He Taunga Waka Maori Video

Transcription

Ako, Aro and
Whanaungatanga
Making a difference for adult Màori
learners in literacy and numeracy
Resource handbook for Ako Aotearoa’s
professional development workshop
He Mihi
We would like to acknowledge the Màori members involved
in He Taunga Waka for all their contributions: Benita Tahuri,
Makuini Hohapata, Connie Huaki, Mei Winitana, Tama
Kirikiri, Janet Te Rore, Liza Kohunui and Ria Tomoana; our
Pasifika whanaunga within He Taunga Waka; our Working
Group; and our Governance group members.
Ehara taku toa i te toa takitahi, he toa takitini.
Designers: Tai and Kaaterina Kerekere of KEdesign
Iwi
Tai Kerekere – Te Aitanga a Màhaki, Rongowhakaata, Ngài Tai, Ngà Puhi,
Ngàti Kahungunu, Ngài Tahu.
Kaaterina Kerekere – Te Aitanga a Hauiti, Ngài Tamanuhiri,
Rongowhakaata, Ngàti Porou, Ngàti Kahungunu, Rangitàne, Ngài Tahu.
“He Taunga Waka the landing place of Polynesian ocean-going vessels”
The twin-hulled waka reflects the voyaging experience, knowledge and expertise present in all
Polynesian cultures, along with the courage and sense of adventure of the voyagers, representing the
Màori and Pasifika world views and values.
The designs in the sails (and the sails) symbolise leadership, development and the support that
this project can provide to help educators better engage with other educators and learners. The
kòwhaiwhai beneath the waka depicts the oceans and reflects navigating pathways to success.
The Southern Cross constellation represents Aotearoa and Ngà Hau e Whà.
The rich warm colours within the logo represent indigenous world views, and connecting to the
land, the sky and waters – highlighting continued leadership, strength and development through our
Polynesian heritage.
This work is published under the Creative Commons 3.0 New Zealand Attribution Noncommercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy,
distribute, display and perform the work as well as to remix, tweak, and build upon this work
non-commercially, as long as you credit the author/s and license your new creations under
the identical terms. Attributions made under the BY-NC-SA licence should be made to TEC.
What is this project He Taunga Waka?
New Zealand’s levels of literacy and numeracy skills for adults are poor and the
Tertiary Education Commission (TEC) is committed to raising the levels. He
Taunga Waka, a TEC-funded project, seeks to make specific improvements
in outcomes for adult Màori and Pasifika learners and communities.
There are three strands to the delivery of this national project for 2016:
1. provision of professional development workshops for educators
working with Màori and Pasifika learners in adult literacy and
numeracy across the foundation sector
2. provision of pre- and post-workshop consultancy services to
support tertiary education organsations to identify their specific
needs and develop a plan to manage change where needed
3. development of an online digital online resource to support ongoing
tutor development.
“He Taunga Waka
– The Landing
Place of Polynesian
Ocean-going
vessels”
What is this digital resource about?
This digital resource was developed as part of the He Taunga Waka programme delivered in 2016.
It was developed primarily as a refresher for educators who had attended He Taunga Waka face-toface workshops. However, all educators, who understand the importance of providing a responsive
teaching and learning environment for all learners, will also find this resource useful.
Making a difference for Adult Màori learners in literacy and numeracy
1
Contents
Principles that guide the workshop.........................................................................................................3
Conceptual framework....................................................................................................................3
Valuable tools for use – LNAAT, Pathways Awarua and Learning Progressions...........................3
Whanaungatanga...................................................................................................................................4
Know your learner...........................................................................................................................4
Activities for whanaungatanga................................................................................................................4
Activity 1 – Shared wise practice....................................................................................................4
Activity 2 – Hidden treasures activity..............................................................................................5
Activity 3 – Whakawhanaungatanga...............................................................................................6
Activity 4 – Pòwhiri..........................................................................................................................6
Adapting the Pòwhiri process for use in a tertiary organisation......................................................7
Activity 5 – Opening the day with a karakia....................................................................................8
Activity 6 – Taku ingoa (My name)..................................................................................................8
Activity 7 – Ko wai? (Name recall)..................................................................................................9
Activity 8 – Whakawà (Interviews)..................................................................................................9
Ako......................................................................................................................................................10
Ako – Activities.....................................................................................................................................10
Activity 1 – Tikanga (Setting the tikanga/rules in class)................................................................10
Activity 2 – Using YouTube . ........................................................................................................11
Aro (Reflective practice).......................................................................................................................21
Aro – Activities......................................................................................................................................21
Màori glossary......................................................................................................................................23
Resources relevant to NCALNE qualifications.....................................................................................24
NCALNE (Vocational and Educator).............................................................................................24
Learning concepts and methodologies worksheet........................................................................26
He Taunga Waka Consortium..............................................................................................................29
Ako Aotearoa – New Zealand’s National Centre for Tertiary Teaching Excellence......................29
Literacy Aotearoa..........................................................................................................................30
Other useful sites
National Centre for Adult Literacy and Numeracy.........................................................................31
Pathways Awarua ........................................................................................................................31
Te Kete Ipurangi (TKI)..................................................................................................................31
Template
Concept circle...............................................................................................................................32
Work map......................................................................................................................................32
Pasifika workshop also included in the He Taunga Waka project .......................................................34
Pasifika Wave...............................................................................................................................34
More information...................................................................................................................................34
A programme to support your professional development.....................................................................35
2
Ako, Aro and Whanaungatanga
Principles that guide the workshop
Conceptual framework
The framework, derived from research and good practice is centred on the following principles:
Whakawhanaungatanga: Where the teacher and learner start to build a positive learning relationship
based on mutual respect of each other’s cultural capital, language and cultural values.
