Mā te kōrero te reo e pakari ai - It's by speaking that your language becomes stronger

Kōrero Whakamutunga

The mihi whakamutunga is a farewell kōrero at the conclusion of a hui, or as in this example, at the end of the programme.

It is a chance for the speaker to express their thoughts, feelings, and opinions of the hui or what they have learnt or achieved.

This is my mihi whakamutunga.

E tu ana ahau ki te mihi ki a koutou.

E ngā mana, e ngā reo, e ngā kainiwha o tō tātou reo. Tena koutou katoa.

Kei ōku hoa mahi me ngā kaiako, kei runga noa atu koutou.

E tika ana te kōrero i ō tātou tūpuna.

Ki ōku whakaaro, nāu te rourou, nāku te rourou, ka ora ai te iwi.

Kia kaha koutou ki te kōrero Māori.

Nā reira

Mā te atua koutou e tiaki.

Tēnā koutou, tēnā koutou, tēnā koutou katoa.

whakataukī - Nāu te rourou, nāku te rourou, ka ora ai te iwi - With your contribution, with my contribution, we will sustain the people.

Inquiry Snapshot

 

Monday Group 25 Share Staff Meeting - Matt Goodwin

Today I discussed my math inquiry as part of the  Monday Group 25 Share Staff Meeting. It was great to listen to the 'why and the what' from other teachers when it comes to improving the outcomes for students in maths.

Our school has had a UTB (Using Technology Better) facilatator this year to model ways we can use technology better in our math program. Donna has introduced me to  UTB | Edpuzzle in the Maths program and the Number Pieces App which I am using as part of my maths program.

If I am able to show the students how to successfully use rewindable learning they will use it to improve their outcomes in maths. 

Te Wānanga o Raukawa - Poupou Huia Te Reo Level 4

This week I started an online Te Reo course called Poupou Huia Te Reo. 

It is a 20 week online Māori language course suited to language learners at the beginner to intermediate level.  Follow the daily activities of a real whānau through a series of audio lessons and carry out fun online activities to reinforce  your learnings. Listen to adaptions of well-known fairytales and engage with peers and tutors online.

I have a goal to become a fluent speaker of Maori within the next 5 years and this online course is part of my Te Reo journey. Here are a few examples of what I have learnt in my first week.

Using Technology Better - Edpuzzle in the Maths Program

Our school have been very lucky this term to have Donna Golightly from 'Using Technology Better' coming into school to work with the staff. Donna is assisting us to use technology in our math programs to improve the outcomes for our learners.

Donna has recommended that I use a site called Edpuzzle. 

Edpuzzle is an easy-to-use platform allowing you to engage every student, one video at a time. How does it work? We unlock the power of videos through simple editing tools and dazzling student data. The process is simple - find a video, add questions and assign it to your class. Watch as they progress and hold them accountable on their learning journey.

Donna pointed out that students love to watch videos however most of the videos they enjoy watching are for entertainment purposes. Edpuzzle allows students to understand that videos can be used for learning as they watch the video and answer questions to check their understanding.

Donna demonstrated how to use Edpuzzle with a math group in class with great success. 

Accelerated Learning

 2021 Inquiry - Will increasing the amount of explicit phonics instruction in small-reading group time lead to better outcomes for my target students in reading and writing? 

My target learners have been using the MOE decodable texts with success. There has been a shift in engagement with the text and ability to decode. I have noticed an improvement in the writing approximations that each of the learners use. 

However, I have thought carefully about the 'remediation' feeling of these explicit phonics sessions when other reading groups are diving deep into texts. I decided to go back through my ALL (Accelerated Literacy Learing) readings to re-check the teaching strategies which promote acceleration NOT remediation! I found the following charts which reminded me of the importance of how students feel about their learning and how students actually learn depending on the focus.

2021 Inquiry Snapshot

 

2021 Inquiry - Will increasing the amount of explicit phonics instruction in small-reading group time lead to better outcomes for my target students in reading and writing?

What is your inquiry question?

