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Ministry of Education.

Hama's class - focusing inquiry

What was important, given where Hama’s students were at?

This is a bilingual Year 9 class with a wide range of abilities in English, and a variety of literacy skills. This lesson occurred in Term 3, in a class where there has been a writing programme throughout the year. Hama wants his students to achieve success as Māori. In order to do this, he uses strategies that allow him to co-construct the learning with the students. Students are actively involved in leading the learning where possible.

Video clip: Co-constructing

What evidence did Hama draw on?

Te Kotahitanga’s focus on culturally responsive pedagogy is the underlying factor in all practice for the bilingual unit. A large part of this teaching philosophy is the recognition of each individual within the group. In addition, the English department has a particular understanding of teaching and learning writing that has been developed through the Collins Writing programme.The students range from Level 2 to Level 5 in e-asTTle Reading. Hama did not want to focus on this in his teaching but rather used an Achieved/Merit/Excellence rubric to set high expectations for all students in the class and to allow them to set their own goals for their writing.

Video clip: High expectations and goal setting

What evidence did Hama draw on from his own practice or that of his colleagues?
The bilingual unit sits between the Māori department and other subject departments and functions as a cohesive unit. Therefore there is a commonality of practice across all the subjects. This allows for a much greater transfer of knowledge and content across subjects than is usual for secondary students. It also means that Hama has a deeper knowledge of his students in other subjects and beyond the classroom.

Hama's class - teaching inquiry

Published on: 26 Oct 2012

Effective Teaching Profile - Te Kotahitanga

The Effective Teaching Profile consists of six elements.

  1. Manaakitanga – teachers care for their students as culturally located human beings above all else.
  2. Mana motuhake – teachers care for the performance of their students.
  3. Nga whakapiringatanga – teachers are able to create a secure, well-managed learning environment.
  4. Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori.
  5. Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.
  6. Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.