The teacher utilises the learners’ life experiences, and this becomes the foundation for future learning.
The learners’ cultural capital is valued and their world view is validated.
Ako: The power relationship between the teacher and learner is contextual so that the learner can
become the teacher and vice versa. When this happens the learner’s self-esteem increases and their
cultural capital and world view is acknowledged. This assists in building a positive learning relationship
between learner and teacher.
Aro: Reflective practice (praxis + action + reflection). The teacher is able to be reflective of the
practice through feedback from the learner, reading the body language of the learner and the mood
of the learning environment. After reflection the teacher is able to assess how learning is progressing
with the learner also if their resources and activities are student centred. This is done throughout
the session, the day, the week and the learning process. The teacher needs to give the learner a
space and opportunity to give authentic (honest) feedback, which will support a positive learning
environment. Professional practice develops and retains its effective edge through reflection,
evaluations and self-assessment.
Valuable tools for use – LNAAT, Pathways Awarua and Learning Progressions
This workshop seeks to provide practical understandings of how to engage with your Màori learners.
The workshop also makes reference to the three main tools developed to support you and your learners.
The Adult Literacy and Numeracy Assessment Tool (ALNAT) measures learners’ abilities against
the Adult Learning Progressions. The Learner and Capability Profiles were created to assist educators
to interpret their learners’ Assessment Tool results. The National Centre of Literacy and Numeracy
for Adults (NCLANA) provides free induction workshops. Check out their website
http://www.literacyandnumeracyforadults.com/
Pathways Awarua is a free web-based tool to support adult learners to strengthen their numeracy,
reading and writing skills in their own time and space. It comprises over 300 modules that are organised in
sequences (pathways) of increasing difficulty. This is the tool to help your learners practice and improve.
The Learning Progressions provide the underpinning theory for how adult learners progress and sets
out appropriate support and activities to put in place at each point to best support the learners.
3
Whanaungatanga
Know your learner
Two fundamental issues that are foremost in
most people’s minds, and which are relevant
to all people’s culture:
Knowing the
Demands
Knowing the
Learner
“Who am I?”
“Ko wai au?”
“Where do I come from?” “No hea au?”
This workshop takes an inside-out approach,
which means educators need to understand
each learner’s aspirations and realities so
that these can be harnessed to motivate
learners towards their own goals and vision.
Knowing
What to Do
Getting to know your learner takes time and many interactions.
The more interactions, the greater the opportunity for the learner
to see that you are genuine in your desire to help them
succeed.
You might already be familiar
with this model “Knowing your learner,
knowing the demand and knowing what
to do”. Whanaungatanga is all about
making relationships with your learners
so that you can know your learner in
terms of their many facets, experiences,
knowledges and aspirations that they
bring into the teaching and learning
space, in addition to each learner’s
particular literacy and
numeracy profiles.
Activities for whanaungatanga
Activity 1 – Shared wise practice
Learning outcome
Engaging in discussions that allow learners to share their knowledge, skills and experiences.
Instructions
In pairs, share one activity that you believe you do well that quickly establishes a relationship with your
Màori learners.
4
Activity 2 – Hidden treasures activity
This is a guessing game. It is one way to start the session and is an activity that both values and
acknowledges all participants in the group.
Learning outcome
Demonstration of one way to start a session with an activity that
both values and acknowledges all participants in the group. This is a
guessing game.
Instructions
Break the class/whole group into smaller groups of 4-6 each.
Instruct everyone to share a hidden treasure/gift/ability with the
Korowai woven by Veranoa Hetet
members in their own small group. Examples of a hidden treasure is a
for Tertiary Teaching Excellence
proud moment of success, an activity or experience in their life that the
Awards
members of the other small groups might not necessarily attribute to
each other. For example, “ I walked the Himalayas” “ I speak
5 languages” “ I was on the Minties ad on tv when I was a baby”.
It is a thing that a person is proud of and feels special when they share it.
This information is only shared within the smaller group and is noted down on a piece of paper.
Once each small group has identified and noted down the hidden treasures within their own group, each
group chooses an MC to read out the “hidden treasures” to the whole class.
Each MC reads out the hidden treasures whilst the other small groups listen and decide amongst
themselves who has done what. Each small group notes down their own group’s decisions and this
process is continued until all the MCs have spoken and all groups have noted down their own specific
guesses.
