Blogpost #2 - Possible Inquiry Focus for 2021

When I completed my Masters in 2016 on Tongan concepts of Wisdom and Knowledge, I developed a passion and desire for Accelerating Pasifika Education. I carried this passion with me into the classroom and it became the drive of why I enjoy teaching in a community that is dominantly Pasifika and Maori. 

This year,

MY INQUIRY QUESTION IS: Can we make accelerated shifts in Literacy through teaching Identity and Cultural Competencies?

I have always believed that the importance of culture and language plays a vital role in a Pasifika and Maori students' learning journey and achievement. It is their identity being recognised and acknowledged. Being Pasifika, making an emotional connection with the child/learner is a complex situation, but a very rewarding step. Our stories, morals & values are kept within, they remain secure and protected until someone is able to unlock it. If/When a teacher is able to unlock that secured taonga, you have managed to engage that learner in a relationship built on trust.

Similar to the work of Amituanai-Toloa's (2010) coconut model, she explains the process of getting to the core of the coconut. As told by many, the coconut is a very useful organic resource in the Pacific. It is a source of life. The core of the coconut or the inner layer, is where the knowledge and wisdom of a Pasifika learner is kept and protected. Using the talanoa approach enables the teacher to break through and reach that knowledge in the core, the 'loto' (centre) of the learner.

In previous years, I have focused on Writing (2018), continued with this focus into 2019, changed to a Reading focus for 2020 and I have decided to merge the two areas for this year. Literacy will be my focus but I aim to apply my approach to ALL learning areas.

A problem that our cluster has encountered is the rate of achievement progress decelerating over time, particularly in years 7-10. Being a Y7-8 teacher, I often see a cohort of students stall at certain reading ages, usually between 8-9.5 and sometimes between 9-10 years. Same goes for Maths, I see many students stagnate in Level 3 (Stage 6) over the years, with a few making break through to Level 4.

As such, this year I aspire to inquire into this, TEACHING THROUGH IDENTITY & CULTURAL COMPETENCIES. The goal is to implement strategies that accelerate the students' learning so they can achieve closely to their expected levels or surpass them. I have been able to accelerate students in the past, through my CoL inquiry + ALL intervention programme, now I want to measure what the difference will be when I change my pedagogical approaches to focus on culturally responsive competencies that are more effective for Maori and Pasifika learners. I want the learners to be able to talanoa confidently, share their stories and see learning through their lens and own it.

Research & Pasifika methodologies I endeavour to incorporate into my CoL Inquiry this year:

1. TALANOA - Timote Vaioleti
2. KAKALA METHODOLOGY - Konai Helu-Thaman

Blogpost #1 - Brainstorming Student Inquiry Focus

Our Manaiakalani Cluster Data for 2020 painted a clear picture of where the need lies and what my focus needs to be for 2021. In the week of lockdown, Glen Taylor CoL teachers + Management met via google meets to discuss our possible Inquiry focus for 2021. This Talanoa was refreshing as well as eye-opening. We received validation from our principal for our intended inquiry focus and discussed what support we might need throughout the year and what support we could offer our school, in return.

My 2020 Inquiry looked at Reading and helped me identify a few reasons why reading progress was stalling. Unfortunately, due to covid, I felt like my inquiry was not as successful as I had hoped it to be. The connection was merely present due to limited face to face time and the unprecedented times the world was exposed to last year.

At Glen Taylor School, we believe that if we really want to influence the Students' learning, then we need to change our teacher practice, to ensure the results differ. To inquire effectively...

..."teachers need to make sense of their experiences in the classroom, LEARN from those experiences, and CHANGE it. (Teaching as Inquiry, Harvard Education, 2004)."

In addition to this, according to John Hattie, 50% of what a child achieves is from home, the next 30% is based on the choices the teacher makes.