Week 28 Activity 4: Indigenous knowledge and Cultural Responsiveness

Indigenous knowledge

  Indigenous knowledge helps everyone towards new understandings of the world we live in. In New Zealand we support te reo Māori (language) and mātauranga Māori (body of knowledge-wisdom).

 “The inclusion of mātauranga Māori enables all children to understand the significance of Māori as tangata whenua through the use of te reo Māori; Māori symbols; learning experiences... The inclusion of Mātauranga Māori across the curriculum enhances the mana and wairua of Māori children. This validates their ways of knowing, being and doing” (ERO, 2013) p17.

Culturally responsive pedagogy is defined by Gay (2001) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching” (p106).

It is not solely based on race but encompasses such things as age, gender and location.

Bonner and Adams (2012) use a diagram to represent four cornerstones of culturally responsive pedagogy: knowledge, communication, relationships and reflection.

Planning to support diverse cultural backgrounds and languages in my  classroom involves:

1. Knowledge of the content, pedagogy, community and students.

2. Communication 

•     encourage the visibility of Māori language throughout the learning environment and use of        Te Reo (one of the strongest expressions of identity is language)
•    Māori concepts and perspectives are important to the learning process
•    conversations challenge ideas, evoke new thinking and build resourcefulness
•    words/images/dialogue/situations stimulate curiosity and enquiry
•   meaningful real world problem solving  

3. Relationships (whānaungatanga)

• building trust, confidence and capability with positive interactions and high expectations
• communicating deep care in tangible ways
• collaboration is valued as well as students taking responsibility for their own learning
• learning reflects local issues, values and the natural environment
•  restorative practice 

4. Reflection

• an active dynamic process and reciprocal relationship between learning and teaching (ako)
• assessment feedback and feed-forward, next steps
• learners and teachers reflect on and evaluate the learning and teaching

My Reflection:

When researching some of the articles about a culturally responsive pedagogy in the context of Mathematics teaching I felt quite inspired. There were many activities and techniques that I have not used before such as storytelling and choral responses for skill based learning.

High Expectations

There is only a very small percentage, if any, Māori students who choose to study Mathematics at NCEA Level 2 or 3 in our school. Up to this point I have made excuses as to why I think Māori students do not study Level 2/3 Mathematics. I regret that I have thought this way. I now feel challenged to ensure these akonga are confident and passionate in their Mathematic skills at Year 9-11 so that they can continue to high level Mathematics.

I am also challenged to ask myself “How did each of my students do today?” If I am not regularly checking books, do my students think I am unconcerned? Probably. My goal will also be to make better use of the last 10 mins of class time for reflection –sometimes oral feedback and other times written.

When looking at the Unitec (n.d.) Poutama I think that I am still on the bottom level of cultural responsiveness (Te Reo Māori is at a basic level, there is a culturally safe learning environment, basic tikanga Māori in lessons, learning/teaching approaches are inclusive) but hopefully new steps are being made to teach in a more culturally responsive way.

References

Bishop. R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.

Bonner, Emily P., & Adams, Thomasenia L. (2012). Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study. Journal of Mathematics Teacher Education, 15(1), 25-38.

Education Review Office (2013) He Pou Tātaki - How ERO reviews early childhood services.  Retrieved from http://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/part-4-eros-framework-for-review-nga-pou-here/

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Ukpokodu, Omiunota N. (2011). How Do I Teach Mathematics in a Culturally Responsive Way?: Identifying Empowering Teaching Practices. Multicultural Education,19(3), 47-56.

Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology. Retrieved from Booklet.http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf

Week 27 Activity 3: Contemporary Issue: Loneliness

Week 27 Blog

 Contemporary issue: Loneliness 

Modern life is making us lonelier and I think it is a valid contemporary issue. With globalisation there are more people on the move and we are living further from friends and family. Increased immigration to New Zealand has been one of the factors causing over the top house prices and housing shortages. Many have gained in affluence while others struggle to find a place to rent. These stresses can make us feel alone and vulnerable. With advances in technology we may connect to hundreds via Facebook or Instagram yet we yearn for face to face communication and personal touch.

Family Matters:

Traditionally family has given us a sense of wellbeing and been the shelter when storms come our way. But family is not so strong in contemporary society. Teens wonder who they are and do they matter when Mum and Dad split up and find other partners. There are stresses on single parent homes especially financially. Other families are pained with addictions and children are neglected or abused. For some boys there is an attraction in ‘belonging’ to a gang lifestyle and many families lack the boundaries that teens need.

Adrian Franklin(2012) researched loneliness in Australia and concluded that “social relationships persist into the present time but no longer deliver or sustain the same emotional qualities or intensities that make people feel they belong, they matter and they are cared for.”

Recently a colleague was asked “how good are the teachers at your school?” She replied ‘Well how good are you at parenting? If you are doing the parenting we can get on and do the teaching.”