After all the MCs have spoken and all the groups have completed their guesses, each group then stands
up and the MC introduces each person and reads out that persons specific hidden treasure.
Groups can mark their choices to see how many of their guesses were correct.
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Activity 3 – Whakawhanaungatanga
Learning outcome
This activity gives everyone an opportunity to share about themselves and initiates the establishment
of a team environment. It also allows tutors to hear the stories of their students.
Instructions
The tutor starts off by letting everyone know what they would like to hear about and then role-models
this by sharing something about themselves. Note: depending on the class size, this could take a long
time, but don’t rush it. Make sure everyone has the chance to share. One suggestion is to ask people
to talk about their name – how it is said correctly, if they know what their name means and why they
were given that name. This provides the tutor with an initial chance to note correct pronunciation.
Notes
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 4 – Pòwhiri
Learning outcome
This activity helps educators to:
• understand cultural principles of engagement; and
• utilise cultural knowledge (màtauranga Màori) within their own
processes so that effective teaching and learning relationships can
be established and Màori learners can be guided to being active
participants in their own education.
Pòwhiri at Tuia Te Ako Hui 2015
Pòwhiri means to welcome. The pòwhiri process is non-negotiable: people cannot enter a marae
unless a pòwhiri has been undertaken. The pòwhiri process can vary from tribe to tribe, however;
the fundamental principles are the same. The following paragraphs describe each step involved in a
pòwhiri.
1.
2.
3.
4.
5.
6.
7.
Gather – visitors gather at the waharoa (gateway)
Karanga – call of welcome
Whaikòrero – speakers welcome visitors
Waiata – song or haka is performed
Koha – a gift is offered by visitors
Hongi – physical contact (pressing noses, handshake) exchange
Kai – sharing of food and drink
These steps are all processes with a function. Each contributing step in the process is a way of
assisting people to arrive in a culturally safe manner.
6
Adapting the pòwhiri process for use in a tertiary organisation
Tertiary organisations can parallel the pòwhiri process with the functionary roles of staff in their
respective place of learning. The following paragraph is an outline of how this might be defined in an
organisation and who might function in each role.
1. Gather: The visitors in the pòwhiri process could be reclassified as new learners or new
enrolments, prospective students or returning students.
2. The kaikaranga: The person performing the karanga within a tertiary organisation could be
regarded as the receptionist, call centre, infomation centre or staff from the student support
services. The karanga or call is the first voice heard on the marae. This position plays a vital
role to the organisation as it is the holder of information about how to get to the next step in the
process in safety.
3. The kaikòrero: The person speaking is the holder of the integrity of the organisation, course,
curriculum or knowledge. This could be a tutor, kaiako, head of school, manager or senior
manager. This position is important in the alignment of the process. It is helpful for students to
hear an indepth message which was outlined by the kaikaranga or, in this case, the receptionist or
information centre personnel.
4. Waiata: The people (in this case staff) representing the organisation should be singing the
same waiata or song. It is important that the same consistent messages are conveyed by all
representing the place of learning. Consistent messages assist tauira (learners) to arrive at their
destination (which may be an interview, first day of course, visit to student support services).
Inconsistent messages can create confusion.
5. Koha: A koha is laid down by the visitors. The parallel process in education could be that the
learner is the koha as they bring with them their gifts, talents and time. The theory of andragogy
points out that adult learners come to tertiary education with a wealth of life experience, their own
motivation and commitment to learn.
6. Hongi, Hariru: A physical exchange may be a handshake or hug in some cases. It is important
to point out that Màori give attention to the physical exchange as it acknowledges the whole
person through word, song, touch and spirit. It is important to note that physical exchange can be
classified as unprofessional, therefore this concept would need careful consideration.
7. Kai: The learning place may offer kai and refresments after such a process. This is a time for
people to move freely about the environment without the restrictions placed upon them before
entering.
These concepts are solutions for educators to consider when they are thinking about effective best
practice organisation wide.
7
Activity 5 – Opening the day with a karakia Learning outcome
Share the role of karakia in bringing a class/group together.
Teaching sequence
• Share the meaning of karakia – quiet time to collect the self and energies,
centring of energies of the group, connecting to the energy force,
encouraging inclusiveness, not necessarily religious, reflection time.
Para Matchitt ‘Taunga
Waka’
• Share some of the different ways karakia can be expressed –
whakatauki, proverbs, affirmations, inspirational phrases, prayer, waiata.
• Have a collection of karakia (as above) available for group to use in leading karakia.
• Offer the opportunity for group members to lead karakia at beginning and end of the day.
• At end of the class/session, ask the group to think about and share one thing that they are thankful
for from the day’s mahi. When all of the group have shared, explain that this is karakia.
Activity 6 – Taku ingoa (My name)
Learning outcome
Get to know more detail about your learners and provide them the opportunity to share information
that is special to the learner.
Teaching sequence
• Ask the group to pair up with someone they do not know very well.
• Tell them that they will be introducing their buddy to the rest of the group.
• Ask them to listen rather than write notes.
• Each pair shares kòrero with each other about their name:
»» What is your name?
»» Where does your name come from?
»» What does your name mean?
