Jeanne Gilbert & Nadine Malcolm A Checkley Road R. D. 1 Raglan

Jeanne Gilbert & Nadine Malcolm Jeanne Gilbert Jeanne Gilbert Consultancy In-service Teacher Educator The University of Waikato, Faculty of Education: Teaching Fellow: Pre-service Teacher Educator for Senior Secondary Languages Te Hononga School of Curriculum and Pedagogy Ph x

Nadine Malcolm Lead Teacher te reo Māori Jeanne Gilbert & Nadine Malcolm March

Jeanne Gilbert & Nadine Malcolm 20154

Whakatau Jeanne Gilbert & Nadine Malcolm 20155

E hara i te mea Nō naianei te aroha Nō ngā tūpuna Tuku iho tuku iho Jeanne Gilbert & Nadine Malcolm March Love is not a new thing. It comes from the ancestors Handed down through the passages of time.

Whakawhānaungatanga: Ko wai tō ingoa? Who are you? Ko wai tō kura? What school are you from? What do you hope to get out of the day? Wharewhare set up after waiata Jeanne Gilbert & Nadine Malcolm

He Hōnore He hōnore, he kororia Maungārongo ki te whenua Whakaaro pai e Ki ngā tangata katoa Ake ake, ake ake Amine Te Atua, te piringa Tōku oranga Jeanne Gilbert & Nadine Malcolm March Honour, glory and peace to the land May good thoughts come to all men For ever and ever, for ever and ever, amen The Lord is my refuge And my life.

Growing a Quality Te Reo Māori Programme in an English Medium School. Evidence base: * On the waka Hukanui- the Hukanui initiative – * Poipoia te Reo – In-depth schools 2012 – 14 * Jeanne Gilbert Consultancy Jeanne Gilbert & Nadine Malcolm 20159

Day 1 - Creating a Quality Te Reo Māori Programme in an English Medium School. Big picture thinking around vision, strategic planning and the creation of resource banks. Big picture introduction to literacy links and decoding. Day 2 - team planning and making a start with classroom practice Jeanne Gilbert & Nadine Malcolm

Day 2 - Expectations. We will workshop/discuss: An introduction to methodologies to implement Ellis’ principles e.g. sandwich, IRDPX and oral choral, using 3+ contexts today Team term/annual planning with useful templates e.g. the iPpiT template and resources aligned to the curriculum Integrating te Reo and Tikanga Māori through task based language learning (TBLL) eLearning with digital technology tools with examples Learning in the classroom with video examples An introduction to ideas for tracking students’ learning The dynamic use of school server/google docs Your own goals and next steps? Jeanne Gilbert & Nadine Malcolm

Individual Burning Questions Rank and monitor Goal setting sheet Jeanne Gilbert & Nadine Malcolm

Celebrating/Ako Jeanne Gilbert & Nadine Malcolm Teaching and Learning te Reo Māori at your school? What’s working well? What do you need to focus on? Interactive communicative language activities? Ellis’ principles? Listening, Speaking, Reading Writing, Viewing, Presenting Interculturality

1.Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 2.Instruction needs to ensure that learners focus predominantly on meaning 3.Instruction needs to ensure that learners also focus on form 4.Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge 5.Instruction needs to take into account the learner’s “built-in syllabus”. 6.Successful instructed language learning requires extensive target language input 7.Successful instructed language learning also requires opportunities for output 8.The opportunity to interact in the target language is central to developing proficiency 9.Instruction needs to take account of individual differences in learners 10.Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.) 11.In assessing learners’ target language proficiency it is important to examine free as well as controlled production Eleven Principles... 14Jeanne Gilbert & Nadine Malcolm 2015

The 6 modes: Listening Viewing Speaking Writing Presenting Reading receptive productive Culture/Interculturality Jeanne Gilbert & Nadine Malcolm

Progressions Using the Modes Modes by level Modes across levels Jeanne Gilbert & Nadine Malcolm

An introduction to some methodologies that enable Ellis’ principles Principle 1 - Using formulaic language Jeanne Gilbert & Nadine Malcolm Formulaic language will be modeled with IRDPX and oral choral

