1. and Teacher of te reo Māori Southwell School 2012
Nadine Malcolm Lead Teacher te reo Māori 2011, 2012
and Teacher of te reo Māori Southwell School 2012
Jeanne Gilbert, Nadine Malcolm, 2012

2. Te Toi Tupu – Kaitakawaenga (Facilitator)
The University of Waikato
Private Bag 3105
Hamilton, New Zealand
0800 WAIKATO
Jeanne Gilbert
Te Toi Tupu – Kaitakawaenga (Facilitator)
Poipoia te Reo
© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
20 September 2018

3. Jeanne Gilbert, Nadine Malcolm, 2012
Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo. Language is my greatness, my inspiration, which I hold precious.
Nadine and quick version of pepeha
Jeanne quick version of pepeha
Jeanne Gilbert, Nadine Malcolm, 2012

4. Jeanne Gilbert, Nadine Malcolm, 2012
On the waka Hukanui- the Hukanui initiative. Learning Languages and Creating a Quality Te Reo Māori Programme in an English Medium School.
Just show slide
Jeanne Gilbert, Nadine Malcolm, 2012

5. Jeanne Gilbert, Nadine Malcolm, 2012
Presentation intentions:
Learning Languages at Hukanui Primary 2003+
How did Hukanui get started with its te reo Maori programme?
What makes this programme a quality programme?
What did we learn and do in 2011 including the Teaching as Inquiry project?
What are we learning and doing in 2012?
How do we know the teachers and their students are learning te reo Māori and any other additional language
Questions?
Links…
Jeanne - because only one hour will only have time for 2 short interactive activities
All info will be on wiki
Nadine and Jeanne ‘c contacts
Use stickits for questions
Jeanne Gilbert, Nadine Malcolm, 2012

6. Learning Languages One full day for 10 weeks e.g. Teachers since 2003:
French, Spanish
Japanese, German
Chinese
Teachers since 2003:
5 completed ProfeLL
1 completed ELL
1 participated in LIA
1 awarded scholarship to China
1 participating in TPDL for Samoan in 2012.
Nadine – electives prog
Jeanne – LL PLD - connection to work done previously

7. Hukanui’s vision for learning te reo Māori
We at Hukanui School believe that children have the right and responsibility to walk in both worlds in Aotearoa and that our te reo Māori programme will aid them in this journey. Learning te reo Māori is about understanding the inherent connection between language and culture and developing learners that respect, value and will nurture the language, which is unique and precious to Aotearoa.
“Te reo Māori is like a native plant. It is precious, we need to nurture and feed it so that it can grow. If we don’t look after it, it will become extinct!”
(Lewis Carter, year 3, 2009)
Nadine – read
School has moved from learning outcomes for the electives programme which included languages (amongst other curriculum areas e.g. enviro school) to a vision for learning te reo Māori
–keep brief - how has the school worked to establish vision for te reo Māori ?
Jeanne Gilbert, Nadine Malcolm, 2012

8. What ‘shape’ do the programmes have?
Nadine - The school started with a ‘shape’ and worked towards the vision.
Jeanne Gilbert, Nadine Malcolm, 2012

9. The ‘shape’ of Learning Languages @ Hukanui
Te reo Māori – integrated daily programme bench-marked to Te Aho Arataki Marau
Additional Languages
– one full day/week
in 10 week elective
Levels 1 + 2
Senior
Māori
Yr 5 + 6
Revisit
Maintain
Learn
Expand
Levels 1 + 2
Middle
Māori
Yr 3 + 4
Revisit
Maintain
Learn
Level 1
Junior
Māori
Yr 1 + 2
Learn
The strategic plan incorporates the need for consistency - learning, maintenance of learning, new learning and extension e.g. Major concern – how does 1.1 differ from yr 1 to yr 6?
Questions arising:
Where do teachers get their teaching materials from? How do they benchmark the learning?
Jeanne Gilbert, Nadine Malcolm, 2012

