Mary Brown – Southern Cross College

Alisi Tatafu – Mangere College

Raising Maori and Pasifika achievement

• Supporting documents

• Teaching as INQUIRY• Focusing Inquiry• Teaching Inquiry• Learning Inquiry

Outline of Ideas in Action

• Maori Students identified

• Potential of each Maori student

• Key aspects of ako: Culture counts. Knowing where the students come from and building on what students bring with them. Productive partnerships – Maori student, whanau, iwi and educators working together

Ka Hikatia

• Know the learner

• Use of home languages, knowledge and experiences of Pasifika students

• Ensure prior knowledge and experiences are activated and used to build a bridge to prior knowledge and new knowledge

 • Provide a range of culturally relevant texts,

topics, contexts and perspectives

Pasifika Education Plan

Attitude of teacherspositive optimistic hard-workingreflective practitioners motivated

Relationshipsstudent ‘world’s’ respect them/cultureaffirmation/value perseverance

Positive/Constructive behaviour managementclear routines clear expectations being firm and fairavoiding confrontation enjoying humour

Aimhi

• Connectionmake connections to students lives

• Alignmentalign experiences to important outcomes

• Communitybuild and sustain a learning community

• Interestdesign experiences that interest students

Best Evidence Synthesis

TEACHING AS INQUIRY

• Toku Pepeha

• Student Profile

• Skills Questionnaire

• Process Log (similar to KWLH)

Focusing InquiryKnow the Learner

• SOLOs Taxonomy

• Writing: Blogpost-sccgeographyblogpost.com

• Listening/Writing: Dictagloss

• Reading/Speaking: Expert Groups

Teaching as InquiryEffective literacy

• 5 levels of thinking

• Parallels NCEA marking perfectly– A-M-E

• Graphic organisers can extend students thinking – it works!!

What is SOLO TAXONOMYin Geography

Unistructural Multistructural Relational Extended abstract

DefineIdentifyDo simple procedure

DefineDescribeListDo algorithmCombine

Compare/contrastExplain causesSequenceClassifyAnalysePart/wholeRelateAnalogyApplyFormulate questions

EvaluateTheoriseGeneralisePredictCreateImagineHypothesiseReflect

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

So How do they match up?

Not Achieved Achieved Achieved with Merit

Achieved with Excellence

• Prestructural – Really there’s not much there

• Unistructural – There’s one idea there• Multistructural – There are a number of

ideas• Relational - There are a number of ideas

and links are made between these ideas• Extended Abstract - There is a range of

ideas which are linked together plus some new or extended thinking is added

What does it mean?

Dump screen - website

Blogpost

• Piece of Writing: 2-3 paragraphs max• Student worksheet – keywords/statements/paragraphsACTIVITY:

Dictagloss

Student Teacher*1st reading: Listen actively for key words during reading and write these words down*2nd reading: Listen actively again, write any missing key words in order

*Read each paragraph twice – 1st time at a slower pace, 2nd time at a regular pace*looking around to see how far along students are in their writing

*After each paragraph: Students will re-write the paragraph in their own words using the key words chosen. Note: they will need to cross out the keywords they use in their statement/paragraph writing

*After – Teacher will mark students books and give feedback on writing

• 4-5 different aspects of a topic reading• Students divided into home groups of 4-5 people maxActivity:

Expert Group

Student Teacher

*Students sit in home groups of 4-5 people max. Home groups will read 1 aspect of the topic reading and brainstorm the key ideas. All home group members must have the same key ideas

*Home groups will then divide into expert groups

*There should be 4-5 experts in each group, each will have a turn summarising their reading, while the rest of the group will be taking notes down in the worksheet

Organise home groups

Ensure each expert group is made up of 1 member from each home group

• 3-2-1 (2 versions) 3 things you found out/3 recalls 2 interesting things/2 insights 1 question you still have

• Student Voice – written• Student Voice – filmed• Data Analysis

Learning Inquiry

3-2-13 things you found out2 interesting things1 question

TAKEAWAYS

• Please collect your resource kete after this presentation.

• If you would like electronic copies of these resources please leave your email address on the sheet in the front table

Resource Kete