1.Engaging Mori Learners: A Pedagogical Framework Kate Timms-Dean and Jenny Rudd, Otago Polytechnic, 2011

2. Mihi & Mihimihi

Greet each other: Tn koe (hello to one)

Who are your ancestors, where do they come from?

Who are your parents, where do they come from?

Who are you? Where do you come from? Where do you live?

Include siblings, partner and children if you want to

3. The Koru Model of Teaching &Learning

Koru is the young fern frond or leaf

Consists of stalk and blades

When young tightly furled

Unfurls as it matures

Blades 4. The Koru Model of Teaching &Learning

Koru used in carving and tattoos

Associated with identity, growth and new life

Taonga Tuku Iho

the passing of life, information and resources from one generation to the next

(Tauroa, 2009; Wilson 2001-2003) 5. The Koru Model of Teaching &Learning Mauri Manaaki Whakapapa Whanaungatanga Tmanako & Pmanawa Tautoko Aroha Whakamana 6. Mauri

Why do we see the mauri as so central in a teaching and learning model?

How do we go about nurturing it?

7. Why nurturing the mauri is central

• Will I cope?

• Will I be good enough?

• Will it meet my needs?

Fears and anxieties weaken the mauri and reduce a students capacity to engage and learn

Students come with fears and anxieties

8. Reducing Fears and Anxiety

• Clear course outlines, explicit marking criteria

• Introducing students to support services

• Manageable timetables

• An Amazing Race campus tour

• A treasure hunt in the Library

A good orientation and induction process can reduce fears and anxieties: But for some students the fears and anxieties go very much deeper. 9. Reducing Fears and Anxiety

Ice breakers

Name games

Sharing kai

Group activities

Learning waiata

Brainstorming and sharing fears

Can all help but for some students the fears and anxieties go much deeper still.. 10. Why nurturing the mauri is central Smith (2010, p.14) has this to say .In a classroom situation, having been a teacher for many years, I have always thought about working with young childrenhow easy itis to hurt the mauri, as a teacher,as someone in power. A look, aword, an action can all dodamage and it can happen in asingle moment. Easy to damage, hard to recover 11. How do we nurture our students mauri? By attending to. 12. Manaaki Included in our framework to indicate importance of taking care of students physical, mental, spiritual and social needs.

Refers to:

Hospitality: providing a nurturing environment

Ensuring that people feel welcome

13. Manaaki Physical Mental Spiritual Social

Room set up

Temperature

Sufficient space

Air circulation

Plugs for computers

Lighting

Comfortable chairs

Water

Flat structure

(Not lecture theatre)

Tables for group work

Dedicated space (a home base for students)

Attending to learning styles

• Visual

• Aural/Audio

• Reader/

• Writer

• Kinesthetic

Stimulating content

VARK approach to assessments

Appropriate support and scaffolding

One on one tutorial support

Computer labs

Fish & Chip nights

Peers support

Clarity about expectations, structure, roles and boundaries responsibilities

Providing an Agenda

Powhiri/ mihi whakatau/mihi haere

Mihimihi

Karakia and blessings

Opening and closing rituals

Acknowledging ancestors/ Whakapapa

Acknowledging ancestors presence

Outdoor activities

Carving,weaving or painting

Mihimihi

Introductions

Signature search

Name games

Icebreakers

Group activities

Singing waiata

Dedicated space

Eating together

Group assessments

Learning communities

14. Whakapapa

Refersto:

Genealogy: incorporates ancestors as well as immediate whnau.

Included in our framework to indicate importance of creating space for ancestors and whnau in the classroom. 15. Whakapapa

Appreciating that students belong to whanau and that this has implications for who they are and what they bring

Encouraging potential students to bring whanau members to initial pre-course meetings

Including a meet the family session during orientation

Including whanau in official welcoming ceremonies

A whanau orientated signature search

Allowing children to come to class as required and making it comfortable for parents to feel okay about children being present

Fostering a family tolerant environment among class members

Asking class members to invite whanau with relevant expertise to come to class and share their stories and experiences

Inviting whanau to assessment presentations and end of term/semester/year celebrations establishing a class culture around this

Being flexible about due dates in recognition of family/community responsibilities

Creating opportunities to talk about whanau/whakapapa and share photos histories, and family stories

Using mihi whakatau and mihi harere ceremonies within your class

Sharing of yourself appropriately to indicate that it is okay to talk about family

Using the term whakapapa and talking about ancestry and the way that it impacts on values, beliefs, customs and so on

16. Whanaungatanga

Refers to:

The building and maintenance of whnau connections and relationships through shared experience.

Extends to non-kinship relations where there is mutual need, support and reciprocity.

Included in our framework to indicate the importance establishing relationship, belonging and a sense of community 17. Whanaungatanga

Modelling warm, trusting and reciprocal relationships between staff involved on a programme including support, teaching, tutoring and management

Ice breakers and name games are essential. Plan orientation activities so that students go for breaks in groups or in pairs with tasks to discuss. This helps to form relationships and ensures that students arent left out or alone in these initial days.

Making time to see students one on one

Having an open door policy or an open door policy one day per week

Provide opportunities for students to share their stories and experiences during class time or as part of assessments.

Lots of group activities during class time provides an excellent opportunity to move among the groups and build relationships with group members

Discussion based activities in the classroom allow students to get to know each other

Incorporate activities involving self-awareness and awareness of others into orientation sessions:temperament, personality and learning styles tests work well with class discussion regarding individual and group characteristics and needs i

Sharing of characteristics and needs in the creation of a class kawa

Group work activities that include developing and revisiting a group kawa.

