Opening up my students learning, understanding and relationship to the world (from either a Māori, Pākeha or World view)

My dream is to be able to teach  my students how to interact and realise that their culture, language and learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.
I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for these "soft skills" are able to be applied regardless of the language (they are universal skills). My belief is that my sudents can create in any world future (Māori, pākeha, any)

At this point these are just my ideas and rambling thoughts. The supporting readings or literature will follow as I explore these ideas further.

Please comment if you have thoughts, ideas, comments

cheers

Grant

Opening up my students learning, understanding and relationship to the world (from either a Māori, Pākeha or World view)

My dream is to be able to teach  my students how to interact and realise that their culture, language and learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.
I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for these "soft skills" are able to be applied regardless of the language (they are universal skills). My belief is that my sudents can create in any world future (Māori, pākeha, any)

At this point these are just my ideas and rambling thoughts. The supporting readings or literature will follow as I explore these ideas further.

Please comment if you have thoughts, ideas, comments

cheers

Grant

Activity 5: Legal and ethical contexts in my digital practice

I think one issue that I might face soon or in the future is intellectual property rights of Māori culture and the correct betrayal of Māori and Iwi. To me this means that I didn't create the Māori culture it is just part of me and my students, but do we have the right to and use images, customs, stories etc and display them for the world to view and interact with and whose' customs and stories are shared (The students' or the hau kainga/ iwi?)
As the kaiako I want the student to learn and value his or her's iwi, hapu tikanga. However, we live in Te Waipounamu under the mana of Aoraki and in the lands of Ngai Tahu therefore mana whenua must be adhered to.
This dilemma is a simple fix, I believe that if I ask permission from kaumatua, iwi and whānau then at least I am trying my best to solve any issue. I will teach both perspectives - Ngai Tahu and that of the student, so the student knows then to value the beliefs of the iwi in which we reside. In terms of the intellectual property rights stuff, I suppose this kind of issue is already in the courts so I would look at the result from these proceedings as well.

Some key things that I believe must be considered when teaching in Māori in Te Waipounamu.

1.  Teach Ngai Tahu tikanga, kawa and values. We are in their territory. It would be rude and arrogant not to teach the knowledge and history of the hau kainga.
2. Teach the tikanga and values that you as a kaiako hold so that you don't undermine your personal beliefs and understands.
3. Teach the tikanga and values that the student and their whānau have so they may grow strong within their own Māoritanga of their iwi and whānau.

I believe by doing this we are giving our students a more wider understanding of Aotearoa other iwi and their tikanga and traditions. Our tamariki will develop empathy and understanding towards others (first between Māori and then with the wider world).

References

http://ngaitahu.iwi.nz/ngai-tahu/values/

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

My  Indigenous knowledge and understanding comes from personal experiences, living in the Māori world, being connected to the hāpori Māori and the hapu and iwi of which I reside. I have a relationship with my Māori community and the tangata whenua. I practice Māori customs and I teach in Māori education. Therefore I am confident with my ability, knowledge and the cultural responsiveness within my teaching practice. My cultural responsiveness is not just specific to Māori but to Polynesians and all ethnicities.

The core values that we follow at kura have be discussed by kaiako, akonga and whānau. These have been agreed upon and fleshed out at hui to give more understanding. Our Whānau Uara have also been aligned with the Key Competencies and Atua Māori.

Our Whānau Uara are :

He tangata pūmahara

Whakaute - respectful, reflective, thoughtful

Thinking

Thoughtful and wise person, perceptive, astute

inquisitive

He tangata pūkenga

Manawanui - commitment, perseverance, resilience, innovative, hīkaka (eager)

Uses language/symbols/text

Skilled, knowledgeable, considered a learned person, reading signs/situations, study skills

perseverance, determination, persistence, dedication

He tangata māhaki

Ngākau Tapatahi - integrity

Managing Self

Self-possessed, calm, quiet, mild mannered, humble

He tangata atawhai

Manaakitanga - inspiring, motivating, empowering

Relating to others

Helpful, considers the welfare of others besides themselves

Listens to others, shares ideas, co-operates, empathy, aroha

He tangata whai tikanga

Kawenga - responsibility, of good morals, able to be trusted, to others and to the environment, handy, important, meaningful, have an interest,have a right, pivotal

Participating and contributing

Wants to help wherever possible, helping those in need, always present at events, empowers others, inclusive

Actively involved in communities, whānau, school,

Contribute appropriately as a group member, make connections with others,

Balancing rights, roles and responsibilities


So, We have taken attributes that we follow in a Māori realm and related these to one of our School Wide Values. This is also then related to a Key Competency. We have also identified further attributes under each Whānau Uara or School Wide Core Value that gives kaiako, akonga or whānau more ideas of what that value might look like.


This was developed by Gaynor Hakaria, the kaiako of Te Waka Unua, with consultation from Te Whānau Ruru 2016.

