Planning for 2018

great time out to think and reflect on the past year looking forward to planning for 2018

Updated Māori Dpt Website Link

Updating my Māori Dpt Website: https://sites.google.com/s/0B64Hwa-vEw-NdkE3cGgtcngwYnM/p/0B64Hwa-vEw-NdmhSVGdmdHhuQzg/edit

Utilise the resources you have around you, School Marae.

Our school Marae Te Poho o Tamaki is our biggest resource,  the best place to teach our students about tikanga, kawa and protocols.  Our Marae is a place where our students experience pōwhiri, tangihana, kapahaka, whanaungatanga, wananga, marae noho as well as special events such as being hosts to our community.  

Thanks Ako Panuku 2017

- don't be afraid to change it up it might just be the thing that works, thanks to Ako Panuku i made good use of these reflection booklets they sent out at the beginning of the year, i used them to record student voice, evidence for my files.

Technical Support

Thanks Lenva 👍👍👍 we have great technical support at Tamaki College

A L1 students work moderated last week

Apiti: this L1 student wrote her responses to the questions posed in our assessment, first she gathers her thoughts in English first and than paragraph by paragraph attempts to write her responses in Māori. Although their are errors in her writing it does not hinder the overall communication relayed in the response.  This is her final copy. Moderated at a Merit.

Kei Whea Toku Reo?

Q1. How important is our language to our : whanau, school, iwi, marae, community, nation and why do you think this is

• My language is 100% important to me because it reinforces my identity and culture. If our language was disappearing within ourselves then that mean we are not putting enough effort into learning our culture and keeping it alive.

Q. 2: How do we sustain / revitalise: tautoko, whakahau, tihei mauri ora

• We have to have passion and be proud to learn and keep practising our language if you don't have self drive then how will you sustain your language that connects to your culture and identity however we need to be proud and also wise enough to learn our language.

What is my topic about: My language!

• Tena koutou katoa ko toku nei kaupapa whakahirahira kei hea taku reo? Tuatahi, ka korero ahau mo te reo, me te nui o te tikanga mo to tatou tuakiri me o tatou tikanga. Tuatoru me pehea e taea ai e tatou te tautoko i to tatou reo, kia waiho hei mahinga i roto io tatou hinengaro me a tatou korero. Ko aku take matua me aku korero i raro.

• Ki ahau nei ko toku nei whakaaro, ki tenei kaupapa he aha nga whakaaro me toku mohio ki te wahi i puta ana toku reo? He kura nga te mea, toku kaiako i roto i tenei kura, Ka awhina ahau ki te kimi me te mohio ki taku reo. He mea whakamiharo ki te kimi i taka kura i te kura me te awhina.

• He aha nga korero it toku kura, Ki taku whakaaro kei te pai taku kura ki te ako i to maatau reo, ki te kimi i te reira, me te awhina tonu o to raatau ki te hiahiatia. Hei tauira; Ka ako taku kaiako Maori ki taku ako i taku reo. He mea nui no te mea ko te waahi ko wai kei a matou, mehemea ka awhina te kura, te kaiako ranei ia matou kia mohio nga akonga ki te mea he pai ki a matou

• Ko nga mea e puta mai ana i taku ako mo taku reo, ko wai ahau, he aha i wehehia e ahau, me te aha i ngaro i taku mahinga e wehe atu ana i ahau me toku hapu. He taonga tenei nga te mea, kei te hono tetahi ki tetahi mehemea ka mohio koe ki to taiao, ka taea pea e koe te korero i to reo ki o matua me o hoa. Ko te mohio ki to taiao he pai ki a koe me te tini atu.

• Ki toku nei mohio ka taea e tatou te noho hei waahi rereke, ka ako ano hoki mo to reo. Hei tauira; Mena ka haere koe me to hapu ki te marae, he maha nga huarahi ka taea e koe te ako mo to reo me te ako hoki i te hitori mo to reo. Mena he ahurea rereke koe ka taea e koe te waahi nui ki to kairangapuhi ka taea e koe te ako mo nga mea e whakatutuki ana i to matauranga mo te reo.

• Ka taea hoki e tatou te ako mai i to tatou reo reo Maori, ko tetahi atu wahi i ako ai ahau ki taku reo nga te mea e homai ana e ia ki a au, me te akiaki hoki i homai e ia ki a au. Kei te tino awhina ia i te huarahi e taea ai e au te kite i taku reo i nga huarahi maha, ehara i te mea ka tae mai ki te kura i te wa katoa, engari i waho atu o te kura. Na ko te kura tetahi atu rauemi i runga i taku ako me te ako i taku reo.
• He tohu tenei a te maori. I ora ai ki ahau, ko wai au. He tino pai te ako i toku reo. Maku i ako i whai ki te teitei o toku maunga. Ki toku kaha tenei.

