Blogpost #7 - Academic & Professional Readings...

Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

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

1. Difficulties relating to teaching and learning are derived largely from the kinds of conflicts that arise in the process of translating foreign ideas and the difficulty of conceptualising these ideas. Most of the content as well as the methods of our formal education systems have been and continue to be based on mainly western rather than indigenous systems.

As teachers we owe it to ourselves and our communities to look towards our cultures, (the contexts in which the task of educating future generations is carried out), for clues to some of the questions that vex us today. We need to share this cultural knowledge with those who come to us...so they too would better understand the context in which we work and which give us sustenance...

for we cannot let our silences

again keep us apart

mortgage our identity

or even sell our pride

we do not want to suffer pain

privately at the end

because we know deep inside

we've only ourselves to blame

A Consideration of (Cultural) Context in Teacher Education

Konai Helu-Thaman (1992)

2. Talanoa is a popular and preferred means of communication that captures the traditions and protocols of the Pacific Islands. It is a Pasifika research methodology used to capture people's stories, realities and aspirations (Vaioleti, 2003). Talanoa can be referred to as a conversation, a talk, an exchange of ideas or thinking between people. It can be formal or informal and almost always carried out face to-face. Tala means to inform, tell, relate and command, as well as to ask or apply. Noa means of any kind, ordinary, nothing in particular, purely imaginary or void (Vaioleti, 2006). Talanoa is common in many parts of the Pacific, such as Samoa, Fiji and Tonga. It enables social engagement and can lead from storytelling to critical discussions. It is an approach that most Pasifika people relate to as they practice it everyday in their homes, churches and schools.

Talanoa Research Methodology: A Developing Position on Pacific Research

Timote M. Vaioleti (2006)

3. Sourced from my Tongan culture, is the kakala framework. Kakala refers to fragrant flowers woven together to make a garland, and has many equivalent concepts in Oceania such as lei (Hawaii), hei (Cook Islands) or salusalu (Fiji). Kakala embodies physical, social and spiritual elements and reflects the integrated nature of indigenous epistemologies and knowledge systems. There are three major processes associated with Kakala; toli, tui and luva. Toli is the collection and selection of flowers and other plant material for making the kakala...tui is the making or weaving of the kakala. The time taken to do this depends on the complexity and intricacies of the flowers...Luva is the final process and is about giving the kakala away to someone else as a sign of peace, love and respect. Kakala requires me to utilise knowledge from global as well as Pacific (indigenous) cultures in order to weave something that is meaningful and culturally appropriate for my students.

This is important because, teaching in my view, is essentially autobiographic: as teachers, we give of ourselves when we share our knowledge, skills and values with our students. If this is motivated by compassion, a commitment to peaceful and harmonious relations, and respects for one another's cultures, then sharing will lead to wisdom and sustainable relationships in the classroom and other learning contexts.

Teacher capacities for working towards peace and sustainable development

Konai Helu-Thaman (2010)

Blogpost #6 - May Blogging - How will I use the data?

Explain how some of the data you have used to build a profile of the students' learning will be used as baseline data at the end of the year.

Data gathered through:

1. Learner Voice Questionnaire
2. Informal Teacher Observations (Incl Observation of Student engagement)
3. Formative & Summative Assessments (PAT, Probes, Padlet, Google Forms)
4. Teacher Observations
5. Learner Profiles (Filled in by students)
6. Visuals (Photos & Video Recordings)

This year I have collected some valuable data about each of my students'. I share this information with my learners too because I feel it's really important for the students' to know where they are and where they should be by the end of the year, with the guidance of this inquiry.

I am most excited to see the data from assessments but also through teacher observations because it's raw and it's not scripted. Student/Learner Voice will also allow me to see if there has been a shift in attitude towards the above learning areas. I look forward to hearing my 6 quiet, highly disengaged boys who initially disliked the words 'Reading & Writing", share their experiences of being part of the Pashiska Boys.

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.