Ellis’ principles 1 + (6,7) – formulaic language, input, output Sandwich methodology: Target Language presentation (input) English (first language) or mime or image for comprehensibility Target Language reinforcement Jeanne Gilbert & Nadine Malcolm

Ellis’ principle 6 – input An input methodology: IRDPXIRDPX I input R recognition D discrimination P production X extension Jeanne Gilbert & Nadine Malcolm

One possible methodology for teaching vocabulary IRDPX – Toys/flash cards – Pets Gallery (principles 1,6,7,8) Lesson plan iPpiT (term team) plan Quizlet Songs Workshop 3 – revisit and practise in new context Jeanne Gilbert & Nadine Malcolm

Karakia mō te kai. Tēnei te whakamoemitiWe give thanks Mō ngā ringawerato the hands i whakaritea i ēnei kaiwho prepared this food - mai i te rangi- from the sky - mai i te whenua- from the land - mai i te taiao- from the environment Mauri ora!Good health! Jeanne Gilbert

Ellis’ principles 6,7, 8 = iPpiT i input P PRACTICE p production i Interaction TBLL Task based language learning + backward mapping Jeanne Gilbert & Nadine Malcolm

First steps into Team planning – using the iPpiT template – for Pets Gallery- notice where the vocab ‘lists’ are... Pets Gallery- = pre-task Jeanne Gilbert & Nadine Malcolm Aha!!!!!

One possible methodology for teaching Q + A Oral choral - Flash cards for Pets Gallery Workshop 3 – revisit and practise in new context Jeanne Gilbert & Nadine Malcolm

Ellis’ principles 6, 7,8 – input, output, interaction An input methodology: oral choral Pattern of interaction teaching Q + A: Teacher class Class teacher ½ class ½ class Pair class sharing Pingponging to teacher Looping - personalised context Jeanne Gilbert & Nadine Malcolm

Next steps into Team planning – return to the iPpiT template – for Pets Gallery - notice where the interaction opportunities are... Pets Gallery = pre-task Afternoon workshop Jeanne Gilbert & Nadine Malcolm Aha!!!!!

Jeanne Gilbert & Nadine Malcolm  What is task based language learning? (TBLL?)  How can you ‘convert’ your thinking/ resources to TBLL using the iPpiT methodology / template?

The semantics Jeanne Gilbert & Nadine Malcolm What is a game? A learning activity? A task? How do these differ? Do they?

What is TBLL? Ellis (2003) defines TBLL as an activity that: Requires the learners to focus primarily on meaning ie the task is realistic / authentic (as a classroom allows) Has some kind of gap that the learners can close by communicating Requires learners to construct own productive language rather than manipulate language that the teacher provides. (This may be a challenge for teachers beginning a L2) Has a clearly defined outcome, other than producing ‘correct language’. You could/should also incorporate cultural/intercultural principles. Jeanne Gilbert & Nadine Malcolm

Scaffolding TBLL? Jeanne Gilbert & Nadine Malcolm TBLL can be divided up into pre-task(s) and tasks and post-tasks – anything that arises from the learning that still needs to be taught – and an evaluation of / inquiry into the learning – next steps.. Pre-task Overarch- ing Task Post tasks

Jeanne Gilbert & Nadine Malcolm The shift to TBLL - In the beginning … there were words …

tahi rua toru whā rima ono whitu iwa waru tekau kore Jeanne Gilbert & Nadine Malcolm

And then there were communicative interactive questions and answers. So those are Ellis’ principles 6, 7, 8 Jeanne Gilbert & Nadine Malcolm In the beginning … there were words … And that is Ellis’ principle 6 – input.

Jeanne Gilbert & Nadine Malcolm He aha tō nama waea?