I want to be a Writer, Author.

In a casual conversation with one of my year 10 Māori students we both discovered her hidden passion for writing. She just loved to write her memoirs in her diary pages and pages. Wow what an opportunity to dig deeper,  As we talked we discovered her desire to learn Māori coupled with her passion for writing would become one of her assignments to produce a story book written in Te Reo Māori for a Kohanga Reo.  She would be the designer, writer and editor,  an author in our midst. 

Great models Jane Austin and JK Rolling Ka mau te wehi 

The Three Musketeers Graduate

Well done faithfuls you made it to the end

Congratulations due

I just thought i'd take the opportunity to congratulate two year 10 students who sat NCEA level 1 Māori exam this year. Ka mau te wehi kōrua what an awesome effort and to the other year 10 students who are taking up the challenge in 2018, ngā mihi.

How to know if your students are learning or just regurgitating information

Give them problems to solve and see what skills they use to achieve it

Jumpstart L1 Māori

Focus for Jumpstart class: Tuhituhi / Whakapapa/ Pepeha students are busy organising and learning pepeha whakapapa for kōrero assessments to be presented before the end of term, ka mau te wehi.

L1 Māori exam turnout

Kia tae te wā whakamatautau mo ēnei tauira,  ngā mihinui, tauira mā, kia kaha, kia maia, kia manawanui tū tōnu ki te reo o tō tātou reo rangatira haumi e hui e taiki e.

Very pleased with the turnout for level 1 exams includes two yr 10 students sitting NCEA L1 today. Churr.

Communication with students a key

Communication with students even by email is so important. This is a strategy to keep students informed and connected with the teacher kaiako during study leave when preparing for exams.  This has certainly helped to avoid any major upsets for students. Be specific with times and dates.

Jumbled thoughts

Students thoughts are often a mind field there is a lot of thinking going on inside. You can often tell this by listening to them and observing their work. In this case i ask students to explain what it is they are trying to describe, identify or solve. I found being explicit about the action helped them organise or classify what their intended purpose was.

Student recalls a strategy they use while reading

Today i asked a student to explain to me a strategy she used when reading texts in māori, she responded confidently by explaining that she first looked at the vocab list (provided ) and went through the story marking words  that she did not know either underlining them or using a highlighter. 

Jumpstart yr 10's focus set up blogs & profiles

Jumpstart gives yr 11 students time to set up for 2018: students are setting up blogs & profiles. One of the specifications for blogging will be to develop tuhituhi skills in writing reflections... i tuhi rātou ngā tauira i roto i te reo māori i te nuinga o te wā, ahakoa he iti he taonga tuku iho.

Finland Teaching Approach

He aha ou whakaaro

https://lnkd.in/gYupPHC

Jump Start Whakatu Piki Mai Kake Mai

Jump start: Yr 11 me haere tātou ma runga tereina

https://sites.google.com/a/tamaki.ac.nz/te-reo-maori/

What do they say about IQ

One strategy i learnt as a result of this is to provide students with more problem solving strategies.

What do top students do differently? | Douglas Barton | TEDxYouth@Tallinn

 

TEDx Talks

https://www.youtube.com/watch?v=Na8m4GPqA30&list=PLhiaNMDCYcof6-uG_ha9FbI_4QGFkDHCG&index=1&t=21s

Storing and filing student Results (The Matryoska Russian System)

The system relieved some of my own anxieties about locating student works and important docs with ease. I liken this system to the  The MATRYOSKA RUSSIAN WHANAU SYSTEM but in my case the Māori equivalent. 

Problem Solving Strategies in Te Reo Māori Texts.

Pānui is one of the focuses for the external exam, through out the year one of the greatest strategies for empowering students to problem solve difficult pieces of texts has been to work with students to help them identify common familiar threads and themes in the texts and than leave them to work out the more complex pieces on their own.

I have found students more receptive to this style of learning as they like to work it out themselves and feel more empowered building self confidence and self esteem.  Part 2 has been to work on accuracy of their interpretations.

Te Haerenga ki te Marae

Some of the highlights for students is serving the community with the yearly visit of the local Kindergarten and Play Centres tamariki, whanau and kaiako.

Whakatauki

Year 10's choose a simple whakatauki to include in their mihimihi. Kapai koutou.

Ta Apirana Ngata

Year 10 option Māori wrote essays about Ta Apirana Ngata, focus on details and full sentence writing. Reading for meaning and interpretation two important aspects that students are trying to develop.

Week 2 Term 4

How to keep the momentum moving forward for my senior students...

Reading exam instructions

An important feature for students is taking the time to read the front page of their exam, often they skip the fine print. At the moment students have read instructions and explain what they need to do. Specifics.

