Poipoia te Reo Taumarunui Primary School

1. Poipoia te ReoTaumarunui Primary School Staff meeting November 5 2012 www.tetoitupu.org

2. Expectations of this session: • Mihi • Sharing since session one – formulaic language i.e. teacher and student ‘speak’ in the classroom • Theory to practice – brainstorming and new learning • Focus on principle 6 (7&8) • Next session – 7&8 • Co-construction for 2013… • Questions?

3. 1…repertoire of formulaic expressions What does it mean? What could it look like in the classroom? • Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe? • Focus on fluency before accuracy (it’s ok to make mistakes) • Explain language patterns when appropriate • Teacher uses te reo Māori as much as possible • Posters of te reo Māori on wall – used in context • Words and phrases being used in context are displayed • Wall charts showing language patterns • Student errors are being made, and that’s okay

4. Input • What does input mean to you? Brainstorm…

5. 6… extensive target language input What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times • Teacher uses the te reo Māori as much as possible • Opportunities to listen to te reo Māori ~ whakarongo • Opportunities to read te reo Māori ~ pānui • Opportunities to view te reo Māori ~ mātakitaki • Provide lots of opportunities for students to access te reo Māori outside of lesson times

6. 7…opportunities for output What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times • AND opportunities outside of lesson times • Opportunities to speak in te reo Māori ~ kōrero • Opportunities to write in te reo Māori ~ tuhituhi • Opportunities to present in te reo Māori ~ whakaatu • Focussing on fluency first then accuracy

7. 8…opportunities to interact What does it mean? What could it look like in the classroom? • Such opportunities are encompassing of three interaction goals: Core: • Focus on lesson content Framework: • Focus on classroom management and task accomplishment Social: • Focus on personal life Co-construct tasks with students, ensuring that tasks: • Give learners a chance to express own personal meaning • Let them go beyond their current level of proficiency • Have an authentic reason to interact (i.e. Q + A) • Group learners in mixed ability • Opportunities given to learners to interact in te reo Māori to seek personal information

8. Input • Methodologies (How to do something) • Why have methodologies? • What methodologies do you have for input? Brainstorm…

9. Input - New learning • What could IRDPX be? • What could IPPI be? • What could the sandwich methodology be? • What could oral choral be?

10. Ellis’ principle 6 – input An input methodology: IRDPX • I input • R recognition • D discrimination • P production • X extension

11. Ellis’ principle 6 – input An input methodology: oral choral Pattern of interaction teaching Q + A: • Teacher class • Class teacher • ½ class ½ class • Pair class sharing • Pingponging to teacher • Looping - personalised context

12. Ellis’ principles 6,7,8: input, output, interaction. Methodology: IPPI • I input • P PRACTICE • P production • I • Interaction

13. Ellis’ principles 1,6,7 – formulaic language, input, output Sandwich methodology: • Target Language presentation (input) • English (first language) for comprehensibility • Target Language reinforcement

16. Contact: Name: Dee Reid Project Leader Poipoia te Reo Tel: 027 Email: dreid@waikato.ac.nz www.tetoitupu.org Jeanne Gilbert Kaitakawaenga (Facilitator) Tel: 027 2942178 Email: jeanneg@waikato.ac.nz