Alana Madgwick alanamadgwick.wikispaces.com ACCELERATING PASIFIKA ACHIEVEMENT

“We sink or swim together”

Connections: In groups of four, use the post-its to write down three places that have meaning to you. Use one post-it per place. If you have been to the Pacific please add this to your places. Share your places with your group.

SCHOOLING The focus is on accelerating literacy and numeracy achievement and gaining NCEA Level 2 qualifications GoalsTargetsActions 1. Pasifika school leavers are academically and socially equipped to achieve their goals. 2. Pasifika learners excel in literacy and numeracy and make effective study choices that lead to worthwhile qualifications. 3. Pasifika parents, families and communities engage with schools in supporting their children’s learning. 85% of year 1-10 Pasifika learners will meet literacy and numeracy expectations, including 85% achieving at or above in National Standards across years 1-8, by the end of % of Pasifika 18 year olds to achieve NCEA Level 2 in The number of all Pasifika school leavers leaving with NCEA Level 1 literacy and numeracy to increase from 80% in 2010 to 95% in The number of Pasifika school leavers with University Entrance to increase to achieve parity at least with all other school leavers in  Focused programmes in targeted schools to increase and accelerate Pasifika achievement.  PLD and tools to increase capability and competencies.  Provide alternative learning opportunities, choice, pathways, better transitions.  Improve the provision of information to PFC, better engagement  Youth Guarantee  Strengthen accountability processes.  Boards of Trustees being Pasifika capable.

Prior Knowledge: What do you believe influences Pasifika Students’ achievement? 1.Individually brainstorm all the factors that influence Pasifika students’ achievement. Use one post-it per factor. Write everything down. 2.In pairs, share your ideas 3.Group your ideas into themes-Decide on a title for each theme. 4.Use an A3 piece of paper, divide the paper in half vertically. Label one side: Factors that I can influence as a teacher Label the other side: Factors outside my influence as a teacher 5.Together decide what ideas/themes go in each category. If you have any influence at all then place your idea in ‘Factors that I can influence as a teacher’

So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength.

Co-construct the principles of effective instruction for Pasifika Students. 1.A principle is a rule or law e.g. Effective teachers of Pasifika students activate Pasifika students’ prior knowledge 2.During the day use post-its to brainstorm the principles of effective instruction for Pasifika students 3.At the end of the day you will decide on the 7 most important principles of effective instruction for Pasifika students. (We may do a group reflection prior to the end of the day) 4.Why is it better to co-construct these principles with you rather than tell you?

Culture When you visit a different country- sometimes it is only then that you notice your ‘cultural lens’. Think about one symbol or artefact that would reflect your values- that reflect part of who you are- what would that be and why?

TALANOA PRINCIPLES This is a process where meaning is found within the notion of sharing stories. Tala - is to talk, share, reflect, debate Noa – nothing, open The talanoa concept is an inviting, safe, robust and equitable basis from which participants share and engage with one another Within such an envrionment the principles of faaaloalo (respect), alofa (love), tautua (service), mafana (warmth) and malie (joy) are established.

Vocabulary strategy: Cline ClinesClines are gradients used to help learners refine their knowledge of words describing a similar attribute, or shades of meaning. Any group of words which might be placed in order are spaced along the gradient. For example, in English we use a range of words to describe temperature, eg. tepid, hot, boiling, cool, cold, warm, chilling, and freezing. After modelling the task, these words can be given to groups of students to place on the cline from the highest to the lowest temperature

TASK: 1. Individually draw a gradient on a piece of paper then decide on where you think the following words might be placed: culturally sensitive culturally deficit culturally aware culturally responsive 2. In pairs share your clines and see if you can come up with a joint cline. 3. When in agreement- come and get some definitions of those words-then go back to your cline and decide if you (as a pair) want to rearrange those words?

Culturally Deficit When teachers form low expectations of students based on a perceived lack of intellect or cultural sophistication, these expectations become a kind of self-fulfilling prophecy, and student performance falls (Villegas, 1991). Culturally aware is the ability to look outside of ourselves and be aware of the cultural values, and customs of the culture we are in. What may be normal and acceptable to us, may be unusual or unacceptable in another culture. Culturally sensitive is the quality of being aware and accepting of other cultures. A person who is culturally sensitive is aware that there could be differences between their culture and another person’s, and that these differences could affect their relationship and the way they communicate with each other cultures Culturally Responsive A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures. Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning.

SOME OF THE CHARACTERISTICS OF CULTURALLY RESPONSIVE TEACHING ARE: 1.High Expectations 2.Positive relationships with families & communities 3. Cultural sensitivity-reshaped curriculum 4. Active teaching methods 5. Teacher as facilitator 6. Student control of portions of the lesson 7. Instruction around groups and pairs,(low anxiety)

Professional readings on Pasifika Learners Summary of Findings from the evaluation of the Effective Literacy Strategies: Pasifika Focus professional development project (2007) ERO Report on Improving Education Outcomes for Pacific Learners (2012) Literature review on the experiences of Pasifika learners in the classroom ( 2008) Tula’i Mai! Making a Difference to Pasifika Student Achievement in Literacy (2012) Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research - Summary Report (2010 ) What are the issues identified from research?

SEVEN PRINCIPLES FOR EVIDENCE- BASED TEACHING (GEOFF PETTY) 1.Students must see the value of learning 2.Students must believe they can do it 3.Challenging goals 4.Feedback and dialogue on progress towards the goal 5.Establish the structure of information and so its meaning 6.Time and repetition 7.Teach skills as well as content

So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength On your petal write one action that you will do because of todays learning.

References: needs/Professional-readings/Diversity/Supporting-Pasifika-learners discussions/Secondary-Literacy/Secondary-Literacy-Community- Guidelineshttp://literacyonline.tki.org.nz/Literacy-Online/Community- discussions/Secondary-Literacy/Secondary-Literacy-Community- Guidelines. (Join the Secondary Literacy online mailing list) Hoover, Klingner, Baca, Patton, Methods for Teaching Culturally and linguistically Diverse Exceptional Learners, Pearson Ohio. Petty G Evidence-Based Teaching, Nelson Thornes London