He tìmatanga: Whakataka te hau

Whakataka te hau ki te uru

Whakataka te hau ki te tonga

Kia mākinakina ki uta

Kia mātaratara ki tai

E hī ake ana te ataakura

He tio, he huka, he hauhunga

Tīhei Mauri Ora

Cease the winds from the west

Cease the winds from the south,

Let the breeze blow over the land

Let the red tipped dawn come

With a sharpened air,

A touch of frost, a promise of a

glorious day.

Poipoia te Reo Nelson cluster schools

www.tetoitupu.org

Session 2 - methodologies

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Me mahi tātou te mahi.

• Whakatau• Expectations• What’s been happening since our last session?

– In classrooms? In teams? With formulaic language (kīwaha)?

– Review Ellis principle 1 and collation sheet

Principles of Instructed Second Language Learning

Dee Reid, School Support Services, The University of Waikato

5

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence

2. Instruction needs to ensure that learners focus predominantly on meaning

3. Instruction needs to ensure that learners also focus on form

4. Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge

5. Instruction needs to take into account the learner’s “built-in syllabus”.

6. Successful instructed language learning requires extensive target language input

7. Successful instructed language learning also requires opportunities for output

8. The opportunity to interact in the target language is central to developing proficiency

9. Instruction needs to take account of individual differences in learners

10. Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.)

11. In assessing learners’ target language proficiency it is important to examine free as well as controlled production

Eleven Principles...

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence

6. Successful instructed language learning requires extensive target language input

7. Successful instructed language learning also requires opportunities for output

8. The opportunity to interact in the target language is central to developing proficiency

Focus on Four...

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

What does it mean? What could it look like in the classroom?

1…repertoire of formulaic expressions

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Me mahi tātou te mahi.

• Using quizlet to practice formulaic language http://quizlet.com/12559376/tohutohuinstructions-june-5th-flash-cards/

www.tetoitupu.org

Resources for formulaic language

• He Reo Tupu He Reo Ora p187 – 192: http://tereomaori.tki.org.nz/Reo-Maori-resources

• Learning Languages Waikato wiki:https://learninglanguageswaikato.wikispaces.com/Te+Reo+M%C4%81ori • Tki: http://tereomaori.tki.org.nz/ • http://tereomaori.tki.org.nz/Reo-Maori-resources

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

What does it mean? What could it look like in the classroom?

6… extensive target language input

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

What does it mean? What could it look like in the classroom?

7…opportunities for output

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

Go beyond their current level of proficiency

Have an authentic reason to interact Group learners in mixed ability Opportunities given to learners to

interact in te reo Māori to seek personal information

What does it mean? What could it look like in the classroom?

8…opportunities to interact

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Our next PLD session today is focused on turning theory into practice by learning methodologies that will scaffold learning for second language acquisition.• You will learn how to teach te Reo Māori using:

– IRDPX– Oral choral

• You will learn by using:– flash cards– and powerpoint

The (overarching) TaskChildren will be able to say their mihi in a

whakawhanaungatanga situation.

Pretask: teach the language necessary for the children to achieve the task.

Ellis’ principle 6 – inputAn input methodology for teaching vocab: IRDPX• I input• R recognition• D discrimination• P production• X extension

Flash cardsPowerpoint

Mihi

Words for us to learn to set up our mihi..

Please listen and speak!

Whakarongo mai!

Kōrero mai!

Reri?

He aha te nama?

1 2

3

4

5

6

7

Please listen, speak, choose and read.

Whakarongo mai!Kōrero mai!Whiriwhiria! Pānuitia!

? or ?

maunga

awa

moana

kainga

kura

Pāpā

Māmā

He aha te kupu?

1 2

3

4

5

6

7

Which picture is missing?Ko tēwhea pikitia e ngaro ana?

Ko tēwhea pikitia e ngaro ana?

Ko tēwhea pikitia e ngaro ana?