»» Who named you?
»» Are there any special stories about your name?
• Each pair comes to the front of the group. Each person in the pair introduces their buddy.
8
Activity 7 – Ko wai? (Name recall)
Learning outcome
Use sound, movement and repetition to solidify learners’ names.
Teaching sequence
• The facilitator decides beforehand what version of the activity the group will participate in – sign,
food, sound, cartoon character and action to go with it, musical instrument and action to go with it.
• Gather the group into a standing circle.
• Depending on the chosen version of the activity, each person chooses the action, sound or sign
that will be associated with their name.
• Going around the group, each member says their name and acts or sounds out their chosen
representation of their name.
• Repeat this three or four times to help the group to remember each other’s names.
Variations
• Do this at different times during the day as a state changer.
• Change the sequence of going around the circle; every second/third person.
• Throw a ball to and fro across the circle to a person who will say their name, act or sound out their
chosen representation for their name, and then throw the ball to another.
Activity 8 – Whakawà (Interviews)
Learning outcome
Getting to know each other by allowing participants to introduce one another (to alleviate the
discomfort that some feel when asked to talk about themselves).
Teaching sequence
Explain the aim of the activity, give them a timeframe (for example, 5 minutes) to complete the activity
(they need to answer all the questions). Ask learners to interview someone they don’t know.
• Participants take turns to interview each other.
• Facilitator stops the interviews at the given time.
• Participants take turns to introduce the person they interviewed and share the information they
have collected about them.
9
Ako
The concept of ako describes a teaching and learning relationship,
where the educator is also learning from the student and where
educators’ practices are informed by the latest research and are
both deliberate and reflective. Ako is grounded in the principle of
reciprocity and also recognises that the learner and whànau cannot
be separated.
Ako is a reciprocal
relationship between
teaching and learning.
Sometimes you are the
learner and sometimes
you are the teacher.
Source: Ka Hikitia, 2008, p.20
Knowing the
Demands
Knowing the
Learner
Knowing
What to Do
Ako – Activities
Activity 1 – Tikanga (Setting the tikanga/rules in class)
Learning outcome
Where power is shared – getting buy-in from students – shared leadership.
Teaching sequence
Equipment required – A3 paper, coloured pens.
Ask students to have input into tikanga/rules within the classroom and also the consequences if the
tikanga/rules are broken.
Notes
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
10
Activity 2 – Using YouTube
Step 1 – Introduce the Kaupapa – Using YouTube to create engaging, relevant content for teaching
literacy for adult Màori learners.
Step 2 – Choosing the content, “Freedom to sing”.
Concepts being investigated are liberation, freedom and power.
Learning outcome
Use relevant content from YouTube clips to create an engaging environment for teaching literacy and
numeracy for adult Màori learners.
Teaching sequence
Choose the content and theme from YouTube. In this example we have chosen the Song “Freedom to
sing” by Pharrell so the concepts being investigated are liberation, freedom and power.
1. Listen and watch the song “Freedom to sing”
on YouTube signalling to the learners that
they will be asked to retell the main ideas of
the song, after the song has finished. After
listening to the song, set up small groups
and ask each learner to take a turn retelling
the story. This activity of retelling is a widely
used skill in everyday life, as well as in work
situations (for example, retelling instructions,
events, stories). Refer to Teaching Adults to Listen and Speak to Communicate Using the
Learning Progressions, “Retelling, summarising” (p.35, TEC).
2. Watch the “Freedom to sing” video again by Pharrell.
Snip portions of the video into pictures and assign those pictures to the learners. Ask the learners
to draft a paragraph about the picture they are given keeping in mind the essence of the complete
song. Explain that it doesn’t matter whether their paragraph matches up with other’s paragraphs.
This activity can be done as individuals or in pairs. The photos shown here have been taken
from the YouTube video. Each person/pair/group gives their paragraph a paragraph heading with
appropriate space beneath the photo for learners to write as in example of Picture 1.
11
Picture 1 – Paragraph heading ______________________________________________________
12
13
14
15
Picture 10 – Paragraph heading _____________________________________________________
16
As a way of scaffolding the information and ideas used in the stand-alone video, you can discuss the
concepts and lyrics prior to the showing of the video as a way to help learners unpack the meaning of
the song and provide them with some options for words and thoughts before needing to produce either
a short kòrero or writing about the picture.
The purpose of “shared paragraph writing” is that
it enables learners to write together, helping one
another to work through the process of structuring
content and selecting the most appropriate
language. As an individual you can use this to
develop fluency in a kaupapa or topic if learners
are already familiar with the text, words and
understanding of the text. Refer to Teaching Adults
to Write to Communicate Using the Learning Progressions, “Shared paragraph writing” (p.35, TEC).
3. Use the words and concepts discussed as
a Cline activity. Refer to Teaching Adults to
Read with Understanding Using the Learning
Progressions (TEC, p.37). The Cline activity
helps to show the shades of meanings of your
chosen words/themes.
17
FREEDOM
independence
choice
power
slavery
imprisoned
OPPRESSION
ARO MOMENT – How might you incorporate this activity into one of your existing lessons to support
vocabulary development and consolidation?