Practice Exams

Our main strategy for term 4 2017 is to practice using past exam papers. This includes reading instructions, recalling what they have to do (specifics), completing a piece of the exam and timing themselves.

L1 Kōrero Assessments

Level 1 and level 3 students preparing for their kōrero (conversations) was such fun. Level 1 students trying to do the master chef thing making a jam sandwhich trying hard not to laugh (katakata).

Yr 10's learning simple sentence structures

Students learnt a new structure using kei te... by changing the verb and noun.  Example: kei te kai te kuri (the dog is eating) students were able to change the verb kei te moe te kuri change the noun to a pronoun kei te moe ia (he or she is sleeping). Continue using the structure but changing it up to increase the vocabulary knowledge of the student. Te extend the activity i posted random pictures on the screen and asked students to write sentences using kei te to describe the picture. No words just pictures.

Justifying student's grades

 How do you justify a students grade in Te Reo Māori. The marking schedule and sample moderation through an external provider or other school  is generally a good source to justify if your marking is up to scratch.

Te Wiki o Te Reo Māori begins

Introduction to our kaupapa today. Focused on four kupu, Paetae (achieved), Kaiaka (Merit), Kairangi (Excellence) and Aromatawai (Assessment). Short and to the point. Relevant to support teachers in their cultural response to students sitting exams today.  Adding in a little waiata too...
https://www.youtube.com/watch?v=3YMv5BJZ9EA

The effectiveness of a digital blue print

Our department website https://sites.google.com/a/tamaki.ac.nz/te-reo-maori/

A landing pad for students to find the core foundations for our department, who we are and what our core values.  A living document.

Te Wiki o Te Reo Māori 11- 17 September 2017

Kia ora Te Reo Māori
 http://www.tetaurawhiri.govt.nz/kaupapa-whakatairanga/maori-language-week-mi-nz/

Celebrating Te Reo Māori in schools: what do schools do to celebrate Te Reo Māori, leave a comment.

Kohanga Reo a great starter for learning Māori

Tamariki are impressionable at this age Kohanga Reo the language nest is instrumental in fostering our language, tautoko. https://www.kohanga.ac.nz/

Evidence of accelerated learning

Gleitman says the biggest clue to the accelerated learning is the fact that it occurs when the child starts making sentences. "When the child begins talking at two words at a time, this is the first evidence that they understand something about grammar and language," she says.

https://whyfiles.org/058language/baby_talk2.html

I realised this early in my own teaching practice that as students began to add simple basic communicative language structures together and did this on a regular basis that not only did they start building their vocabulary but they were also able to express and communicate their requests in simple accurate forms of conventional language modes of whakarongo (listening) , kōrero (speaking) and tuhituhi (writing).   

Waiata Melody called prosody

Jucszyk thinks babies distinguish clauses by learning the melody of a language -- the rhythm of sounds and pauses, the varying pitch in the voice, the different pattern of loudness and softness. (Melody, called "prosody" in the linguistic trade, also helps infants distinguish one language from another. At six months, babies will listen just as long to a foreign language as to their own, but at nine months, they prefer their native tongue.)

So how do they actually learn to talk?

https://whyfiles.org/058language/baby_talk.html

Baby Talk

An interesting article about babies learning to talk: by using the pattern of sounds within words to distinguish the ends of words. Babies "pay attention to sounds that cohere within words, compared to the less predictive sounds that change as they span a word boundary," Aslin says. And when that pattern breaks, the baby understands that a new word is about to start.

https://whyfiles.org/058language/baby_talk.html

Blogging

Students are writing in their blogs.

Rāuemi

Preparing students for exams

We spent the week going over writing techniques in Te Reo Māori to help students prepare for Monday's L3 Internal exam. They will sit a Pānui and Tuhituhi exam. Kia kaha.

Pedagogical Mind Shifts

 

While working with one of my students on their piece of writing it dawned on me (kua taka te kapa) how far my pedagogical beliefs had changed. Expectations are often clouded by past events that may have worked well at that time however new learning new strategies can often bring about positive outcomes if you are open to it. My pedagogical shift means that i am able to incorporate new strategies and learning without feeling hemmed in by my past beliefs in teaching.  

Te kai a te tauira he kete, he kete, he kete

Student Voice

At intervals during the term student voice is a good way to get feedback from the students.

Their thoughts.

Reflecting on Goals

At the beginning of the year students set some goals for themselves. Term 3 week 5 we pulled them out to measure what progress the students had made. To their surprise the students found they had made some remarkable progress and were very happy about what they had accomplished.  Ka mau te wehi.

Writing in the first person

Today my senior Te Reo Maaori students are learning to write in the first person, so we took a piece of writing that they were working on and discussed what this might look like if they could imagine themselves as being part of the picture, story or event.  This was good practice for the students.

