Teaching as Inquiry and Tataiako.

1. Teaching as Inquiry and
Tataiako at South Otago High
School
Nisa

2. Teacher inquiry and knowledge-building
cycle
 How have we contributed to existing student outcomes?
 What do we already know that we can use to promote valued
outcomes?
 What do we need to learn to do to promote valued outcomes?
 What sources of evidence/knowledge can we utilise?
What are our students’
learning needs?
 What do they already know?
 What sources of evidence have we used?
 What do they need to learn and do?
 How do we build on what they know?
Design of
tasks and
experiences
Teaching
actions
 How effective has what we have learned and done been
in promoting our students’ learning and well-being?
What are our own learning
needs?
What has been the
impact of our changed
actions?
What outcome am I
looking for and how will I
measure it?
Measure the outcome to
check whether the changes
have been successful

4. Tataiako
 The Effective Teaching Profile and the
six elements.

5. Manaakitanga
 teachers care for their students as
culturally located human beings above
all else.

6. Mana motuhake
 teachers care for the performance of
their students.

7. Nga whakapiringatanga
 teachers are able to create a secure,
well-managed learning environment.

8. Wananga
 teachers are able to engage in
effective teaching interactions with
Māori students as Māori.

9. Ako
 teachers can use strategies that
promote effective teaching
interactions and relationships with
their learners.

10. Kotahitanga
 teachers promote, monitor and reflect
on outcomes that in turn lead to
improvements in educational
achievement for Māori students

11. We modified it twice
 T-Drive

13. The Effective Teaching Profile, Cultural Competencies and the Teaching as Inquiry Model:
Manaakitanga
–teachers care for their students as culturally
located human beings above all else.
Mana motuhake
-teachers care for the performance of their
students.
Ako
–teachers can use strategies that promote
effective teaching interactions and relationships
with their learners.
Who is in my focus group and what do I want to
help them achieve?
What is my baseline data telling me?
What strategies will I use for my focus group?
Kotahitanga
–teachers promote, monitor and reflect on
outcomes that in turn lead to improvements in
educational achievement for Māori students.
Nga whakapiringatanga
–teachers are able to create a secure, well-managed
learning environment.
Wananga
–teachers are able to engage in effective teaching
interactions with Māori students as Māori.
What are my next steps?
What has happened as a result? What am I doing to help focus group achieve?

14. Culturally responsive learning
and teaching tools
 What are they?

15. Small steps
 Philosophy
◦ Tuakana/Teina type activities
◦ Whanau type activities
 Relationship building
 Te Reo
◦ Terminology and kupu
◦ Whakatauaki

16. Myths and Legends
 Mental capacity is hereditary. It can
not be changed by environment or
experience
 Your brain will shrink if you don’t drink
6-8 glasses of water

17. Myth
 Individuals learn better when they get
that information in their preferred
learning style

18. Myth
 Everything your brain needs to have in
order to learn later in life has to
happen by age two

19. Eek, another
 Learning can be isolated from the
social and/or emotional context

20. Reality Bites
 Each brain is unique
 All brains are not equally good at
everything
 The brain is a complex and dynamic
system and is changed by daily
experiences

21. Learning
 Is a constructivist process
 develops in stages
 is affected by emotion
 Involves focussed attention and
peripheral perception

22. Bottom-ish line
 Feedback is important
 Information is retained best when
facts and skills have recognisable
contexts

23. I read all this in a book
 Making Classrooms Better: Lessons
from the Cognitive Revolution that
Transform Our Teaching
 Book by Tracey Tokuhama-Espinosa
 A practical, classroom-oriented guide
to best-practice teaching.

24. Bloom’s then

25. Bloom’s now

26. Hattie’s top ten
 Student self
assessment/
marking
 Response to
intervention
 Teacher-student
relationships
 Teacher credibility
 Formative
assessments
 Classroom
discussion
 Teacher clarity
 Feedback
 Reciprocal teaching
 Spaced vs mass,
but I skipped that
chapter

27. Resource
 http://grantwiggins.wordpress.com/20
12/01/07/what-works-in-education-hatties-
list-of-the-greatest-effects-and-
why-it-matters/

28. He Kakano
 generate contexts for learning that
reflect and affirm identity, language
and culture

29. To do:
 value and engage in meaningful
relationships with students

30. And
 provide opportunities for Māori
learners to bring what they know to
their learning and to express
themselves as Māori through topics or
contexts of learning which are
culturally responsive

31.  use pedagogies that are known to be
highly effective for Māori learners

32. Learning tools
 Teacher-Student Relationships
 Constructivism

33. “No significant learning can occur without a
significant relationship” James Comer

34. Rita Pierson
 A colleague said to me one
time, "They don't pay me to like the
kids. They pay me to teach a lesson.
The kids should learn it…Case
closed.” Well, I said to her, "You
know, kids don't learn from people
they don't like."

35. Resource
 http://tekotahitanga.tki.org.nz/About/
The-Development-of-Te-
Kotahitanga/Effective-Teaching-Profile

36. One focus in He Kakano
 Raising Maori student achievement

37. Building relationships
 Building relationships
◦ He Kakano model

38. Tools
 Feedback/forward
 Reciprocal teaching

39. Feedback/forward
 Feed-forward will always be feedback
if what we say isn’t accepted.
◦ Conversation
◦ Trust
◦ Examine formative assessments
◦ Look for ways to fill gaps rather than mark
gaps

40. Reciprocal teaching
 Share direction
 Provide opportunities for students to
participate in teaching others, peers

41. Teacher-Student Relationships
 Uncomfortable reality
 Caring is caring

42. The Effective Teaching Profile, Cultural Competencies and the Teaching as Inquiry Model:
Manaakitanga
–teachers care for their students as culturally
located human beings above all else.
Mana motuhake
-teachers care for the performance of their
students.
Ako
–teachers can use strategies that promote
effective teaching interactions and relationships
with their learners.
Who is in my focus group and what do I want to
help them achieve?
What is my baseline data telling me?
What strategies will I use for my focus group?
Kotahitanga
–teachers promote, monitor and reflect on
outcomes that in turn lead to improvements in
educational achievement for Māori students.
Nga whakapiringatanga
–teachers are able to create a secure, well-managed
learning environment.
Wananga
–teachers are able to engage in effective teaching
interactions with Māori students as Māori.
What are my next steps?
What has happened as a result? What am I doing to help focus group achieve?

43. Resources
 Hand out
 T-Drive
◦ PLG
◦ Tataiako
◦ He Kakano

44. Next steps
 See He Kakano in action
 Buddy
◦ Critical friend
 Department
◦ Continue to implement Inquiry focus