The document outlines indicators of success for Māori students enjoying education, including a case study on a Te Reo Māori class project that utilized ICT tools to motivate students and improve learning outcomes. It discusses establishing a culture of co-construction between teachers and students through sharing responsibility, creating common understandings, and reflecting together on classroom experiences. The document poses questions to consider implementing these ideas to develop thriving learning communities.

1. Creating Successful Māori Futures
Te Rau Whakaara Māori
William Flavell
MEd (hons), BTchg, BA, PGDip(Ed)

2. 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.

3. 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

4. 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 own
culture and I haven’t on the marae, I want
language before a
learnt it properly to be able to
foreign language.
whaikōrero.

5. Focus Question: How does the use of ICT used as e-learning
tools motivate students of Te Reo Māori to improve learning
outcomes in the modes of writing and presenting.

6. 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.

7. How do I go answering the focus question?
What you introduced, How I collected data How I analysed the
changed or tried out in on student data
your 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

8. 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 the
More 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.

9. Establishing a culture of co-construction
Negotiating Sharing
responsibility
Creating
Building
Common Class
Understanding Reflection

10. 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

11. Establishing a culture of co-construction
Adopt role as the lead teacher Teachers who share common
Transformation of students
Student 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

12. 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?