And then there were communicative interactive questions and answers. So those are Ellis principles 6, 7, 8 Jeanne Gilbert & Nadine Malcolm In the beginning … there were words … And that is Ellis principle 6 – input. And then there was task based language learning (TBLL) So those are Ellis’ principles 2, 4, 6, 7, 8, 9Ellis’ principles

1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 2. Instruction needs to ensure that learners focus predominantly on meaning 3. Instruction needs to ensure that learners also focus on form 4. Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge 5. Instruction needs to take into account the learner’s “built-in syllabus”. 6. Successful instructed language learning requires extensive target language input 7. Successful instructed language learning also requires opportunities for output 8. The opportunity to interact in the target language is central to developing proficiency 9. Instruction needs to take account of individual differences in learners 10. Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.) 11. In assessing learners’ target language proficiency it is important to examine free as well as controlled production Eleven Principles Jeanne Gilbert & Nadine Malcolm 2015

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eLearning with digitial technologies Using video to capture teaching and student learning Reflections Self and peer assessment Cloud technology – multi-purpose quizlet on wikiquizlet Formulaic language quizlet Jeanne Gilbert & Nadine Malcolm

Karakia mō te kai. Tēnei te whakamoemitiWe give thanks Mō ngā ringawerato the hands i whakaritea i ēnei kaiwho prepared this food - mai i te rangi- from the sky - mai i te whenua- from the land - mai i te taiao- from the environment Mauri ora!Good health! Jeanne Gilbert

eLearning with digitial technologies Using video to capture teaching and student learning Reflections Self and peer assessment Cloud technology – multi-purpose quizletquizlet Formulaic language quizlet Learning activities? Mix n match animals, song animals,song animals, Jeanne Gilbert & Nadine Malcolm

Workshopping TBLL with examples Teachers work together to create a simple TBLL overarching ‘task’ (purpose / product / project) by using numbers 0 – 10 and the question about phone numbers as prior learning. Jeanne Gilbert & Nadine Malcolm

Jeanne Gilbert & Nadine Malcolm He aha tō nama waea?

Jeanne Gilbert & Nadine Malcolm what prior learning needed to happen? where is the 'gap' in this task? how could this be taken further? What happened? What do you think?

Un Kiwi? Jeanne Gilbert & Nadine Malcolm Example of a completed task. Remember: Modes and cognates.

ExampleExample of TBLL in te Reo Māori Jeanne Gilbert & Nadine Malcolm template template work-shopping Example from Nelson Cluster 2013Nelson Cluster

Year planning Year planning – next steps after term planning Jeanne Gilbert & Nadine Malcolm

Next Steps for your school? * Day 3 – April –new venue * Other: * in-depth, in-school PLD? * twilight courses? * with specific content… e.g. * methodologies * share TBLL created resources * iCLT - intercultural communicative language teaching and learning * CRP – Culturally Responsive Practice linking to Ka Hikitia/Me Kōrero and Tātaiako Jeanne Gilbert & Nadine Malcolm

Review Jeanne Gilbert & Nadine Malcolm Burning questions Goal setting Sharing the learning Evaluation of the day’s learning

2015 support for te Reo Māori me ona tikanga in English medium schools Jeanne Gilbert & Nadine Malcolm Poipoa te reo – MOE funded support for the teaching of Māori in English medium schools – restricted eligibility 3, 4a,4b on Māori language scale. Deadline for applying for 2015 has long passed. Usually September - Te Kete Ipuranga (TKI) Jeanne Gilbert Consultancy: o o Gilbert+Consultancy Gilbert+Consultancy o +M%C4%81ori +M%C4%81ori o o o Nadine Malcolm and Jeanne Gilbert - collaborating

Jeanne Gilbert & Nadine Malcolm Poroaki

HE KARAKIA MUTUNGA/A CLOSING FOR THE DAY E te Papatūānuku, Kua mutu tātou i te mahi tahi o te rā. Kia tau tou rangimarie kei mātou. Amene Acknowledging the forces of nature (Mother Earth), We have come to the end of our collaborative work for the day. May peace be with us all. Amen. Jeanne Gilbert

Jeanne Gilbert - School Support Services, University of Waikato, Aotearoa (New Zealand) - July 2007 Te aroha Te whakapono Me te rangiemarie Tatou tatou e

Jeanne Gilbert & Nadine Malcolm A Checkley Road R. D. 1 Raglan