10. Jeanne Gilbert, Nadine Malcolm, 2012
The Hukanui Initiative - Creating a Quality Te Reo Māori Programme in an English Medium School.
Why did Hukanui engage in the 2011 initiative?
How did they get started in 2011?
Principal / BOT / Nadine’s role as lead teacher
Dee Reid’s role as te reo Māori facilitator
Jeanne’s role as facilitator/coach
Nadine - Hukanui info – broad stroke –
Why? He aha ai?
Te reo Māori was identified by the staff that this was an area that needed developing school wide
As of 2010 there was no real te reo Māori happening consistently across the school
We wanted to have a fantastic te reo Māori programme regardless of our small percentage of Māori tamariki!! Just because we are an awesome kura in Aotearoa!!!
What does our model look like?
Direction and support from senior leadership and ‘buy in’ from all kaiako
Lead teacher to give in class support
Established a working committee
Kaiako needed PLD – who would provide the external support?
Contacted Dee Reid which lead me to Jeanne Gilbert
Jeanne Gilbert, Nadine Malcolm, 2012

11. PCK -Facilitator/Coach
Layered PLD and relationships
PCK -Facilitator/Coach
SCK – language specialist
Lead Teacher
Principal and BOT
Lead Team
Classroom teachers
students
Layered PLD Jeanne
Jeanne Gilbert, Nadine Malcolm, 2012

12. Jeanne Gilbert, Nadine Malcolm, 2012
Getting started: setting up MOA for PLD TAI
What does the professional learning, teaching, learning and assessment of Te Reo Māori look like? i.e. What do the lead teachers, classroom teachers and students do?
Getting down to nitty gritty
Jeanne – NB there are hyperlinks on this page - talk about PLD from facilitator perspective
Nadine
What did in class support look like?
Timetabled slots allocated evenly throughout the classes (26)
In the first round I model a particular technique to illustrate a principle
Lessons are planned using Ellis’ principles as guidance
The next round teachers are observed by me.
‘Formulaic walk throughs’
Nadine’s role – hours paid and what do you do?
Changing anecdotal to qualitative
Staff meetings with different foci
TAI hui with Jeanne ( five session in 2011 ) to co-construct the overview and resource banks
Extra hui with Jeanne to kōrero about ‘pedagogy’
Jeanne Gilbert, Nadine Malcolm, 2012

13. How was a Teaching as Inquiry context applied to this initiative? Why?
Jeanne
(adaptation from LL to trm – link making to accelerate learning)
Go through 4 phases quickly, starting with focusing inquiry
Jeanne Gilbert, Nadine Malcolm, 2012

14. Ten Principles...
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Instruction needs to ensure that learners focus predominantly on meaning
Instruction needs to ensure that learners also focus on form
Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge
Instruction needs to take into account the learner’s “built-in syllabus”.
Successful instructed language learning requires extensive target language input
Successful instructed language learning also requires opportunities for output
The opportunity to interact in the target language is central to developing proficiency
Instruction needs to take account of individual differences in learners
In assessing learners’ target language proficiency it is important to examine free as well as controlled production
Jeanne – flick through - not our intention to workshop Ellis today – tki link and on learning Languages Waikato wiki
Dee Reid, School Support Services, The University of Waikato

15. Focus on Four...
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Successful instructed language learning requires extensive target language input
Successful instructed language learning also requires opportunities for output
The opportunity to interact in the target language is central to developing proficiency
Jeanne – how TAI group decided to narrow down TAI to p 1
Dee Reid, School Support Services, The University of Waikato

16. 1…repertoire of formulaic expressions
What does it mean?
What could it look like in the classroom?
Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe?
Focus on fluency before accuracy (it’s ok to make mistakes)
Explain language patterns when appropriate
Teacher uses te reo Māori as much as possible
Posters of te reo Māori on wall – used in context
Words and phrases being used in context are displayed
Wall charts showing language patterns
Student errors are being made, and that’s okay
Jeanne
Focus on Ellis p1 – see wiki link for more resources

17. Jeanne Gilbert, Nadine Malcolm, 2012
Jeanne – example of formulaic language – interactive activity if time – not just commands
Jeanne Gilbert, Nadine Malcolm, 2012