Group activities that encourage students meeting outside of class time

Planned social events as part of the academic year

Discussion forums/ Facebook

18. Tmanako & Pmanawa

Tmanakorefers to desires or aspirations whilePmanawarefers to natural talents.

Included in our framework to indicate the importance of a Strengths approach when seeking to engage Mori students. 19. Tmanako & Pmanawa

Focusing on talents, aspirations, resources and opportunities

Have students carry out a strengths analysis to identify their own strengths and support needs

Encouraging students to develop and share aspiration based goal plans

Teaching reflective practice and including a reflective journal as an assessment task

Encouraging students to identify their own strengths and point out the strengths they see in others

Utilising a peer marking model

Adapting your approach to accommodate the student rather than expecting the student to accommodate you

Proactively seekingto counteract students negative self-image and consistently reinforcing students achievements, abilities, talents, courage and resilience

High expectations expect that your students are capable, expect that they are here to succeed

Providingopportunities for each student to be successful

Mixing up assessments catering to different learning styles

Giving options: Write an essay or a song or paint a picture

Recognising, allowing for and integrating the expertise and talents that each student brings

Integrating academic and literacy skills

Scaffoldingassessments ie: an annotated bibliography, followed by astructured essay and then an essay

Focused tutorial support, peer support

Never assume that you have explained yourself sufficiently

Detailed written feedback on every assessment explain where the student has gone wrong tell them what they need to do to improve

Support them before due dates so they can submit on time and pass

Praise and celebrate achievements

20. Tautoko Included in our model because supporting Mori students in a way that works for them is crucial in effective engagement.Refers to support .Bishop and Berryman (2006) drew attention to the deficit support model whereby Mori students have been perceived as academically limited and provided with remedial support. 21. Tautoko

Meeting face to face prior to course commencement

Meeting with Whanau

Talking with caregivers when a student starts getting behind

Explaining assessment tasks orally

Oral assessments

Open door office policy students to feel welcome and at home

Lots of group work and collaborative tasks

Lots of opportunity for discussion

Increasing my knowledge of tikanga

Increasing my use and confidence with Te Reo

Teaching and singing waiata as part of class processes

Integrating Te Tiriti and Te Ao Maori through-out my curriculum

Welcoming whanau into the classroom environment

Fish and Chip Study nights being prepared to stay until the work is done

Being Flexible

Partnership teaching model

22. Aroha Included in our framework because these are essential qualities in an educator who is committed to engaging Mori students. Refers to compassion, empathy and love. 23. Aroha

Completing your own education regarding Te Tiriti o Waitangi and doing so with an open heart

Having some insight and understanding into what it means/ has meant for a people to have so much taken away from them

Bringing that learning and the compassion that arises from it, to your classroom

Understanding why Mori students might not always come to class

Considering what you can do to heal that damaged mauri

Understanding why Mori students might struggle trying to a function in a Western teaching and learning environment.

Trying to understand the differences what does a kaupapa Maori classroom look like/ feel like how can you offer some of that in your own classroom

Knowing that when you support Maori students one on one and with oral explanations of an assessment you do so because you have failed to cater to their learning style in your classroom not because they are less able than their counterparts

Deeply, genuinely caring for your students well-being

24. Whakamana Included in our framework because it reminds us to bringsocial justice, human rights and a power analysis to our work as educators Is underpinned by the notion that some individuals and groups have more than fair share of power in society. 25. Whakamana

Pro-actively working with students to reduce internalised stigma removing the burden of individual blame. For Maori students this often involves teaching them about the Tiriti o Waitangi and Tiriti breaches. Freire (1996) calls this contextualising or consciousness raising.

Consciousness raising to increase the students awareness and understanding of social structures that have prevented them from educational achievement.

Creating opportunities for the student to experience solidarity: sharing with others who have had similar experiences

Providing the supports and resources that will enable students to successfully achieve

Stimulating students interest in knowledge and learning

Maintaining awareness of power issues in the classroom. Knowing that no matter how friendly you think you are, you hold a position of power over the students. Consciously acknowledging the power imbalance and seeking to counteract it where possible

Maintaining humility. Always remembering your limitations particular in relation to other cultures.

26. Paulo Freire (1996)

Love, humility and faith establish trust

Trust enables dialogue

Dialogue enables communication

Communicationallows education

Education enables hope

Hope requires critical reflection

Critical reflection results in growth

Kate can you embed thisif you want itotherwise just an un http://www.youtube.com/watch?v=NwwEchnBs4U&feature=related fern growing 2 mins 27. Waiata: Te Aroha

Te Aroha

Te Whakapono

Te Rangimarie

Ttou ttou e

28. References

Bishop, R., & Berryman, M. (2006).Culture speaks: cultural relationships and classroom learning . Wellington, New Zealand: Huia Books.

Friere, P. (1996).Pedagogy of the oppressed . London: Penguin Books.

Rapp, C., & Goscha, R. (2006).The strengths model: case management with people with psychiatric disabilities(2nd Ed.). Oxford: Oxford University Press.

Smith, L.T. (2010).Smith, L. (2010). Opening Address. Proceedings of the traditional knowledge conference 2008: Tetatau Pounamu: The Greenstone door. Traditional knowledge and gateways to balanced relationships. Auckland: Knowledge Exchange Programme. Retrieved from http://www.maramatanga.ac.nz/sites/default/files/TC-2008.pdf#page=196

Tautoa, D. (2009).He koru ana ra tku. The koru: the safe symbol in New Zealand design?Honours thesis. Whanganui, New Zealand: Whanganui School of Design. Accessed fromhttp://issuu.com/muddog/docs/thesis-2009

Wilson, J.M. (2007-2011). Ta Moko. Accessed fromhttp://awanderingminstreli.tripod.com/tamoko.htm