18
4. Use a word map activity. Learners brainstorm words that relate to a single focus word to extend
vocabulary relevant to the reading task. Below we provide a word map utilising the freedom
theme. A template of this word map is included in the template section at the back of this booklet.
whanau,
hapu,- iwi
partner
friends
clear thinking
open minded
Relationships
Mind
FREEDOM
Body
good / bad
decisions
smoking? drinking?
Soul
open hearted
19
By using a word map, you can find out about the vocabulary the learners have already and link
that vocabulary to the reading topic. The word map shows the learners the link between words (for
example, how several words can be formed from one root word or one head word). A word map can
also clarify the relevant subject-specific meaning of a word that has more than one meaning.
Similies
unshackled,
open-minded,
self-determination,
mana motuhake
Associations
Families
freed, freeing,
frees
Freedom
Opposite
oppression, compliance,
under the thumb,
tied, enslaved
20
suffragettes,
Te Whiti and Tohu,
Ghandi, Malcolm X
Aro (Reflective practice)
Reflective practice is praxis. Praxis is action + reflection. The teacher is able to be reflective of the
practice through feedback from the learner, reading the body language of the learner, and the mood of
the learning environment.
After reflection the teacher is able to assess how learning is progressing with the learner and
determine if the tutor’s resources and activities are student-centred.
Reflective practice is done throughout the session, the day, the week and the learning process.
The teacher needs to give the learner a space and opportunity to give authentic (honest) feedback
which will support a positive learning environment.
Two main elements of Aro – Reflective practice are:
a. critiquing your practice
b. professional development.
Aro – Activities
Throughout the workshop there will be an opportunity to reflect after each activity. At the end of the
workshop there will be time to reflect on the learnings of the day and how you might apply these to
your teaching and learning space within your current tutor/educator role.
Things that happened in today's workshop that made me feel confident in my
practice
21
Things that I learnt today that I will include in my practice
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________ Things I learnt today that I need to be more aware of and limit my use of, for
example, talking to learners and not with learners (One-way vs two-way conversations)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________ Things I have learnt today that I will incorporate into my practice immediately and
I am energised by
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________ 22
Màori Glossary
Here is a list of Màori words that will be used in this workshop and their meanings just in case any of
them are unfamiliar to you.
Whànau – extended family, family group, a familiar term of address to a number of people. In the
modern context the term is sometimes used to include friends who may not have any kinship ties to
other members, such as your class group of students.
Ako
To teach or learn
Akomanga
Class, workshop or classroom – place of learning
Àkonga, Tauira
Learner, student
Akoranga Course, lesson, learning
E noho rà Farewell (to one who is staying)
Haere mai Welcome, come here
Haere rà Farewell
Hapù Extended family particular to an area
Iwi
A tribal group made up of hapù particular to an area, such as Ngà Puhi or
Ngàti Porou
Kaumàtua Elder
Karakia Prayer, invocation
Kaupapa Principle, value, theme
Kuia Respected elderly woman
Koroua Respected elderly man
Kia ora Hi
Mihi Greeting, acknowledgement
Manaakitanga Pastoral care, hospitality, care
Marae
Màori gathering place
Papa tuhituhi Whiteboard or writing surface
Pepeha Tribal saying that includes mountain, river and iwi
Pouako Teacher
Pene Pen
Pukapuka Book
Rangatira Chief, leader
Rangatahi, Taiohi Youth, young people
Rorohiko Computer
Tàne Male adult
Tènà koe Hello, greetings (formal)
Tikanga Custom or expression of a kaupapa (principle)
Wahine Female adult
Wairua Spirit, spirituality, vibe
Wànanga Màori tertiary teaching institution
Whakataukì Proverb
Whànau Family
Whanaungatanga
Relationships
Whare Wànanga
University
23
Resources relevant to NCALNE
qualifications
The table below provides a useful resource for educators studying towards the National Certificate
in Adult Literacy and Numeracy Education (NCALNE) Vocational and Educator qualifications.
The NCALNE (Vocational/Workplace) qualification is a 40-credit level 5 entry level professional
development qualification for trades, vocational and other specialist content-area tutors required to
embed literacy and numeracy into their training.
The qualification, abbreviated to the NCALNE (Voc), is a minimum compulsory requirement for
organisations and tutors delivering Student Achievement Component (SAC) funded training at levels
1 and 2. The TEC considers the qualification best practice for tutors delivering all foundations-focused
training.
NCALNE (Vocational and Educator)
(Voc: Learning Concepts and Methodologies and Educator (21192): Knowledge of Màori Adult literacy
and numeracy)
Kòrero
Speeches, debates, lectures, discussions, talks
Titiro
Visual, displays, posters, videos, graphics, art, crafts
Whakarongo
Lectures, speeches, waiata, songs, music
Tuakana-teina
Mentoring, senior and junior to each other and their respective roles
and responsibilities within the relationship
Group learning
These work from the basis that the members of the group have
certain learning needs in common which are best served by one (or
more) tutor/s catering for a number of students together.
