T.O.D - Rangitane - Our History

Date:	25/01/2018
Focus:	T.O.D - Rangitane - Our History
Big Idea:	Culturally responsive practice
Key Ideas/Messages that informed/or challenge my teaching practice	Introductions - background Rotations: 1. Parkland School - Our Journey Whakapapa: Tupuna - connections -belonging - identity - culture - community - tikanga - mana whenua   They got together as a school and un-picked what this looks like in different areas of the school.   Culturally responsive teacher tool - developed by teachers to measure shift in teacher practice. Purpose was to have a series of descriptors for each indicator to identify what we’re doing well and our next steps. Matrix v descriptor list Aligned to the STPs and Cultural competencies. Mid and end point data collected using this as a tool. (this is still a draft)   Tracey took us through how she has used the assessment tool - Whakapapa - Looks like - know where students come from, sense of belonging, learning about Maori history, making connections. - Next steps.Used a critical buddy to observe and provide feedback. Tracey asked herself - what can I do differently. She decided to add a daily pepeha, where two students share each day. Great to see students adding things each time and building in confidence,   2. Visit to the square - Talk about the history of the square and how Milson school has used it for field trips. Main point to take is that it is not just the stories that we should share with kids, but also the conceptual meaning that underpins the stories.   3. Te Takanga o Te Wa - Maori history - guidelines for Y 1-8   5 themes - Whakapapa - what would it look like in the classroom - a visit to Te Marae o Hine, REsearch as a class about Te Marae o Hine (Te Tongorito), prior learning about Te Marae o Hine before the visit, Local tanga   Turangawaewae - a sense on one's own identity and self - Links with whakapapa. We should role model these things and also the understanding that not everyone if from P.N. Could do map of the world to talk about where students come from. Family tree, Roll call etc   Kaitiakitanga - is about roles and responsibilities that people have to animals, to plants, to the earth in the same way people have responsibilities to other people in their family. Allows students to...learn to respect the world around them. In the classroom -  Research the name of a local landmark, streets, building etc. Invite students to bring in Taonga and display in the classroom.   Mana Motuhake - belonging, identity, mana, conflict, controversy - helps us understand how the past has change us. Standing up for what you believe in and challenging systems. E.g - Hone Heke wasn’t ‘naughty’ he was just standing up for the rights and voice of Maori people. IN the classroom - high expectations, clearer goals, collaborate with students and allow them to have a voice. Students could research about grievances and conflicts.   Whanaungatanga - Relationships - encapsulates the other factors - valuing students inside and outside of the classroom. Making kids feel like the belong in the classroom - school ‘family’. In the classroom - Powhiri - class treaty - ice breakers - community connections - iwi guests - inquiry into local places. Relationships with students are positive and high expectations are voiced in each lesson.   Exercise - what connections can you make with the people around you - a great activity to do in the classroom.
Implications/Actions for my teaching practice	Currently, the TLIF project is still in it’s draft phase, due for completion at the end of 2018. At this time a package will be made  available to teachers , including the assessment tool and teaching resources, that can be used by classroom teachers. In the meantime, it would be useful to think about what I can do to promote culturally inclusive practices in my classroom. A good starting point is to use the resource - Te Takanga o Te Wa - Maori history - guidelines for Y 1-8. In this resource, there are 5 main themes - Whakapapa, Turangawaewae, Kaitiakitanga, Mana Motuake, Whanaungatanga. Here are a couple of ideas that came from our sessions that I will try: Turangawaewae - Using the world and Nz maps that I purchased over the holidays, students could find where they are from on the map for others to see. This is beneficial as it helps makes students that aren't necessarily Rangitane feel valued and included Whanaungatanga - connections activity - one person starts talking about something about themselves or what they did in the holidays. When someone thinks of a connection that they can make to what the person is saying they call out and state their connection. This continues until at least 10 connections are made.