Blogpost #5 - May Blogging - Hypothesis and Research...

1) Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding.

The challenge for my students this year is to make accelerated shift in Literacy by sharing knowledge about their identity and culture. To further elaborate, in the past, I have taken it upon myself to plan for my students. I planned a Kai Pola (Tongan Feast) and the causal chain that helped accomplish hosting this Kai Pola was identified by me. This time, I'm having my learners identify the steps we need to take to accomplish the same thing, for Tongan Language Week this year. In hopes, that this practice will be applied to their learning all year round and to other areas of their learning.

In discussion with my team and fellow CoL teachers at school, data continues to identify VOCABULARY & MAKING INFERENCES as a need. With my inquiry focus on IDENTITY & CULTURAL COMPETENCIES this year, I'm taking a culturally responsive approach on the matter. It will be practical, it will involve the arts, cooking, community engagement and more. Through this experience, the students will learn new vocabulary and use it to build and strengthen their current bank of words.

In previous years, I tried changing my reading programme and I believe it helped in making some shift, but it wasn't accelerate progress. Over the years, I've implemented content, based on students ethnic and cultural backgrounds together with their passions and interests, this hooked in their engagement. My goal now is to take it a step further by having my learners actively involved in the planning stages of the learning before actioning it, through a more practical approach.

Accessing content or topic specific vocabulary continues to be an obstacle for our learners and this often limits student achievement. Our students are not confident in using new vocabulary in their daily conversations or talanoa. Through this inquiry, I want my learners to stand confidently talk about their learning experience of making the Kai Pola. Low self-efficacy and limited knowledge of vocabulary means 'speaking in front of an audience will be delivered through a fast rap, a quiet whisper or an inarticulate flow. 

I know from experience and in my inquiries over the years, if the learner is unfamiliar with the setting, or lacks engagement and content knowledge on the task, their connection to the learning will absent. I want my learners this year to make accelerate progress, to make a connection to their learning and be passionate about it. To speak confidently and use content specific vocabulary when sharing their learning with others. 

Inquiry Question: Can we make accelerated shifts in Literacy through teaching Identity and Cultural Competencies?

Blogpost #4 - Critical Reflection on my Journey so far...

TERM TWO 2021 - My Journey so far...

Inquiry Question: Can we make accelerated shifts in Literacy through teaching Identity and Cultural Competencies?

Have I used a range of sources to understand my students learning in a detailed way?

For my inquiry so far, I have used a range of sources to help me analyse and validate the students learning achievements to date. I have drawn upon summative assessments, a piece of formative assessments and learner voice. I have also had the opportunity to sit down and talanoa with the learners and their families in Term 1 for talanoa evening and more recently during our Tamariki Korero evening in Week 9. I know that a strong and positive relationship between the school and whanau plays a critical role in the learners' learning journey. 

Do I understand their strengths as much as I understand their areas for development?

I believe I have a sound understanding of my learners strengths and interests. Some students I know more of than others but that's due to lack of attendance. Something I did after my learner voice session with my learners was sit down with each student individually and talk to them more about what I could do more of as their teacher and also asked them questions such as: What would you like to learn more of? What sort of books do you enjoy reading, what writing genre should R11 focus on? What can we learn about next term that relates to the key concept of CONNECTIONS (in identity)?

I am also aware of most of my learners cultural backgrounds and encourage them to speak their languages in class. I need to get my hands on more dual language books to have them read it aloud in class and to each other.

Through my inquiry I have come to realise just how important learner voice is and how crucial it is to have a positive relationship with my learners. I believe that gaining my students' trust enables them to open up more and feel relaxed and comfortable to share, Korero, Talanoa and express EVERYTHING they feel about themselves, their interests and anything that helps with their journey of learning.

Have I developed a strong profile of their achievement?

I have considered using both formative and summative pieces of assessments, have drawn upon both qualitative and quantitative data to 'paint a reliable picture' of my student profiles. Am I comfortable with the tools/measures I've chosen to develop my student profiles? I'd say probably not. But I believe it's providing me with a solid foundation of something I can continue to build on.

A next step would be - referring to a more culturally responsive measure other than Talanoa. Something of relevance and familiar to the student that allows them to connect with and express their cultural identity.

Measures that I am using pre/ post intervention?

- Talanoa Methodology - Daily conversations and story telling with my learners - providing an insight into their engagement and well-being.

- PAT Assessments

- Probe Assessment

- Arbs Assessment Tasks in Literacy

Reading: The importance of Teacher Student relationships for Maori and Pasifika students 

Blogpost #3 - Describe the tools/measures/approaches you plan to use...

Describe the tools/measures/approaches you plan to use to to get a more detailed and accurate profile of students learning in relation to that challenge. Justify why you chose these approaches and tools.

Tools:

• Google Form on Identity & Cultural Competencies shared to my class
• Inter-lead Self-Assessment and Student Voice tool. 
• All about the Learner Profile created by ME. 

Measures:

• Teacher Only Day Workshop Presentation - had students open up the workshop by sharing about themselves, their cultural background, their name and the story behind it. Attendees were highly engaged and provided feedback reinforcing the importance of IDENTITY.
• Student Attendance & Engagement
• Student Confidence
• Oral Language 

Approaches:

• Bus-stop activity using post-it notes by students and teachers.
• Target group - whole class
• Teaching through a Pasifika Lens

I chose these approaches and tools because student voice is what drives the learning at Glen Taylor School. This proves to be a good tool because learners love being involved with planning what they're learning. The best way to understand a student's preferred way of learning is to ask them (Causton - Theoharis, 2009) and to have them involved in the planning and assessment process of it all. 

"Often the student has the best ideas of how we might work with them, if we take time to reflect on what they might be trying to communicate."

Outreach teacher, project interview TKI, 2013 

Self-assessment is also important as it provides insight to teacher practice. It allows us to reflect and evaluate what is working, what can we do better, what can I change in my practice, to ensure we are catering to every learners' need. 

For the past 3 years, I have focused on Reading and Writing. It's helped me unpack my thinking and identify my what it really is I wanted to inquire about this year. I spoke briefly about implementing Talanoa and using Cultural competencies in past years, but I sit and ask myself now "Did I do it justice? Did I incorporate these Pasifika learning tools effectively? How can I measure it's effectiveness differently this year?

As a Y7&8 teacher, I want to ensure that my students leave GTS at the end of the year, confident in themselves, proud of who they are and embrace the richness in cultural knowledge they carry. I still find it difficult to match my Inquiry to a particular achievement challenge because my Inquiry is more than a curriculum focus. My Inquiry is to do with the knowledge captivated in each learners' story, held deep within that you need to be a 'special teacher' to unlock that taonga. 

Dr Rae Si'ilata stated at our Teacher Only Day at the end of Term 1 that "English can never translate the depth of our reo & talanoa" (2021). My inquiry encourages learners express themselves in their language, through their cultural lens and identity. If my learners Maths/Reading & Writing learning needs to be taught in a bi-lingual way for their understanding to enhance, I will endeavour to do so. It's important for the learners to make a connection before they can actually engage in the learning.

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.