They usually seek to take advantage of the dynamics of group
collaboration and interaction as an extra-positive factor for
motivation and the learning process.
Individual
This is any kind of independent learning initiated and carried out by
a student under their own steam, but with access to guidance and
mentoring when they require it. It may involve self-paced learning
via a correspondence course, or simply pursuing knowledge using
a local whare pukapuka (public library) as a research base. The
occasional support sought may be from a remote or a local adviser.
Modelling
Modelling is an instructional strategy in which the teacher
demonstrates a new concept or approach to learning and students
learn by observing.
Research has shown that modelling is an effective instructional
strategy in that it allows students to observe the teacher’s thought
processes. Using this type of instruction, teachers engage students
in imitation of particular behaviours that encourage learning.
According to social learning theorist Albert Bandura, “Learning would
be exceedingly laborious, not to mention hazardous, if people had
to rely solely on the effects of their own actions to inform them what
to do. Fortunately, most human behaviour is learned observationally
through modelling: from observing others one forms an idea of how
new behaviours are performed, and on later occasions this coded
information serves as a guide for action.”
24
Modelling continued
Research has shown that modelling can be used across disciplines
and in all grade and ability level classrooms.
Action-focused learning
Action learning is an approach to solving real problems that involves
taking action and reflecting upon the results. The learning that results
helps improve the problem-solving process, as well as the solutions
the team develops. The action learning process includes (1) a real
problem that is important, critical, and usually complex, (2) a diverse
problem-solving team or “set”, (3) a process that promotes curiosity,
inquiry, and reflection, (4) a requirement that talk be converted into
action and, ultimately, a solution, and (5) a commitment to learning.
In many, but not all, forms of action learning, a coach is included
who is responsible for promoting and facilitating learning as well as
encouraging the team to be self-managing.
Ako
Learning, to learn; to teach; sometimes tutor, sometimes student.
The term “ako” relates to traditional Màori thinking about the transfer
and absorption of skills, knowledge, wisdom and experience,
much of which has traditionally occurred in the course of everyday
activities. It implies both learning and instructing at the same time
and is the root word for related concepts such as àkonga (student
and learning), whakaako (educate), kaiako/kaiwhakaako (teacher/
tutor), akoranga (learning/study/educational), and whakaakoranga
(education/lesson).
Tangaere stresses the importance of the plateau nature of learning
modelled on traditional Màori learning, with older members of
a community judging when learners had developed enough
understanding and competency at a certain level before being
invited to move on to a higher level. (See bibliography reference).
Mana atua
Spirit/spirituality; well-being; sacred power of the ‘Gods’.
Mana atua is considered a powerful gift for individuals who conform
to particular metaphysical principles and carry out appropriate
sacred rituals.
Mana tangata
Identity; individual cultures; the power an individual gains through
their abilities, efforts and taking advantage of all opportunities.
Mana tangata is the power an individual gains through their abilities,
efforts and taking advantage of all opportunities.
Mana ao turoa
Strengthening abilities; manipulating the environment to suit your
strengths and situations.
Mana Aotùroa is translated as ‘light of day’ or ‘this world’ (Williams,
1992). If often refers to metaphysical or intellectual journeys of selfdiscovery.
Mana whenua
Power of the land, importance, beliefs, belonging.
Mana Whenua signifies jurisdiction over land and land-based
resources. Having jurisdiction creates mana and can also be
associated with the intrinsic power land has to produce those things
that sustain life and contribute to well-being and security (Barlow,
1991). The following whakatauàkì refers to the possession or
domination over a particular piece of land from which a community
inherits its mana.
25
Kaitiakitanga
The practical doing; rules and tikanga of this field; tutor as kaitiaki
(caregiver) of the student’s knowledge so that the student can
practise according to their needs/wants.
Mana reo
Mana reo signifies the power of language and communication.
The following whakatauàkì states that, without language (especially
the Màori language) prestige, land ownership and culture will cease
to exist.
Tino rangatiratanga
Determination by Màori of issues that impact on Màori;
deinstitutionalising Màori; the student’s right to define and their
powers of decision-making, leading to their independence.
Learning concepts and methodologies worksheet
Concept/Methodology
1
Speeches, debates, lectures, discussions, talks
2
Visual, displays, posters, videos, graphics, art, crafts
3
Lectures, speeches, waiata, songs, music
4
Mentoring, senior and junior to each other and their respective roles
and responsibilities within the relationship
5
These work from the basis that the members of the group have
certain learning needs in common which are best served by one (or
more) tutor/s catering for a number of students together.
They usually seek to take advantage of the dynamics of group
collaboration and interaction as an extra-positive factor for
motivation and the learning process.
6
This is any kind of independent learning initiated and carried out by
a student under their own steam, but with access to guidance and
mentoring when they require it. It may involve self-paced learning
via a correspondence course, or simply pursuing knowledge using
a local whare pukapuka (public library) as a research base. The
occasional support sought may be from a remote or a local adviser.
7
…. is an instructional strategy in which the teacher demonstrates
a new concept or approach to learning and students learn by
observing.
