Presentation on theme: "Building quality teaching with Māori children in mainstream schools"— Presentation transcript:
1 Building quality teaching with Māori children in mainstream schools Stuart McNaughtonWoolf Fisher Research CentreThe Univeristy of AucklandHui Taumata Mātauranga(March 8th 2003)
2 What we know: the research evidence on teaching Teaching can make a major difference to children's achievement at school.Over and above a child’s background, family, and school characteristics.An example: the transition to schooltransitions impact on children’s development (eg early progress in reading)connections between whānau, early childhood settings and school are significantcan teaching be made more effective in decile 1 schools?
4 Primary and early childhood centres ‘Picking up the Pace: Effective literacy interventions for accelerated progress over the transition into decile 1 schools’ Phillips, P., McNaughton, S. & MacDonald, S. (2001)Primary and early childhood centres73 teachers, 12 (decile1-3) primary schools37 teachers, 15 early childhood centres415 children (90% Māori and Pasifika)General features of professional developmentin teams with leadersrelease for half days, two-weekly for 6 monthsfocus on being expert (knowledge and strategies) – data basedSpecific activities and management
6 Initial descriptions showed….? Children rapidly learned letters and soundsBut slow progress reading and writing textsTeachers’ expectations generally lowTeachers’ knowledge generally needed enriching:of childrenof tasksof learning / teachingSome teachers making a differenceEarly childhood experience important
7 How did the professional development with school teachers affect learning? Rapid development by 6,0 years in all areas (broad based)Above, at or near national levelsSome schools better than others:A learning communityWith committed professional leadershipKnowledgeable (of children, of learning patterns, of community)Good management
9 A proposalWe know many of the attributes of effective teaching in mainstream schoolsGenerallyFor Māori children in particularEspecially in literacy at early levels
10 General attributes: teachers as experts Have general strategies with the goals of:incorporating a child’s world into teaching ~ learningenhancing a child’s awareness of the classroom worldUse appropriately deliberate acts of teachingsuch as feedbackand monitoring / assessmentAre highly knowledgeableof the what and the how of teaching / learningof children’s worldsof what is possible (high expectations)
11 Looking at where teaching happens T: Can you read me your story? You read me your story (writes date - top of the page).M: (reads his story aloud, points to each word)… ‘I see the cat’.T: Oh good boy. Very good boy! (Writes out the word ‘cat’ correctly beneath his attempt ‘can’)…that’s a very good story.M: (comments)… cat’s outside.T: (checking)… your cat’s outside?M: (nods)T: Does he sleep outside?T: What does he do while you’re at school?M: Having kai.T: Having kai! Is he? Having kai while you’re at school?T: OK. Can you tell me a story about your cat?M: My cat is… (pause)… having his kai.T: Alright then (teacher writes ‘my’)..You can write ‘cat’… ‘my cat’. Leave a nice big space (indicating where to leave gaps. M proceeds to write the letters ‘ca’ then
12 Continued…..T: pauses)… Can you hear the sound …cat…t…t (emphasising the ‘t’).M: ‘t’?T: (nods)M: (writes the letter ‘t’)T: (says the next word)…’is’ You write ‘is’ while I come back … My cat is..? What? (M pauses, she asks).. Right at this moment my cat is doing what?M: Eating!T: Good boy (indicates where to write ‘eating’).M: (writes the letter ‘t’, then pauses)T: (writes the word ‘eating’ for M, says) ..My cat is eating? What’s he eating?M: Kai!T: Yeah good boy.M: (thinking about ‘k’, he hesitates, the teacher helps to sound out the letter)T: Kai… k (sounding the letter) for kai. Can you make the ‘k’?M: (shakes his head)T: No, no, never mind (writes the word ‘kai’ and continues to write the last word ‘outside’ for M)
13 Building on opportunities Teacher This story’s about “Claire’s Dream” … there she is(showing the front cover). She’s dreaming about something… got her eyes open, but she’s (day) dreaming aboutsomething. Or it’s called “The girl who wanted to playrugby”.(To the class) … Hands up those who like rugby?Hona (calls out) I play rugby!(She doesn’t hear Hona. Other children call out… I likerugby,… I play rugby.)Teacher Good. Hands down. (Begins to read the story) …“I’m going to be an All Black”(To the class) … What’s an “All Black”?Hona (calls out) … I play rugby!Teacher (Doesn’t hear Hona, continues reading to the endof the story) … The end…The beginning.(To the class) …What does that mean?Children (Calling out)… The end of the story? Last page?One page left? …Teacher I think it means, that’s the end of our story, but this is the beginning of Claire’s rugby.
14 The teachers’ voices“Before…we’ve always had these kids down there (early reading books) and we’ve kept them down there.”“I realise that they actually know more about book knowledge than I was aware of before, like where a book starts and ends, all that sort of thing. I wasn’t really focusing on that before, but now…I can see kids come in with that knowledge already.”“We all accept the responsibility of working hard and making the system work and we accept the responsibilities of meeting together and we also enjoy and accept the responsibility of going into each other’s room to see if we can help each other that way and it’s the responsibility of being prepared to drop old ideas or old methods to find the time to fit in all the components and that’s been a struggle.”“We’re doing it all together, we can actually talk about it and discuss things and it sort of gives you a license to sort of think about things and I’m thinking all the time now, how I want to do things in my classroom. I change things around and try to make it better”“It was more sort of intensive teaching and it got the children up and running with their reading very quickly…They were reading virtually the first day”
15 What is needed to develop the highest quality teaching: for Māori children with Māori communities? Building a focused capacity in schools:research ~ practice partnershipseg Woolf Fisher Research CentreIncentivising local teaching expertise through learning communities:Academic leadership, school ~ community clusterseg Leadership programmesA knowledgeable system – for high expectations, and accountability:taking responsibility for effective learningeg National Administration Guidelines