Poipoia te kakano kia puawai Nurture the seed and it will blossom

1. Secondary Literacy Project hui February 2011 A way into a culturally responsive inquiry ~ Alana Madgwick & Peter Boyle Poipoiatekakanokiapuawai Nurture the seed and it will blossom

2. Today …. ... intend to explore two resources that could support a school to start a culturally responsive inquiry into Māori learners.

3. Two ‘documents’ of qualities and characteristics Teachers: Registered Teacher Criteria Students: ‘Te Ahua o teAkonga ka Puta - Graduate Profile These These can lead to ….

4. ‘Te Ahua o teAkonga ka Puta - Graduate Profile • High levels of • socio-economic success • Wide range of career choices • Wide range of life skills Te Marautanga o Aotearoa

5. What is ONE criteria that your focus teachers could explore as part of their inquiry into a culturally responsive classroom?

6. Culturally Responsive Practice Know the Learner Teacher positioning Ako

7. Teacher positioning Effective Pedagogy & sense of ‘agency’ NZC pp.34-35) (Te Kotahitanga) • Create supportive learning environment. • Encourage reflective thought & action. • Enhance relevance of new learning. • Facilitate shared learning. • Making connections to prior knowledge. • Provide sufficient learning opportunities. • Explore teaching-learning Inquiry model. • Teacher response to build effective relationships. • Teacher knows students. • Teacher change (planning, resources to meet student needs). • No deficit positioning (blame). Instead, explore ways to overcome ‘barriers’.

8. Know the Learner • ethnicity • significance of name • whanau / hapu / iwi / genealogy • Beliefs/spirituality • male – female learning • different approaches to learning • literacy / numeracy / best subjects • Literacy in home language(s) • strengths / ‘gifts’ • interests, sports, music, etc • Anything else that is necessary Teachers gather ‘data’ from above to inform and drive programme planning, choice of resources & strategies, etc. ( The Inquiry model). .

9. Ako “… knowing, respecting and valuing who students are, where they come from and building on what they bring with them.” “… students, whanau, hapu, iwi and educators sharing knowledge and expertise with each other…” “Culture and education are inextricably interwoven … Māori children and students are more likely to achieve when they see themselves, their whanau … reflected in the teaching content and environment …”

10. ‘Ako’ is based on a sense of reciprocity in the learning relationship. There will be times when the teacher is the learner and the learner is teacher. Teacher positioning is planning for/co-constructing ways where students can bring their expertise to the learning, as experts in : Māori culture, Samoan culture, Sikh culture, their gender, their adolescent culture, etc. That is – how students define themselves.

11. So what’s effective culturally responsive practice? Caring Respect Empathy Desire to enthuse Passion to motivate Belief in their ability Patience & perseverance Students as experts of their culture. Students see themselves reflected in the learning. Students are valued as ‘cultural’ beings. Respecting what they bring and building from this. Knowing students Evidence based Inquiry driven High expectations Value & use prior knowledge Using rich topics Sense of ‘agency’ for change

12. Registered Teacher Criteria

13. ‘Pipis in the pot’ Decantation Extraction Evaporation Filtering / filtration Displacement !!

14. “Koro’s story” • 100% completion (in pairs) • better results that 9TA class for this topic

15. Culturally Responsive Practice Know the Learner Teacher positioning Ako Ka mutu