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Realising Māori Potential

Realising Māori Potential. “ Whakamanahia te tamaiti” Praising the potential of the child. Outcomes Today. By the end of today you will have: reflected on your positioning regarding Māori student achievement

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Realising Māori Potential

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  1. Realising Māori Potential “Whakamanahia te tamaiti” Praising the potential of the child

  2. Outcomes Today By the end of today you will have: • reflected on your positioning regarding Māori student achievement • developed some responses and next steps for yourselves in your role as a science teacher/ middle leader

  3. Russel Bishop’s story http://tekotahitanga.tki.org.nz/Videos/Interviews/Focus-on-Maori-students

  4. What factors in the classroom contribute to Māori success? Is it enough to recognise and respect Māori culture in order to raise academic achievement? Is there anything else that can be done to realise Māori potential?”

  5. Agnes and Rangimarie's story http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Agnes-and-Rangimarie-s-story

  6. GEPRISP or PSIRPEG

  7. EXPERIENCES In pairs analyse 2009 Science NCEA data: • What does the data tell us about Māori student achievement? • What else do we need to know? • How does it affirm what we already know? • Based on this evidence, identify a goal that will help the classroom teacher improve the achievement of these Māori students? • What surprises you?

  8. POSITIONING Record all the possible reasons why Māori students underachieve. One reason per post-it. For each reason indicate how much influence you have as a classroom teacher (ieLittle OR No influence)

  9. A potential approach for Māori in education has three key underlying principles: • Māori Potential: all Māori learners have unlimited potential • Cultural Advantage: all Māori have cultural advantage by virtue of who they are – being Māori is an asset; not a problem • Inherent Capability: allMāori are inherently capable of achieving success

  10. Māori potential Approach in education

  11. RELATIONSHIPS • Shara’s story http://tekotahitanga.tki.org.nz/Videos/Teacher-stories/Shara-s-story

  12. INTERACTIONS Effective Teaching Profile Activity Watch Shara’s video clip for a second time and make notes on how one aspect of Te Kōtahitanga is evident in her teaching: ManaakitangaWānanga Mana Motuhake Ako WhakapiringatangaKōtahitanga

  13. STRATEGIES In groups of four, write down on post-its what the features of a culturally inclusive classroom would look like? How comfortable do you feel implementing each strategy?

  14. Attempts at following cultural practices alien to one’s own can appear as tokenism and also there is the fear of making a fool of yourself. • What strategies can be used to overcome these problems? • Do students expect you to observe their cultural values? • Will they laugh at or with you if you get it wrong?

  15. Resources that recognise the diversity of languages in the classroom

  16. Melt Evaporation Freeze Condensation States of matter (Homework)There are four words which describe the changes in states of matter. If you or your family speak another language at home translate these words into your language: Melt Evaporate Freeze Condensation All the words from our class will be put onto the poster below.

  17. Melt Evaporation Whakarewa Momoko Mimititanga o te wai Liliovai ki he mao Liusuāvai Otapanje Smelt Liuausa Isparavanje Uitwaseming Sūsū Kondenzacija Vaia Smrzavanje Bevriesing Kondensasie Liliomao ki he vai Whakahaupapa Fa’a’aisa Kuatōtātia te wai mamaoahei wai Freeze Condensation

  18. hau rā uā maunga whakaetotonga rākau awa whenua tangaroa

  19. Physics demonstrations by Māori and Pasifika students http://www.vuw.ac.nz/scps-demos/TeReoResources.htm

  20. PLANNING What steps will you take to raise Māori potential? • What will this look like in your teaching programme? • What will this look and sound like in your classroom?

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