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accelerating Pasifika Achievement

accelerating Pasifika Achievement. Alana Madgwick alanamadgwick@gmail.com alanamadgwick.wikispaces.com. “We sink or swim together”. So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength . Connections:

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accelerating Pasifika Achievement

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  1. accelerating Pasifika Achievement Alana Madgwick alanamadgwick@gmail.com alanamadgwick.wikispaces.com

  2. “We sink or swim together”

  3. So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength.

  4. Connections: In groups of four, use the post-its to write down three places that have meaning to you. Use one post-it per place. If you have been to the Pacific please add this to your places. Share your places with your group.

  5. Schooling The focus is on accelerating literacy and numeracy achievement and gaining NCEA Level 2 qualifications

  6. Co-construct the principles of effective instruction for Pasifika Students. A principle is a rule or law e.g. Effective teachers of Pasifika students activate Pasifika students’ prior knowledge During the day use post-its to brainstorm the principles of effective instruction for Pasifika students At the end of the day you will decide on the 7 most important principles of effective instruction for Pasifika students. (We may do a group reflection prior to the end of the day) Why is it better to co-construct these principles with you rather than tell you?

  7. What are the issues identified from research? • Professional readings on Pasifika Learners • Summary of Findings from the evaluation of the Effective Literacy Strategies: Pasifika Focus professional development project (2007) • ERO Report on Improving Education Outcomes for Pacific Learners (2012) • Literature review on the experiences of Pasifikalearners in the classroom(2008) • Tula’iMai! Making a Difference to PasifikaStudent Achievement in Literacy (2012) • UaAoina le Manogi o le Lolo: Pasifika Schooling Improvement Research - Summary Report (2010)

  8. Culture When you visit a different country-cultural differences are explicit. Think about one experience where you noticed you had a cultural perspective (lens) that was different from others. What happened? How did you feel?

  9. TalanoaPrinciples • This is a process where meaning is found within the notion of sharing stories. • Tala - is to talk, share, reflect, debate Noa – nothing, open • The talanoa concept is an inviting, safe, robust and equitable basis from which participants share and engage with one another • Within such an envrionment the principles of faaaloalo (respect), alofa (love), tautua (service), mafana (warmth) and malie (joy) are established.

  10. Vocabulary strategy: Cline Clines are gradients used to help learners refine their knowledge of words describing a similar attribute, or shades of meaning. Any group of words which might be placed in order are spaced along the gradient. For example, in English we use a range of words to describe temperature, eg. tepid, hot, boiling, cool, cold, warm, chilling, and freezing. After modelling the task, these words can be given to groups of students to place on the cline from the highest to the lowest temperature

  11. Task: 1. Individually draw a gradient on a piece of paper then decide on where you think the following words might be placed: culturally sensitive culturally deficit culturally aware culturally responsive 2. In pairs share your clines and see if you can come up with a joint cline. 3. When in agreement- come and get some definitions of those words-then go back to your cline and decide if you (as a pair) want to rearrange those words?

  12. Culturally DeficitWhen teachers form low expectations of students based on a perceived lack of intellect or cultural sophistication, these expectations become a kind of self-fulfilling prophecy, and student performance falls (Villegas, 1991). Culturally awareis the ability to look outside of ourselves and be aware of the cultural values, and customs of the culture we are in. What may be normal and acceptable to us, may be unusual or unacceptable in another culture. Culturally sensitiveis the quality of being aware and accepting of other cultures. A person who is culturally sensitive is aware that there could be differences between their culture and another person’s, and that these differences could affect their relationship and the way they communicate with each other Culturally Responsive A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning.

  13. Some of the characteristics of culturally responsive teaching are: • High Expectations • Positive relationships with families & communities 3. Cultural sensitivity-reshaped curriculum 4. Active teaching methods 5. Teacher as facilitator 6. Student control of portions of the lesson 7. Instruction around groups and pairs,(low anxiety)

  14. What are Pasifika values? • Brainstorm what you think are Pasifika values? • Use your Pasifika Education Plan to find the Pasifika values. • What is suprising? • How do these values impact on your teaching?

  15. Quote ball with Michelle Johansson • What aspects of culturally responsive pedagogy were modelled for you? • Literacy & Language? (Say it, hear it, use it) • Teaching with Poverty in mind? (Exercise, growth mind set)

  16. teaching with poverty in mind • Support for the whole child • Hard data • Accountability • Relationship building • Enrichment mind-set • Strong Arts & Athletics programme • High challenge with high support • Eric Jensen- Teaching with Poverty in Mind- 2009

  17. Seven principles for evidence-based teaching (GEOFF PETTY) • Students must see the value of learning • Students must believe they can do it • Challenging goals • Feedback and dialogue on progress towards the goal • Establish the structure of information and so its meaning • Time and repetition • Teach skills as well as content

  18. So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength On your petal write one action that you will do because of todays learning.

  19. References: http://englishonline.tki.org.nz/English-Online/Teacher-needs/Professional-readings/Diversity/Supporting-Pasifika-learners http://esolonline.tki.org.nz http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines. (Join the Secondary Literacy online mailing list) Hoover, Klingner, Baca, Patton, 2008. Methods for Teaching Culturally and linguistically Diverse Exceptional Learners , Pearson Ohio. Petty G. 2009. Evidence-Based Teaching, Nelson Thornes London

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