If only that were true. Schools and educators are increasingly being asked to take on the rights and responsibilities of parents. We are called to do more than the teaching.

 ERO(2012) “encourages schools to develop systems, processes and connections that put students at the heart of learning and teaching, rather than on the periphery of school decision-making and the curriculum.”

What does research tell about the identified issue of loneliness?

Adolescence is a time for establishing a sense of identity and in most Western countries a career identity is dominant. This is now more difficult for schools as future careers are less certain. One of our duties as educators is to help youth take steps toward their adult roles and strengthen their self-concept.

Again ERO(2012) comments that too many students are at risk of making poor progress and of leaving school with few qualifications. The government’s goal of 85% of 18 year olds attaining Level 2 is ‘deemed to equip students sufficiently to participate in employment and society in a productive and successful manner’ (p5)

What is the role of education in solving the problem of loneliness and self-concept?

“Those who have been lonely for some time need support to change the view of themselves and how they feel others will react to them.” (Harris, 2013)

I think there are 3 important roles that we have as educators today, based on ERO(2012)

• ·        We create rich learning programs that promote engagement and self-responsibility.
• ·        That students are partners in learning and are encouraged to bring what they know and their ways are valued and accepted. We help build a positive school culture.
• ·        We talk about progress, learning goals and next steps and promote an ethic of care for students’ success

Loneliness is an widespread issue in our globalised world but if we counteract it in our classrooms our students will go on to lead more productive and fulfilling lives.

References

Coney, S. (1993). New Zealand: Youth suicide. The Lancet,341(8846), 683.

Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/About-Us/News-Media-Release...

Franklin, Adrian. (2012). A lonely society? Loneliness and liquid modernity in Australia.(Report). Australian Journal of Social Issues, 47(1), 11.

Harris, Qualter, & Robinson. (2013). Loneliness trajectories from middle childhood to pre-adolescence: Impact on perceived health and sleep disturbance. Journal of Adolescence, 36(6), 1295-1304.

OECD (2016), Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

Week 26: Activity 2 My Professional Context

Current issues in my professional context

Our school (BBC) is a decile 5 school, with a roll of 450 students.  Approximately 35% of our students are Maori. BBC serves the community of Waipu to the south (a strong Scottish heritage), One Tree Point (newer home development), Ruakaka (the ‘villy’), the Marae-based community of Takahiwai to the North and the farming communities inland. 

The College’s Maori and Scottish heritage is evident on formal occasions and the organisational structure of the Whanau houses. The school has a bilingual Maori unit operating for Year 7 and 8 students and Te Reo Maori courses in years 9 to 13.

Restorative practices, international exchanges to Japan and Samoa, entrepreneurship, and coastal conservation all contribute to the school culture. BBC is future focused with good ICT infrastructure to serve teachers and students, and a BYOD policy.

Decile 5 may indicate the status of the physical community but the socioeconomic status of our school community is very mixed. There are surrounding dairy farms, a large port and refinery, a marina development and many workers who commute to Whangarei city. Sadly many students bus out of the area daily to attend private or large public single-sex schools in Whangarei. Closest to the school is a lower socio-economic area of housing and almost all of the children from there attend BBC.

BBC strives for a balanced education that incorporates academic, arts, sporting, cultural, performance, leadership and service components. Students have been doing particularly well in performance and music fields and have won awards throughout NZ.

The professional environments:

The professional environment encourages innovation, to be proficient with ICT, and making good relationships with the students. There is a staff car available and budgets for PD. Collaboration is encouraged and growing with some cross curricular projects.

We have pass rate goals for all levels and pressure to maintain or exceed the previous year’s rates of academic success.

Issues for lower socio-economic status (SES) students include:

Poor housing (cramped, damp, illness, absenteeism, parental stress), poor diet, difficulty acquiring stationary, and paying for school trips. Often school is perceived as an ‘authority’ and low SES students are less likely to understand the hidden curriculum cues. Families value education but don’t realise what is needed to achieve at a high level.

Bad language and drugs are the norm in many homes and students haven’t had boundaries. Quite a high number of students are in foster care or with extended family.

For students with a slightly higher SES, many work part-time because they want to have purchasing power for things like phones, clothes, internet, and cars.  

 How have the issues been addressed?

Providing breakfast and lunch, student achievement conferences, help with uniform, electronic devices, stationary and school trip sponsorship.

Rubicon counselling for drug use, help for smokers.

Issues arising from the professional environments in your school?

There is often conflict because of the goal of high academic success along with the goal of high co-curricular involvement of students eg lost classroom time because of music & performance practices. In a small school the same students are involved in sports, cultural events and academic pursuits.

 How have the issues been addressed?

We try to have as many performances/practices as possible after school and weekends but that also means students don’t have a lot of time to study at home.