18. Teaching as Inquiry – evidence and reflection
Jeanne – unpack the TAI process – reflections after 2 PLD sessions and a number of obs and leaning conversations with Nadine – end term 2
Jeanne Gilbert, Nadine Malcolm, 2012

19. Jeanne Gilbert, Nadine Malcolm, 2012
Teachers identified next steps from the teaching as inquiry projects
i.e. the need for a strategic plan and resource banks
How did the lead group workshop these?
What do they look like?
Jeanne – don’t click on to hyperlinks until the interactive activity has been done
How did lead group workshop these? – time – 3-4 sessions
Do interactive card matching activity
Teachers get strat overview as hand out – resource bank available online
Jeanne Gilbert, Nadine Malcolm, 2012

20. Jeanne Gilbert, Nadine Malcolm, 2012
Jeanne continuing as coach
School policy
Existing docs with feedback columns
Continued creation of new tracking / reflection docs
Nadine participating in TPDL for Samoan
Staff meeting PLD session for TBLL
Nadine – setting up for 2012 – unpack in following slides
Jeanne Gilbert, Nadine Malcolm, 2012

21. Jeanne Gilbert, Nadine Malcolm, 2012
Expectations and next steps - Embedding practice of te reo and tikanga Māori at Hukanui school (Policy)
•       Formulaic language spoken by the teachers would be heard at any given time throughout the day as part of normal practice. Including assemblies, special events and sports days etc
•       Formulaic language would be displayed around the classroom ( these are not only decorative but help prompt tamariki and kaiako ) This is useful for beginners of te reo and used in class newsletters.
•       At least one half hour lesson of specific te reo Māori taught a week. This is to be ‘new learning’
•       Evidence that practice has taken place between visits from Nadine.
•       Kaiako are to use the new draft resource bank and provide feedback on the usefulness of this document.
Nadine –
Think about how we can marry ‘tikanga’ and ‘te reo Māori’ better
Maori kaupapa Manaakitanga/ako from the effective teacher profile in Kotahitanga/matariki/ Māori language week
Uphold the underpinning principles of the “Ka Hikitia” document (UBD)
Formalising our vision for te reo Māori at Hukanui
Reviewing/creating vision and essence statements
Year one was about encouragement/uplifting and providing kaiako with some new pedagogies / strategies / methodologies / techniques / ideas / resources
Year two we have set some ‘bottom lines’ and have started working with the resource draft as a dynamic document
Show teachers bottom lines for Hukanui tied in with their PD goals/appraisals
Bottom line embedding pedagogy/effective practice
Jeanne Gilbert, Nadine Malcolm, 2012

22. Jeanne Gilbert, Nadine Malcolm, 2012
How does the school make this programme dynamic? i.e. how are these living documents with feedback and feedforward opportunities built in for coach and teachers?
Resource bank – feedback and feedforward
Walk through focus docs
Nadine
Embedding practice of te reo and tikanga Māori at Hukanui school 2012.
•       Formulaic language spoken by the teachers would be heard at any given time throughout the day as part of normal practice. Including assemblies, special events and sports days etc
•       Formulaic language would be displayed around the classroom ( these are not only decorative but help prompt tamariki and kaiako ) This is useful for beginners of te reo and used in class newsletters.
•       At least one half hour lesson of specific te reo Māori taught a week. This is to be ‘new learning’
•       Evidence that practice has taken place between visits from Nadine.
•       Kaiako are to use the new draft resource bank and provide feedback on the usefulness of this document.
Jeanne Gilbert, Nadine Malcolm, 2012

23. Staff meeting term 2 - TBLL
Next steps for 2012 – what is task based language learning? (TBLL?)
Used an understanding by design framework to set up an experiential opportunity where tikanga (culture) and reo (language) were incorporated
Jeanne – unpacking TBLL – keep brief – is whole other day!
Jeanne Gilbert, Nadine Malcolm, 2012

