a wider world● Individualised pace and ability● Access available for wider family, iwi● Integration, collaboration, innovation● Their world, their comfort zone● Face to face relationships
  12. 12. AN EDUCATORS KETE ● Meaningful relationships ● Te Reo me ōna Tikanga Māori ● Culturally Responsive Practice ● Te Tiriti o Waitangi, Ka Hikitia, Tātaiako ● Engagement with whānau● Acknowledgment of iwi/hapū & hau kāinga
  13. 13. BeL Māori & Pasifikawww.vln.school.nz
  14. 14. CORE Professional learningwww.core-ed.org
  15. 15. Janelle RikiEmail: janelle.riki@core-ed.orgTwitter: @jayerikiAnaru WhiteEmail: anaru.white@core-ed.orgTwitter: @anaruwhite

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