Ko tēwhea pikitia e ngaro ana?

Ko tēwhea pikitia e ngaro ana?

Mōrena.

Kia ora. Ka pai.

Ka kite. Whakarongo mai!

Teaching questions and answers using the oral choral method.

Whakarongo Kōrero Pānui

Part Two

Ellis’ principle 6 – inputAn input methodology for Q+A: oral choralPattern of interaction teaching Q + A:• Teacher class• Class teacher• ½ class ½ class• Pair class sharing• Pingponging to teacher• Looping - personalised context

Mihi

We are going to learn to ask and answer questions about

our family.

(for the teacher)This is exactly what the language looks like.

1. Ko wai tō ingoa? Ko Meremere taku ingoa.2. Ko wai tō maunga? Ko Taupiri taku maunga.3. Ko wai tō awa? Ko Waikato taku awa.4. Ko wai tō moana? Ko Whaingaroa taku moana.

5. Ko wai tō kainga? Ko Kirikiriroa taku kainga.6. Ko wai tō kura? Ko Pukete taku kura.7. Ko wai tō pāpā? Ko Maika taku pāpā.8. Ko wai tō māmā? Ko Hine taku māmā.

Please listen, speak, choose and read.

Whakarongo mai!Kōrero mai!Whiriwhiria! Pānuitia!

? or ?Reri?

What’s your name?

Ko wai tō ingoa?

My name is Meremere.Ko Meremere taku ingoa.

What’s your name?

Ko wai tō ingoa?

My name is Hone.Ko Hone taku ingoa.

What’s the name of your mountain?

Ko wai tō maunga?

Taupiri is my mountain.Ko Taupiri taku maunga.

What’s the name of your river?

Ko wai tō awa?

The Waikato is my river.Ko Waikato taku awa.

What’s the name of your ocean?

Ko wai tō moana?

Whaingaroa (Raglan) is my ocean.Ko Whaingaroa taku moana.

What’s the name of your home town?

Ko wai tō kainga?

Kirikiriroa (Hamilton) is my home town.Ko Kirikiriroa taku kainga.

What’s the name of your school?

Ko wai tō kura?

Pukete is my school.Ko Pukete taku kura.

What’s your father’s name?

Ko wai tō pāpā?

Maika is my father’s name.Ko Maika taku pāpā.

What’s your mother’s name?

Ko wai tō māmā?

Hine is my mother’s name.Ko Hine taku māmā.

Pattern (using neutral forms)

Ko wai tō _____________?

Ko ___________ taku __________.

Part Three – tō mihi

Find out your personal answers...

1. Ko wai tō ingoa? Ko ________ taku ingoa.2. Ko wai tō maunga? Ko _______taku maunga.3. Ko wai tō awa? Ko ________ taku awa.4. Ko wai tō moana? Ko ___________ taku moana.

5. Ko wai tō kainga? Ko ____________ taku kainga.6. Ko wai tō kura? Ko ________ taku kura.7. Ko wai tō pāpā? Ko ________ taku pāpā.8. Ko wai tō māmā? Ko ________ taku māmā.

Taku mihi...

Ko ______________taku

Ko _____________ taku

Ko _____________ taku Ko ____________ taku

Ko ____________ taku

Ko ____________ taku

Ko ____________ taku

Ko ____________ taku ingoa.

E te Papatūānuku, Kua mutu tātou i te mahi tahi o te rā. Kia tau tou

rangimarie kei mātou. Amene

Acknowledging the forces of nature (Mother Earth),

We have come to the end of our collaborative work for the day. May peace be with us all.

Amen.

Contact:

Dee Reid

Project Leader Poipoia te Reo

Tel: 027-252-7191  

Email: dreid@waikato.ac.nz

www.tetoitupu.org

Jeanne Gilbert

Kaitakawaenga (Facilitator)

Tel: 027 2942178

Email: jeanneg@waikato.ac.nz