It was an interesting exercise for students.

Strategy: imagination..

Strategy teaching Pro-nouns

What did we do, in this activity students were taught pro-nouns in māori, once they were using the words confidently we used formations of groups to strengthen students understanding of each of the main pro-nouns being used at this level.

Example of pro-nouns used: au, koe, ia, māua, rāua, kōrua, rātou, mātou, koutou, tātou

Strategy: mix it up a bit, learn and actions work really well

Interactive with year 10 Māori Option Class

Observing the interaction between students was a good ice breaker activity where students asked questions and had to relay the response to another student. The more the students got to interact and practice the less inhibited they became.  This was a good confidence builder for students who are shy and less inclined to put themselves out there. It was good to see students having a go looking to one another for hints, support tautoko and assurance.

The 3 Musketeers

Today the 3 musketeers where busy brainstorming their ideas about their written level 3 topic kaupapa , translating māori phrases and words into manageable chunks and using building block statergies to connect sentences using particles past and future tense markers in māori.   Translating phrases and sentences with a lot of laughter and confidence as they eagerly voiced their responses back and forth in the classroom.

During this time the two putiputi (girls) over in the corner where happily working together on their very own level 1 kaupapa "Kei Whea Tōku Reo".

Awesome day to spend with these young rangathi working on their tuhituhi projects. Ka mau te wehi.
Happy class, happy work.

L3 Written topic: Synthetic Drugs Te Taru Kino o Te Matuu Horihori

After much discussion and brainstorming we decided on a written topic inspired by what was going on in the latest news items. Synthetic Drugs. We watch the news items over and over again discussing the main points ideas and sharing our thoughts on the outcomes for these rangatahi and pakeke. Good soul searching stuff.

We put together a list of main ideas that the students felt they should target and cover in their writing piece but the biggest item of all was the vocab list. Students need something to build their language and knowledge on especially in an area they may not usually write about. CHALLENGE. We than set about putting together a list of vocab that they felt was an essential list to help develop craft and draft their piece of L3 Tuhituhi on.

Ka mau te wehi there was no stopping them after that.

Strategy: spend a little bit of time at the beginning opening up discussion (they know a lot) help them set up their resources and let them go for it. Ka mau te wehi.

News Hub

Our main resources for the L3 Tuhituhi (Written piece)

Students watched a news item on synthetic drugs  News Hub item: http://www.newshub.co.nz/home/health/2017/07/why-synthetic-cannabis-is-such-a-killer.html


great discussion and feedback from the group... some interesting kupu Maori, just a few listed.

spike	Kuta
Disturbing behaviour	Komingomingo	Ko tōna ahua komingomingo - his behaviour is disturbing
seisure	Hukeke	Ko te hukeke ai te tamaiti  - the boy has seisures
Blackouts	tuauriuri	He tino tuauriuri te tama nei
Heart stops	Manawa (Heart)	Kua kati tona manawa - his/ her heart stops
chemicals	Puumatuu	Kia kai ai te puumatuu
Chemical reaction	Tauhohe Maatu	Ko te kiri tauhohe maatu you get a chemical reaction on your skin
hallucinations	Pohewa Kehua	Kia pohewa kehua te tangata (he sees ghosts, he has hallucinations)
vomiting	Ruaki	Kia ruaki te tangata, he is vommtting
paranoid	Manatunatu	I etahi wa i manatunatu ia - sometimes he/she is paranoid
Body turns blue	Kikorangi te tinana	He huri tona tinana ki te tae kahurangi - he turns blue
Hit / bullet	Hamoamoa	I hoko ia he hamoamoa - he’s / she’s buys a hit
Homemade labs	Taiwhanaga Puutaiao	kei te kainga tetahi taiwhanaga puutaiao some are made at home in the labs
Manslaughter	Whakamate ohonoa

New Student

A new student has been enrolled into our class today, a year 13 student who has very little (nil) language ability in Te Reo but this student is keen to give it a go.  This will be very interesting. Lets see how it goes?

Started drafting today Thursday 10

L3 Tuhi Topic term 3

our writing topic for term 3 is: Matuu Horihori 

Synthetic Drugs

The news has been rife lately with lots of people dying from the use of a new synthetic drug.   

we started by brainstorming the news items and looking at the problem and possible solutions. Students start discussing the effects of the new drug and discuss some possible substances that might be mixed in the new drug. From this students decide on a criteria of questions that they can probe to help understand the issue for young people in more depth. 

The outcome is that students will write a report about the effects this may have on young rangatahi such as themselves. Identify some of the harmful long term effects and dangers and what processes are available to support young people out there. Kia kaha koutou. 

 .We are currently building up appropriate vocab and phrases in Te Reo Maori that the students can use in their writing pieces.