The Effective Teaching ProfileMaking a difference for Māori students’

educational achievement

Te Kotahitanga Phase 5

Genesis of the Effective Teaching Profile

• During the interviews-as-chat, Māori students told researchers what it would take to engage them in learning.

• They talked about the practices of teachers with whom they engaged. They also talked about the practices of teachers with whom they did not engage.

• The Effective Teaching Profile came from the experiences of these Māori students and some of their teachers.

The Effective Teaching ProfileCulturally appropriate and responsive teachers demonstrate the following understandings:

a)they positively reject deficit theorising as a means of explaining Māori students’ educational achievement b)they know and understand how to bring about change in Māori students’ educational achievement and are professionally committed to doing so in the following ways:

The Effective Teaching ProfileManaakitangaThey care for Māori students as culturally located individuals

Mana motuhakeThey care for the performance of Māori students

Ngā whakapiringatangaThey create and maintain a secure, well-managed learning environment

The Effective Teaching ProfileWānanga They engage in effective teaching interactions with Māori students as Māori

AkoThey use a range of strategies that promote effective teaching and learning interactions and relationships with their Māori students

Kotahitanga They promote, monitor and reflect on learning outcomes which, in turn, leads to improvements in educational achievement for Māori students

The Effective Teaching ProfileCulturally responsive and appropriate teachers demonstrate the following understandings:a) They positively reject deficit theorisingb) They know and understand how to bring about change in educational achievement and are professionally committed to doing so in the following ways:

1. Caring for Māori students as culturally-located individuals2. Caring for the participation and achievement of Māori students3. Creating a secure, well-managed learning environment4. Engaging in effective teaching interactions5. Using a range of teaching strategies to promote change6. Promoting, monitoring and sharing outcomes for, and with,

Māori students

Culture within The Effective Teaching Profile

“Culture is what holds a community together, giving a common framework of meaning. It includes how people communicate with each other, how we make decisions, how we structure our families and who we think are important. It expresses our values towards land and time and our attitudes towards work and play, good and evil, reward and punishment. Culture is preserved in language, symbols and customs and celebrated in art, music, drama, literature, religion and social gatherings. It constitutes the collective heritage, which will be handed down to future generations.”

(Quest Rapuara, 1992, p. 7).

Culturally Appropriate

Effective teaching requires teachers to create culturally appropriate contexts for learning so that students are able to see and/or hear evidence of their own culture within the classroom environment and learning contexts.

Culturally Responsive

Effective teaching requires teachers to create contexts for learning that are responsive to the cultural experiences of the learner. That is, students are able to, and encouraged to, bring their own prior experiences and knowledge to their classroom activities in order to make more sense of new learning.

THINK, PAIR, SHARE

Thinking about the previous two slides, work with a partner to consider and discuss possible examples of both culturally appropriate and culturally responsive contexts for learning within your own curriculum areas?

Effective Teaching InteractionsWhole Individual Group

CULTURE

Co-constructionFeed forward academic (+/-)Feedback academic (+/-)Prior experiences and knowledgeFeed forward behaviour (+/-)Feedback behaviour (+/-)MonitoringInstruction

Traditional to Discursive Classrooms (Bishop, & Glynn, 1999 p. 47)

Traditional DiscursiveLearners Recipients

Rarely ask questions beyond seeking clarification of instructions

Co-inquirersRaise questions, evaluate questions and answers

Knowledge ReifiedPassed down TransmittedReproducibleEmpiricist

Reciprocally developed Co-constructedBuilds on prior experiencesSpirals

Pedagogy Input of new knowledgeAchieving controlEvaluation and assessment of set knowledgePractising, listening, reproducing All students do the same task

Co-participant in “conversation” Doing, stating, theorisingWide range of assessment practices and purposes employedWide range of learning activitiesTasks vary among students

Motivation ExtrinsicGrades focus

IntrinsicLearning focus

Teacher Transmitter of knowledgeAsking questionsEvaluates all pupils answersExplains conceptual relationships

As facilitator / guideRaising questions Facilitates students’ theorising / explanationsModels the learning processA learner among learners