What role does your school’s culture play in addressing the discussed issues?

From a restorative culture students are given second chances and an opportunity to learn from their mistakes. They are made aware of the consequences of their actions.

There are many scholarships available that give students opportunities they would not normally have. Eg. R.Tucker Thompson and Spirit of NZ sailing, and university scholarship awards.

Gateway work experience and trade skill courses.

School Improvement

 

Stoll(1998) p10

These are similar to the norms that BBC is trying to embed in their school culture.In a recent staff well-being survey some staff felt that there was a ‘blame culture when we don’t succeed in some areas’ so I think we can work on ways to increase mutual respect.Our collegiality and mutual sharing is strong in some departments where unscheduled visits are typical and we drop in on each other’s classrooms to help out. It has been noted recently that some teachers are offended by unscheduled observations, so collegiality would be in a weak form in some parts of the school.Gargiulo (2014) in his sabbatical report mentions some strategies to achieve higher outcomes for low SES students. Similarly our school provides breakfasts, and some lunches, promotes academic counselling, has literacy programs and Gateway work programs. Rather than accommodate trade academies in our school, students are encouraged to attend trade schools in Whangarei.Whanau teachers are taking on a wider academic counselling role and perhaps this also helps students to navigate hidden curriculum cues and enhance the relationships with family.Gargiulo didn’t mention ‘celebration of success’ but I think this is also a key strategy to raise student achievement. It is made visible through leadership camps, PST interviews, award assemblies and as many ways as we can recognize the great accomplishments that students are making.

References:

Gargiulo, S. (2014). Principal sabbatical report. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Principals-sabbatical-reports/Report-archives-for-2007-2014/Secondary-award-recipients-2014/Gargiulo-Salvatore

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Week 25 Activity 1: Defining My Practice

Community of Practice

Wenger defines communities of practice as “groups of people informally bound together by shared expertise or passion for a joint enterprise” (Wenger & Snyder, 2000 p139).

For me, my community of practice is a small group of Maths teachers that I work with and interact with daily.

Our shared domain of interest is mathematics and teaching. We discuss key issues (and not so key issues) about teaching and learning Mathematics.

Within our community we engage in discussions, share information and encourage each other. There is mutual trust and support for one another. I think we are there for each other and we look after one another.

There are events that we are responsible for such as a yearly Inter-house Mathex competition for the whole school and weekly after school tutorials that we run together. We meet weekly as a department and also moderate student work as a team about once a month.

We develop a shared collection of Mathematics learning programs and assessments.  We also gather stories and experiences of things in our classrooms, we talk about struggles that are unique to teaching Mathematics, and frustrations that we have with recurring problems.

There are a variety of communities that I learn from and contribute to, such as our school Professional Development team, or our Whangarei Mindlab group, but my practice is secondary Mathematics teaching and so my CoP would be my colleagues who share a passion for Mathematics teaching.

Belonging and Contributing

Etienne Wenger describes CoPs as a social learning system where competence interplays with experience (Wenger 1988) About five years ago I was a newbie to teaching with very little competence and I clung onto the competence of my colleagues around me. Now I feel like I can discuss new ideas and experiences and contribute to the competence of our community.

Following Wenger’s three modes of belonging I feel part of my CoP because of

engagement in daily doing, talking and producing, imagination in exploring possibilities. This has increased as I have been learning more through the Mindlab and bringing ideas back to colleagues (from Brainwave devices to teaching inquiry plans). I feel a more active member as I have been able to contribute in this way.

Alignment also gives a feeling of belonging by abiding by a moral code (professional standards) and making judgements (marking and moderating assessments with integrity)

Cultivating our Community of Practice

My role in the community is often to bring new ideas. I am the leader in using technology in my classroom and support the other teachers in that area. I am the least experienced in teaching so I look to others for pedagogical advice.

It is challenging to think about expansiveness and ways that we could be open to more experiences. An example would be organizing a visit to a school with a successful BYOD policy and dynamic Maths department. Shall I suggest that we spend 2 days in Auckland at the Maths and Stats Days so that we can actually relax in the evening and talk about our aspirations?

We also need to be open about areas we are not doing well in. What about the attainment gap between low and moderate income, between Maori and non-Maori, the equity issues for those students without graphic calculators and decent devices? All of us in the CoP are non-Maori- how can we be more accountable to our Maori students?

Bruce Knox (Unitec class video) describes cultivating our CoP is like tending a garden. When we talk about what matters to the community then we will generate excitement and relevance. By using events we can enrich the connections and by inviting participation and thinking the community will generate energy and value.

Wenger, Etienne C., & Snyder, William M. (2000). Communities of Practice: The Organizational Frontier.Harvard Business Review, 78(1), 139-45.

Knox, B.  Cultivating Communities of Practice, Unitec Video