Will increasing the amount of explicit phonics instruction in small-reading group time lead to better outcomes for my target students in reading and writing?

What is happening in your class at the moment for this group of students?

Target students often guess when they are reading and do not use their sound knowledge unless  teacher led.  I need to remind students to sound out and NOT guess. 

What strategies have you used? What do you see as your next steps in your inquiry?

I have started using the new MOE phonics readers with my target students with a focus on short vowels sounds and initial blends. Students choose 3-5 short readers to read independently before reading 1:1 with teacher and then with the group. We use the texts to spot blends and vowels, discussing what sounds they make. Word hunt activities help students make the connection between spelling words and reading words.

Use texts students have previously read. Focus on patterns within words, following the particular spelling patterns they are learning.

Decodable texts support young readers to read a word by matching letters and sounds throughout the word rather than looking at the first letter and the accompanying picture and “guessing” what the word is.

Orthographic mapping involves forming letter–sound connections to combine the spelling, pronunciation, and meaning of specific words into memory. 

How have you/ will you involve whanau during your inquiry process?

I haven’t. This is my next step in my inquiry.

Te Kāhui Tai Kura o Te Hiku Achievement Challenge 2021

I am the WST (Within School Teacher) at Paparore School in our Kahui Ako. Today I took part in a WST hui to discuss the Te Kāhui Tai Kura o Te Hiku Achievement Challenge. Please click on the following link to view our WST Hui Notes.

Te Kāhui Tai Kura o Te Hiku Achievement Challenge 2021

Our shared vision: A genuine commitment is evident to removing barriers and forging partnerships connecting iwi, whānau, and kura under a shared purpose. We value the upholding of te ao Māori through te reo me ona tikanga Māori and are driven by thoughtful understanding of the principles of Te Tiriti o Waitangi. We will create a community that:

● puts our ākonga at the centre and is focussed explicitly on cultivating student agency and ownership

● develops ākonga who are confident in Te reo me ōna tikanga Māori .

● seeks to improve the hauora of our ākonga, both within our kura and our wider hapori

● develops resources that are localized, culturally relevant, and foster understanding of the histories, traditions and languages of Te Hiku o te Ika.

● ensures authentic collaboration and partnership around our shared goals and outcomes. That all involved feel respected, valued and listened to.

● develops quality kaiako and kaimahi who are culturally competent, relational, and highly capable in Te reo me ona tikanga Māori .

● ensures that the process of all mahi completed by the Kāhui Ako is informed by reflection and analysis.

Our aims- Kia tu tangata o Te Hiku o Te Ika

● Tu Tangata Ora: The physical, mental, spiritual and whānau wellbeing of ākonga are protected and nurtured.

● Tu Tangata Kaha: Ākonga have ownership of their learning and future direction through agentic participation in the learning process.

● Tu Tangata Marama: Ākonga are inspired to learn and engaged in quality learning experiences that are rich in the culture, environment and heritage of Te Hiku o Te Ika 

This is the work stream that our school is taking part in and will be discussed at our staff meeting next week. This is one of the key vision areas that our staff has been discussing for quite some time now 'develops resources that are localized, culturally relevant, and foster understanding of the histories, traditions and languages of Te Hiku o te Ika.' We have discussed our school waiata, pou, local environment and our location within Ngaitakoto as an important basis for learning experiences for our akonga.

Teaching Inquiry 2021 - Term 1

This year I am teaching 23 keen, enthusiastic and positive students, ready to embark on their next learning journey. After 5 weeks in the classroom we are into a good routine, the students have learnt about the 'Kawa of Care' and are able to adhere to it. The classroom environment is positive and the students are fantastic.

For 10 weeks over Term 1 and 2, my in-class inquiry will be focusing on phonemic awareness for a small target group. Improved phonemic awareness should enable these students to become skilled readers, spellers and writers. 

I will use PM Reading Level, STAR results and the Joy Allcock Psuedoword Test to assess the success of the structured phonics program I will be using. The focus will be on blends, short vowels, long vowels, vowel diagraphs.