Research has shown that modelling is an effective instructional
strategy in that it allows students to observe the teacher’s thought
processes. Using this type of instruction, teachers engage students
in imitation of particular behaviours that encourage learning.
According to social learning theorist Albert Bandura, “Learning would
be exceedingly laborious, not to mention hazardous, if people had
to rely solely on the effects of their own actions to inform them what
to do. Fortunately, most human behaviour is learned observationally
through modelling: from observing others one forms an idea of how
new behaviours are performed, and on later occasions this coded
information serves as a guide for action.”
Research has shown that modelling can be used across disciplines
and in all grade and ability level classrooms.
26
8
…. learning is an approach to solving real problems that involves
taking action and reflecting upon the results. The learning that results
helps improve the problem-solving process, as well as the solutions
the team develops. The action learning process includes (1) a real
problem that is important, critical, and usually complex, (2) a diverse
problem-solving team or “set”, (3) a process that promotes curiosity,
inquiry, and reflection, (4) a requirement that talk be converted into
action and, ultimately, a solution, and (5) a commitment to learning.
In many, but not all, forms of action learning, a coach is included
who is responsible for promoting and facilitating learning, as well as
encouraging the team to be self-managing.
9
Learning, to learn; to teach; sometimes tutor, sometimes student.
The term … relates to traditional Màori thinking about the transfer
and absorption of skills, knowledge, wisdom and experience,
much of which has traditionally occurred in the course of everyday
activities. It implies both learning and instructing at the same time
and is the root word for related concepts such as àkonga (student
and learning), whakaako (educate), kaiako/kaiwhakaako (teacher/
tutor), akoranga (learning/study/educational), and whakaakoranga
(education/lesson).
Tangaere stresses the importance of the plateau nature of learning
modelled on traditional Màori learning, with older members of
a community judging when learners had developed enough
understanding and competency at a certain level before being
invited to move on to a higher level. (See bibliography reference).
10
Spirit/spirituality; well-being; sacred power of the ‘Gods’.
…. is considered a powerful gift for individuals who conform to particular
metaphysical principles and carry out appropriate sacred rituals.
11
Identity; individual cultures; the power an individual gains through
their abilities, efforts and taking advantage of all opportunities.
…. is the power an individual gains through their abilities, efforts and
taking advantage of all opportunities.
12
Strengthening abilities; manipulating the environment to suit your
strengths and situations.
…. is translated as ‘light of day’ or ‘this world’ (Williams, 1992). If
often refers to metaphysical or intellectual journeys of self-discovery.
13
Power of the …., importance, beliefs, belonging.
…. signifies jurisdiction over land and land-based resources. Having
jurisdiction creates mana and can also be associated with the
intrinsic power land has to produce those things that sustain life and
contribute to well-being and security (Barlow, 1991). The following
whakatauàkì refers to the possession or domination over a particular
piece of land from which a community inherits its mana.
14
The practical doing; rules and tikanga of this field; tutor as kaitiaki
(caregiver) of the student’s knowledge so that the student can
practise according to their needs/wants.
27
15
…. signifies the power of language and communication. The following
whakatauàkì states that, without language (especially the Màori
language) prestige, land ownership and culture will cease to exist.
16
…. by Màori of issues that impact on Màori; deinstitutionalising
Màori; the student’s right to define and their powers of decisionmaking, leading to their independence.
List of concepts
Tino rangatiratanga
Kaitiakitanga
Action-focused learning
Ako
Mana reo
Mana ao turoa
Titiro
Tuakana-teina
Mana whenua
Mana tangata
Whakarongo
Group learning
Kòrero
Mana atua
Modelling
Individual
28
He Taunga Waka Consortium
This project He Taunga Waka evidences our strong collaborative approach
drawing on the expertise and skill set of Literacy Aotearoa and New Zealand
Council for Educational Research.
Ako Aotearoa – New Zealand’s National
Centre for Tertiary Teaching Excellence
Our vision is the best possible educational outcomes
for all learners. Our work towards this vision focuses on
building strong and collaborative relationships with tertiary
organisations, practitioners and learners to enhance the
effectiveness of tertiary teaching and learning practices.
This project He Taunga Waka evidences our strong collaborative approach drawing on the expertise
and skill set of Literacy Aotearoa and New Zealand Council for Educational Research. Ako Aotearoa
provides the expertise in delivering professional development.
Ako Aotearoa – mission
Through a focus on enhancing the effectiveness of tertiary teaching and learning practices, Ako
Aotearoa will assist educators and organisations to enable the best possible educational outcomes for
all learners.
Ako Aotearoa – view on teaching and learning
Our use of the Màori word ‘Ako’ reflects our view that teaching and learning are two interactive parts
of the whole education experience:
• Learning should be active – learners have responsibilities as well as rights.
• Teachers modify and improve their practice by interacting with active learners.
Website – http://akoaotearoa.ac.nz/
29
Literacy Aotearoa
Within the He Taunga Waka project, Literacy Aotearoa provides the literacy
and numeracy content expertise as well as professional development
experience.