24. Teacher voice - influence of French on Māori
Oui, I have felt a little advantaged having had the French PLD. Here are some of my thoughts.
Understanding Ellis’ principles in the teaching of French certainly was helpful for planning lessons in Te Reo Māori. In particular principles 7 & 8.
Principle 7 - Successful instructed language learning also requires opportunities for output as “Output helps to automatize existing knowledge.”
Principle 8 - The opportunity to interact in the second language is central to developing second language proficiency.
Because I had followed the process of IRDPX when teaching French I was able to also use this procedure when teaching Te Reo Māori . (input, recognition, discrimination, production, extension)
Many of the successful activities used in French lessons I have adapted and used for Te Reo lessons. These resources have saved a lot of time when preparing for Te Reo lessons.
Knowledge and use of theory that promote effective pedagogy lead to improved student learning.
Vidcasting  students speaking French, gives me a different perspective on my teaching, allowing me to analyze my teaching and students can engage in self-reflection, therefore becoming a very useful tool for learning and assessment. This also applies to teaching Te Reo.
I have observed that after significant input and opportunity for output, students enjoy interacting in the target language in an authentic context. 
Teaching a second language is not just about teaching isolated words but giving students the tools to interact in conversation.
Jeanne
Jeanne Gilbert, Nadine Malcolm, 2012

25. Teacher voice - influence of Māori on French
Kia ora Nadine. You asked me how our Te Reo Māori PLD has informed/changed my thinking and teaching of French.
The strongest message has been using the language in an authentic context and that it must have meaning or purpose.
Students must first develop a rich repertoire of formulaic expressions (this is setting up for the task)
I have used a lot of question and answer activities for playing games
Students have recorded themselves asking and answering questions about their likes, dislikes and personal information.
Playing games using target language as a conversation has been more purposeful than using isolated words e.g.
Encouraging French greetings and asking "how are you?" when we meet in the playground
Using French numbers as a math lesson
Using colours for statistics and graphing
When I next plan French I shall begin with the authentic tasks I would like to achieve.
These all include Ellis' principles 1, 6, 7 and 8
Merci, Jen
Jeanne
Jeanne Gilbert, Nadine Malcolm, 2012

26. Jeanne Gilbert, Nadine Malcolm, 2012
Year 6 -independent creative metaphor writing.
Nadine – age of this student? NS for writing? Any other literacy link possible?
Jeanne Gilbert, Nadine Malcolm, 2012

27. Nadine’s reflections https://learninglanguageswaikato.wikispaces.com/
Nadine – give advice to other schools re process – reflections
Jeanne Gilbert, Nadine Malcolm, 2012

28. Jeanne Gilbert, Nadine Malcolm, 2012
2012 support for schools
Poipoia te reo – support for the teaching of Māori in English medium schools, years 1-13.
Dee Reid:
Renee Paki:
Jeanne Gilbert:
Te Manawa Pou –online learning full - concept is to provide support and learning opportunities for rural schools or where the teacher of TRM is operating in isolation in a school
Jeanne -Poipoia te reo –
Possibly restricted eligibility 3, 4a,4b on Māori language scale.
MOE supplies list of schools – schools MUST alert MOE to their needs, through charter and annual target setting - ie make requests for support through school review/evaluation and goal setting
Jeanne Gilbert, Nadine Malcolm, 2012

29. 2012 support for schools – other languages
(TKI)
National Advisers:
Teacher Professional Development Languages Years 7 to 10
TPDL – intensive one year programme:
Secondary Student Achievement:
Northland, Auckland and Central North or
Central South and South Island:
Consultancies - Jeanne Gilbert Consultancy:
Contact and information:
Resources:
Jeanne :
make requests to ILEP
Apply for tPDL
For SSA – MOE allocates school
For consultancy – make contact and discuss needs
Jeanne Gilbert, Nadine Malcolm, 2012

30. Jeanne Gilbert, Nadine Malcolm, 2012
Ko te manu e kai ana i te miro, nōna te ngāhere, ko te manu e kai ana i te matauranga , nōna te ao.
The bird that partakes of the Miro berry reigns in the forest, the bird that partakes of the power of knowledge has access to the world.
Nadine to finish off session
Jeanne Gilbert, Nadine Malcolm, 2012