Activity 3: Trends and Shifts (Evaluate Practice in Context)

Globalisation Trends

• Individuals, cultures and companies are moving around the world and impacting, influencing other countries. This includes the spread of multinational companies with diverse ethnic differences.

I see examples of this on our tamariki today. These are companies that they (our tamariki) interact with on a daily basis. They have become part of their world. These are companies and organisations like Facebook, Google, Youtube, Twitter (Social Media). These companies have a huge influence on our tamariki. Their influences create trends and patterns within our society. 

Therefore, my goal is to give our tamariki the skills and abilities to create and influence the world themselves. To not be just part of Facebook or Google but to be the new leader in these fields of technology. To create the future companies and organisations that lead in Global trends.

So the trend that I am identifying that has swept the globe is "Social Media". I have selected this issue because of its huge influence on many people today (especially the youth). There are many PROs and CONs to social media. My personal opinion is that I think many youth have not yet learnt that everything you read, see or hear on social media is not always true. Once they learnt to critically analyse what they have viewed then it will be even more beneficial.  

According to Forbes these are the top 7 social Media Marketing trends for 2016

1. Less is more, better is better.

2. A shift is happening in platform dynamics.

3. Live streaming is getting bigger.

4. Buy buttons are becoming more common.

5. New applications are changing social interaction.

6. We’re seeing a push for more personalization.

7. We’re getting broader app functionality.

I see all of these current trends relevant learning opportunities for my Māori students. Science, technology, engineering (Problem solving) and math learning relate to the development and creation of these trends (STEM or STEAM programmes).

We as educators need to prepare our tamariki for the future. As mentioned during our MindLab lectures, We are preparing our students for a future that is not yet created. So, I believe that we must at least look at the trends to get a peek at what the future could look like or what direction the future might be moving towards. Social media is already a huge part of our students lives so it is our responsibility to use these tools to continue to ENHANCE our students learning, life future.

Some examples of how we might use Social Media in education:

• Connect the entire classroom in a Facebook group
• Ask your students to blog
• Tweet
• Host a podcast or video channel
• Start a Flickr photography project
• Flip Classroom

Reference

Global Trends 2030: Alternative Worlds (National Intelligence Council, 2012).

http://www.forbes.com/sites/jaysondemers/2016/08/01/the-top-7-social-media-marketing-trends-dominating-2016/2/#3b2eef8b3ac8

http://www.teacherswithapps.com/10-great-ways-to-use-social-media-in-classroom/

https://www.knewton.com/infographics/flipped-classroom/

Communities of Practice - Analyse issues - Activity 2 (School Culture etc)

My community of practice consists of my kura (Mainstream Public Primary School),  the Māori bilingual unit within I work, the Māori community, whānau that supports my kura and the students, kaiako Māori, kaiako pākehā, hapu - Ngai Tuahuriri, Iwi - Ngai Tahu, MOE, Professional Teaching community.
While there is government  push for students to achieve to National Standards in Numeracy and Literacy I have seen a change in the direction for what students might need to be focussed on.

The change or focus is now more on the "Soft Skills" or "Key Competencies" more than the Literacy and Numeracy skills. All of the major businesses in San Francisco are looking for people with these soft skills over those with great numeracy and literacy skills.

Soft Skills - Key Competencies

• Problem Solving
• Critical thinking and analysing (Thinking)
• Effective communication
• Working Collaboratively (Participating and contributing)
• Gritt (Managing Self)
• Passion and Curiosity

For me this change in direction has come about from discussion with various people and groups within my "community of practice". In particular teaching staff at Te Waka Unua, teachers on the Mind Lab course 2016, whānau of my students and more recently representatives from a group "Te Pōkai Tara o Te Ao" who represented Ngai Tahu at a conference for Māori rangatahi in San Francisco about Tech businesses.

This is one of my main goals for my tamariki:
My dream is to be able to teach  my students how to interact and realise that their culture, language and their learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.

I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for my students to learn the "soft skills" that these top companies are asking for their employees to have. Theses skills are transferable across different occupations. But apply these skills and work in these top industries as professional Māori (Standing strong as a Māori).

NZQA was in partnership with different iwi to send these rangatahi to San Francisco. A representative from NZQA had said that the STEM course should fit Māori students  because of their connection with the environment Papatuānuku and Ranginui. They are encouraging more Māori to take STEM courses

References

http://nzcurriculum.tki.org.nz/Key-competencies

http://www.techlink.org.nz/stories.cfm?area=10&SID=244&CFID=22344612&CFTOKEN=3294cd6c1be2d882-EDBC1AA4-B492-9477-FC4F7E4D8C3F65B0

http://nz.educationhq.com/news/33914/so-why-the-stem-push/

http://ngaitahu.iwi.nz/whanau/opportunities/te-pokai-ao-silicon-valley-boot-camp/