Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner's strengths, interests, needs, identities, languages and cultures.
Elaboration
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
26.9.29
I always want students to come to māori academy and feel like it's a safe and supportive environment. I never want them to feel anxiety over being tested and possibly failing. That's not my aim. My aim for the classes is to plant and nurture a seed whereby they value and respect māori language and culture and desire to know/learn more. While we do learning and then revision on a weekly basis, whether or not the students retain everything is not the main aim. They may not remember what I say or teach, but I hope they remember how they feel!
29.4.19
I'm not even sure where to put this link because it encompasses so much of what my inquiry and interest is....https://vimeo.com/325105212?fbclid=IwAR0c4szjhWycaXAhD_33PxzEPetoINFTF8n6izanLELufRENAldKW4OZdu8
One size does not fit all. Māori students can achieve excellence. Having a strong sense of positive identity is crucial. Mutually respectful relationships are key. I think I'll watch this a few times and I feel like it's worth sharing with staff.
12.3.19
As of today I've had 2 sessions with my Māori Academy Groups. I love having 3 groups of 20. I love that I'm going to see the same tamariki every week for the year. I can already tell we are going to really develop a bond and enjoy our time together. To start off with we're looking at whakapapa, whanau and whanaungatanga which seems an appropriate place to start regarding te Ao Māori. The kids were so excited today to hear about having a whanau sharing week next Tuesday. I think one of the best ways to really get to know eachother is to get an insight into not only them but also their family. They are so pumped to bring in a photo of a family member and tell us about them, and I'm sure parents will enjoy preparing their child. There's a warm, connected feeling that comes from sharing family histories and I hope this feeling emanates throughout their homes from this activity and maybe prompts some rich discussions regarding whakawhanaungatanga. Surely that will be beneficial for everyone, individuals and families alike.
1.3.19
The progression of our lessons will go through Level 1 and 2 Achievement Objectives in the curriculum for teaching te reo māori in English Medium schools. We'll go back and forth between the 2 levels in order to follow a path that makes sense for us and builds upon things happening for us. I'll try to consider maramataka as I plan as well as the bigger picture of school happenings and individual & common interests among students in the groups
7.8.18
For my māori academy lessons there is a sure pattern that the students are familiar with. The learning each week changes and the activities are slightly different, but the session outline remains the same.
1. Roll
2. Karakia Timatanga
3. Revision of old learning
4. New learning (teaching)
5. New learning (practise)
6. New learning (sharing)
7. Karakia whakamutunga
If anyone misses a session, I do my best to catch them up or they have friends they can chat to. The booklet that we work from gets added to each week so that in the end they will take away their own unique resource.
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