2. Theoretical Foundation I Brian Evans, M.ed. (2011) This study
explored the most effective methods ofsupporting Pacific boys in
their secondary education andinvestigated what teaching practices
lead to success. e research specifically sought to identify what
causesachievement in the classroom (p.ii, both quotes)Retrieved
3/2/12 from:http://unitec.researchbank.ac.nz/handle/10652/1734 3.
it [is] the the nature and quality of therelationship between
teacher and student which drives achievement (p.83, underline mine)
Experience Skillsstudent Achievements Culture & beliefs
Religion Friends & family Learning intentions and feedback
Positive environment and attitudeteacher High expectations Engaging
with student worldview Contact with home Contextual PD 4.
PositivelearningenvironmentRecognise Explicit
culturallearningdiversitygoalsPacificastudent success =Teaching
Thorough with a positive planningpositiveattitude relationshipsand
feedbackRegular High homeexpectationscontact 5. Theoretical
Foundation II Dr Ana HaualofaiaKoloto, AlisiNumiaKatoanga, and
LepekaUnafei Critical Success Factors for Effective Use of
e-learning by PacificLearners 2006 What is Pasifika pedagogy?An
integration of teaching and learning methods that are informed
byand validate Pacific values, worldviews, knowledge, and
experience(p.3)Retrieved 09 February 2012 from:
http://akoaotearoa.ac.nz/project/te-pane-
takiao/resources/pages/critical-success-factors-effective-use-e-learning-pacific-
leaThanks also to Herewini Easton for sharing this resource 6.
Validating Pacific values, worldviews,knowledge, and experienceGood
teaching and learning practices for Pacifica students:These may
include but are not limited to:peer teaching and learning and group
workexperiential teaching strategies using and validating
studentsexperiences, including practical hands-on experience; and
illustratingpoints of discussion with real- life
experiencesincorporating Pacific models, symbols, metaphors, and
visual aids into lectures and teachingparticipatory and
student-centred teaching methods, including free-and-open
discussionteaching strategies that engage both the mind (cognitive
intelligence) and the heart (emotional intelligence). (p.4) 7.
Design Issues RelevantRecogniseThorough
CurriculuculturalplanningmdiversityAre you using Integrated Design?
Other Design resources 8. Assessment Issues Explicit
Thoroughfeedback Recogniselearninggoals & High > Peer
culturalExpectations diversity> groupAre you using Formative
Assessment? Other assessment resources 9. Facilitation Issues
IPositive HighRecognise environment & expectations &
culturalteaching Learning goalsdiversityattitudeAre you using
Active Learning ? Other Facilitation resources 10. Facilitation
Issues II peer teachingand group workparticipatory experientialand
student-teachingcentred methodsstrategies Pacific models, engage
bothsymbols,mind and heart metaphors, and visual aids 11.
Evaluation IssuesStudent SGID & Periodic, voiceSurvey
informalPeer Peer Feedback oncourseVoice Observationdocuments Self-
Teaching Study & eval journalreflectionAre you using SGID or
Peer Observation? Other Evaluation resources 12. Designing a Unit
Standard for Pacifica Engagement Review PC/LO for US 2927 (#1),
old-fashioned assessment(#2) more engaging facilitation &
assessment (#3) Review US2927 design planning graphic Using US9677,
design a course in groups that facilitates theengagement of
Pacifica students Share work accomplished so far with larger group
Share issues that have arisen 13. Issues for further study and
contemplation How do we a create a positive learningenvironment?
How do we teach with a positive attitude everytime? How do we
recognise cultural diversity? What does regular home contact mean
at thetertiary level?Thank you for your time and attention today.
Pleasegive us feedback on the session at this site.