Literacy Aotearoa was founded to develop, promote and deliver accessible,
quality literacy services designed to ensure the peoples of Aotearoa are critically literate.
Our core activity is delivering learning services to adults nationwide, assisting them to improve their
literacy, numeracy and communication skills; tutor qualifications and professional development.
Literacy Aotearoa – Philosophy
Literacy Aotearoa’s philosophy is about Accessibility and quality. This means that literacy services are:
• Provided at no direct cost to the student;
• Provided in a way that enables students to fulfil their potential, by building on their knowledge and
experiences to enhance their confidence and capabilities.
Kaupapa
Literacy Aotearoa will honour Te Tiriti o Waitangi by operating in accordance with Tino Rangatiratanga
and guided by Manaaki Tangata.
Mission
Literacy Aotearoa is established to develop, promote and deliver accessible, quality literacy services
designed to ensure the peoples of Aotearoa are critically literate.
Website – http://literacy.org.nz/
30
Other useful sites
National Centre for Adult Literacy and Numeracy
http://www.literacyandnumeracyforadults.com/
This website has been commissioned by the Tertiary Education Commission (TEC), Te Amorangi
Màtauranga Matua, to support the professional development of educators and other professionals
involved in the delivery of literacy and numeracy education for adults. It is intended as a Professional
Learning Hub that extends and complements the work of the National Centre of Literacy and
Numeracy for Adults. It supports and provides a gateway to other initiatives within the TEC’s literacy
and numeracy infrastructure including:
• The Assessment Tool
• Learning Progressions for Adult Literacy and Numeracy
• Pathways Awarua
Pathways Awarua
www.pathwaysawarua.com
Pathways Awarua is a free online, interactive learning system designed for adult learners to strengthen
their numeracy, reading and writing skills. As of January 2015, 332 modules have been developed to
support adult learners to strengthen their numeracy, reading and writing competencies. Users are
able to select between general, trade or service versions of the numeracy and reading pathways.
A listening pathway was developed in 2014. A Road Code pathway has also been introduced in 2015.
Each module includes a sequence of screens which engage the users in learning tasks. The learners
can choose between general, trade and service-industry versions of the reading and numeracy
pathways. Learners receive immediate and customised feedback on their responses and are able to
track their progress.
Pathways Awarua is available for educators to use to help strengthen the reading, numeracy and
writing skills of learners. It is also available to adults who are not enrolled in Tertiary Organisations.
Te Kete Ipurangi (TKI) is a bilingual website for New Zealand schools, funded by the Ministry
of Education.
https://www.tki.org.nz
TKI provides:
• curriculum-based resources and information, commissioned by the Ministry of Education
• links to thousands of relevant websites, rigorously assessed for quality and
• a bilingual search engine. Making a difference for Adult Màori learners in literacy and numeracy
31
Templates
Concept Circle
32
Word Map
Similies
Families
Associations
Opposite
33
Pasifika workshop also included in the
He Taunga Waka project
Under the He Taunga Waka project, we have also developed a literacy and numeracy professional
development workshop aimed at educators working with adult Pasifika learners.
Pasifika Wave
Making a difference for adult Pasifika learners in literacy and numeracy
Pasifika Wave is a professional development programme for teachers of Pasifika adult learners
in foundation education. It is a full-day workshop. Pasifika Wave is based around the importance
of space and relationships. Knowing how to navigate those spaces and relationships will enable
participants in this workshop to create a teaching and learning environment that maximises the
knowledge and skills of the learners.
The workshop takes a strengths-based approach, promoting an “inside – out” perspective of getting to
know the learner, their aspirations and needs.
The resources are also aligned towards the NCALNE and NCALNE (VOC) qualifications.
More information
Talk to us about running either of these professional development workshops in-house at your
organisation (groups of 15 to 18). If your organisation meets certain criteria you could qualify for a feefree workshop. Please contact us to find out more.
Contact:
Pasifika Wave workshop – Bruce George at: [email protected]
Ako, Aro and Whanaungatanga workshop – Ria Tomoana at: [email protected]
34
A programme to support your
professional development
This workshop is part of Ako Aotearoa’s Professional Development Programme
– an initiative to bring high-quality, evidence-based and affordable professional development to
educators and managers across New Zealand’s diverse tertiary education sector.
Go to www.akoaotearoa.ac.nz/pd-programme to check out the current workshops available in the
programme.
Talk to us about booking in-house off-the-shelf or tailored workshops for your organisation and staff.
We can provide events individually as part of your existing professional development initiatives, or as
a professional package – special rates are available. Contact us at [email protected] to discuss
these options.
For more specific information about He Taunga Waka workshops, or Ako Aotearoa workshops in
general please feel free to contact Ria Tomoana via email [email protected] or phone
04 979 3138.
35
AKO AOTEAROA, National Office | PO Box 756, Wellington 6140, New Zealand
Phone +64 4 801 0808 | Fax +64 4 801 2682 | Email [email protected] | Web www.akoaotearoa.ac.nz
July 2016

He Taunga Waka Maori Video

Transcription

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