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Ka Hikitia .ppt - Wikispaces

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					The role of Ka Hikitia
- Managing for Success
Ka Hikitia - Managing for Success recognises
successful past and current work in education and uses
the latest evidence to identify ways to improve Maori
educational outcomes based on these successes.
It identifies:

 •   areas to focus on based on what we have learnt about
     what works
 •   how to best achieve change
 •   a range of goals and actions that will achieve what we
     want
 •   targets and measures to keep us on track and measure
     our success
Measuring Success
Focus Areas
   Foundation Years
   Young People Engaged in Learning
   Maori Language Education
   Organisational Success
   Leadership
   Accountability for Outcomes
   Confident People
   Using and Acting on Evidence
Year 7 and 8: Foundation Years and
Young People Engaged in Learning
(Focus areas one and two)
•   Strong early literacy and numeracy
    foundations
   Improved whanau-school partnerships
    focused on presence, engagement, and
    achievement
   Effective teaching and learning, particularly in
    Years 9 and 10 for Maori Students
   Effective evidence-based professional
    development and accountable leadership
   Increased student involvement in and
    responsibility for decision-making about
    future education pathways
Investing in strengths…

               opportunities
               and potential
               Shifting the focus
               from addressing
               problems and
               disparities to
               expanding on
               successes
What are the
implications for my
school and my
professional practice?
…ako…. collaboration, working
together, searching for solutions and
better ways using collective
knowledge…
        Helping our Maori tamariki
                succeed
1.   What do you think are some of the things that Maori
     parents find difficult to help their children succeed?
2.   What evidence of the wider school community’s
     Maori culture can you identify that enriches the
     learning at your school?
3.   What do you think happens in Maori homes to help
     their children in your classroom?
4.   What do you think Maori parents may identify as
     further things they would like to see happen at
     school to help their children succeed?
5.   How can you best check out your assumptions?
Helping Our Maori Tamariki
          Succeed
       How are we focusing on the
       Maori Potential Approach in
       education at our school?
       What are we already doing
       in our school to recognize,
       celebrate and capitalise on
       these areas?
       Why is this so important for
       Maori students?
    Group Activity A

    In pairs or threes, reflect on the 3 areas above in blue :
   write down as many things you can think of that we already do to recognize
    these in your Column 1

   write three more things for each of the 3 areas that we could do in your
    Column 2, to recognize these things.

    Now join with another group (4-5 people) to:

•   synthesize both Column 1 lists together to create a super list of great
    things already happening for Maori students at our school

   Negotiate the 5 most important things from both Column 2 lists to produce
    a school-developed list of actions to implement a further realization of this
    section of the Maori Potential Approach in Education.
  Group Activity B

In pairs or threes, reflect on the 3 areas above in blue and :
write down as many things you can think of that we already
do to recognize these in your Column 1
write three more things for each of the 3 areas that we could
do in your Column 2, to recognize these things.
         Now join with another group (4-5 people):
synthesize both Column 1 lists together to create a super list
of great things already happening for Maori students at our
school
Negotiate the 5 most important things from both Column 2
lists to produce a school-developed list of actions to
implement a further realization of this section of the Maori
Potential Approach in Education.
Implementing the Maori Potential
Approach using the Intercultural
Principles Framework
The following slides will provide the six
Principles of Intercultural Communicative
Language Teaching and Learning (Newton & Yates
2009 MOE NZ). One teacher-generated example
of what each principle might look like is also
included.
Combining the lists you have created
collaboratively in Activities A and B, have a go at
placing the actions from the Column 2s into this
framework onto the provided, large master copy
of the Intercultural Principles. This may assist
teaching practice of further development of Ka
Hikitia for the classroom context.
    Principles of Intercultural Communicative Learning
    Principles of Intercultural Communicative Language Teaching and
       Language Teaching and–Learning (Newton &
      (Newton & Yates2009 MOE NZ)             teachers’ examples and stories:

1      Yates 2009? MOE NZ)  Greetings and farewells and respective body
     Integrates language and culture from the
     beginni ng                                    language demonstrate how language and
                                                   culture are interconnected


2    Emphasizes intercultural competence rather  Creating a safe environment for all learners to
     than native-speaker competence               practice the target language understanding that
                                                  mistakes will be made
                                                

3    Encourages and develops an exploratory      Learners comparing and contrasting the body
     and reflective approach to culture and       language explicit in the greetings of Maori
     culture-in-language                          culture e.g. hongi with other cultures
4   Fosters explicit comparisons and             Exploring ‘sameness’ and ‘otherness’
    connections between languages and
    cultures


5   Engages learners in genuine social           Classroom instructions through the day in
    interaction                                   target language



6   Acknowledges and responds appropriately      Teachers acknowledge the range of language
    to diverse learners and learning contexts     that Maori students in particular bring to the
                                                  classroom, especially their own language

				
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posted:8/25/2012
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