Teaching as Inquiry and

Tataiako at South Otago High

SchoolNisa

Teacher inquiry and knowledge-

building cycle

How have we contributed to existing student outcomes?

What do we already know that we can use to promote valued

outcomes?

What do we need to learn to do to promote valued outcomes?

What sources of evidence/knowledge can we utilise?

What do they already know?

What sources of evidence have we used?

What do they need to learn and do?

How do we build on what they know?

Design of

tasks and

experiences

Teaching

actions

How effective has what we have learned and done been

in promoting our students’ learning and well-being?

What are our own learning

needs?

What has been the

impact of our changed

actions?

What are our students’

learning needs?

What outcome am I

looking for and how will I

measure it?

Measure the outcome to

check whether the changes

have been successful

Tataiako

The Effective Teaching Profile and the six elements.

Manaakitanga

teachers care for their students as culturally located human beings above all else.

Mana motuhake

teachers care for the performance of their students.

Nga whakapiringatanga

teachers are able to create a secure, well-managed learning environment.

Wananga

teachers are able to engage in effective teaching interactions with Māori students as Māori.

Ako

teachers can use strategies that promote effective teaching interactions and relationships with their learners.

Kotahitanga

teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students

We modified it twice

T-Drive

The Effective Teaching Profile, Cultural Competencies and the Teaching as Inquiry Model:

Manaakitanga –teachers care for their students as culturally

located human beings above all else.

Mana motuhake -teachers care for the performance of their students.

Ako –teachers can use strategies that promote

effective teaching interactions and relationships with their learners.

Who is in my focus group and what do I want to help them achieve?

What is my baseline data telling me?

What strategies will I use for my focus group?

Kotahitanga –teachers promote, monitor and reflect on

outcomes that in turn lead to improvements in educational achievement for Māori students.

Nga whakapiringatanga –teachers are able to create a secure, well-

managed learning environment.

Wananga –teachers are able to engage in effective teaching

interactions with Māori students as Māori.

What are my next steps?

What has happened as a result? What am I doing to help focus group achieve?

Culturally responsive learning

and teaching tools

What are they?

Small steps

Philosophy

◦ Tuakana/Teina type activities

◦ Whanau type activities

Relationship building

Te Reo

◦ Terminology and kupu

◦ Whakatauaki

Myths and Legends

Mental capacity is hereditary. It can not be changed by environment or experience

Your brain will shrink if you don’t drink 6-8 glasses of water

Myth

Individuals learn better when they get that information in their preferred learning style

Myth

Everything your brain needs to have in order to learn later in life has to happen by age two

Eek, another

Learning can be isolated from the social and/or emotional context

Reality Bites

Each brain is unique

All brains are not equally good at everything

The brain is a complex and dynamic system and is changed by daily experiences

Learning

Is a constructivist process

develops in stages

is affected by emotion

Involves focussed attention and peripheral perception

Bottom-ish line

Feedback is important

Information is retained best when facts and skills have recognisable contexts

I read all this in a book

Making Classrooms Better: Lessons from the Cognitive Revolution that Transform Our Teaching

Book by Tracey Tokuhama-Espinosa

A practical, classroom-oriented guide to best-practice teaching.

Bloom’s then

Bloom’s now

Hattie’s top ten

Student self assessment/ marking

Response to intervention

Teacher-student relationships

Teacher credibility

Formative assessments

Classroom discussion

Teacher clarity

Feedback

Reciprocal teaching

Spaced vs mass, but I skipped that chapter

Resource

http://grantwiggins.wordpress.com/2012/01/07/what-works-in-education-hatties-list-of-the-greatest-effects-and-why-it-matters/

He Kakano

generate contexts for learning that reflect and affirm identity, language and culture

To do:

value and engage in meaningful relationships with students

And

provide opportunities for Māori learners to bring what they know to their learning and to express themselves as Māori through topics or contexts of learning which are culturally responsive

use pedagogies that are known to be highly effective for Māori learners

Learning tools

Teacher-Student Relationships

Constructivism

“No significant learning can occur without a

significant relationship” James Comer

Rita Pierson

A colleague said to me one

time, "They don't pay me to like the

kids. They pay me to teach a lesson.

The kids should learn it…Case

closed.” Well, I said to her, "You

know, kids don't learn from people

they don't like."

Resource

http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile

One focus in He Kakano

Raising Maori student achievement

Building relationships

Building relationships

◦ He Kakano model

Tools

Feedback/forward

Reciprocal teaching

Feedback/forward

Feed-forward will always be feedback if what we say isn’t accepted.

◦ Conversation

◦ Trust

◦ Examine formative assessments

◦ Look for ways to fill gaps rather than mark gaps

Reciprocal teaching

Share direction

Provide opportunities for students to participate in teaching others, peers

Teacher-Student Relationships

Uncomfortable reality

Caring is caring

The Effective Teaching Profile, Cultural Competencies and the Teaching as Inquiry Model:

Manaakitanga –teachers care for their students as culturally

located human beings above all else.

Mana motuhake -teachers care for the performance of their students.

Ako –teachers can use strategies that promote

effective teaching interactions and relationships with their learners.

Who is in my focus group and what do I want to help them achieve?

What is my baseline data telling me?

What strategies will I use for my focus group?

Kotahitanga –teachers promote, monitor and reflect on

outcomes that in turn lead to improvements in educational achievement for Māori students.

Nga whakapiringatanga –teachers are able to create a secure, well-

managed learning environment.

Wananga –teachers are able to engage in effective teaching

interactions with Māori students as Māori.

What are my next steps?

What has happened as a result? What am I doing to help focus group achieve?

Resources

Hand out

T-Drive

◦ PLG

◦ Tataiako

◦ He Kakano

Next steps

See He Kakano in action

Buddy

◦ Critical friend

Department

◦ Continue to implement Inquiry focus