“Whakamanahia te tamaiti”Praising the potential of the child

Realising Māori Potential

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

Russel Bishop’s story

• http://tekotahitanga.tki.org.nz/Videos/Interviews/Focus-on-Maori-students

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?”

Agnes and Rangimarie's story

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

GEPRISP or PSIRPEGGoalExperiencesPositioningRelationshipsInteractionsStrategiesPlans

EXPERIENCESIn pairs analyse 2009 Science NCEA data:a) What does the data tell us about Māori student

achievement?b) What else do we need to know?c) How does it affirm what we already know?d) Based on this evidence, identify a goal that will help

the classroom teacher improve the achievement of these Māori students?

e) What surprises you?

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 (ie Little OR No influence)

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: all Māori are inherently capable of achieving success

Māori potential Approach in education

Less focus on … More focus on…

Remedying deficit Realising potential

Problems of dysfunction Identifying opportunity

Government intervention Investing in people and local institutions

Targeting deficit Tailoring education to the learner

Māori as a minority Indigeneity and distinctiveness

Instructing and informing Collaborating and co-constructing

RELATIONSHIPS

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

INTERACTIONS

Effective Teaching Profile ActivityWatch Shara’s video clip for a second time and make notes on how one aspect of Te Kōtahitanga is evident in her teaching:

Manaakitanga WānangaMana Motuhake AkoWhakapiringatanga Kōtahitanga

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?

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?

Resources that recognise the diversity of languages in the classroom

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• CondensationAll the words from our class will be put onto the poster below.

Melt Evaporation

CondensationFreeze

Melt

Whakarewa Momoko

Liusuāvai Otapanje Smelt

Evaporation

Mimititanga o te wai Lilio vai ki he mao

IsparavanjeLiuausa Uitwaseming

CondensationFreeze

Whakahaupapa Fa’a’aisa

Vaia BevriesingSmrzavanje

Kua tōtātia te wai mamaoa hei wai

Kondensasie Lilio mao ki he vai

Kondenzacija

Sūsū

awa

rākau

whenua

tangaroa

hau

uā

whakaetotonga maunga

rā

Physics demonstrations by Māori and Pasifika students

http://www.vuw.ac.nz/scps-demos/TeReoResources.htm

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?