1. Jeanne Gilbert & Nadine Malcolm 2014
43A Checkley Road
R. D. 1 Raglan 3295
Jeanne Gilbert & Nadine Malcolm 2014

2. Jeanne Gilbert & Nadine Malcolm 2014
Jeanne Gilbert Consultancy
In-service Teacher Educator
The University of Waikato, Faculty of Education:
Teaching Fellow:
Pre-service Teacher Educator for Senior Secondary Languages
Arts and Language Education (ALE)
and Master of Teaching and Learning
Facilitator Poipoia Te Reo
Ph x 4923
Work info - There is an information hand-out about the Consultancy with contacts for any future requests for in-school mahi.
Jeanne Gilbert & Nadine Malcolm 2014

3. Jeanne Gilbert & Nadine Malcolm 2014
Whakatau
Nadine – mihi/pepeha and Jeanne pepeha
Jeanne Gilbert & Nadine Malcolm 2014

4. Jeanne Gilbert & Nadine Malcolm 2014
Whakatauki / Karakia
Tukua taku wairua kia rere ki ngā taumata kia ārahi i aku mahi me taku whai i te reo Māori kia mau kia ita kia puritia kia kore ai e ngaro taku reo rangatira tūturu whakamaua kia tina…tina haumi e hui e tāiki e!
Jeanne Gilbert & Nadine Malcolm 2014

5. Jeanne Gilbert & Nadine Malcolm 2014
Whakatauki / Karakia
Allow one’s spirit to exercise its potential To guide us in our work as well as in our pursuit of our ancestral traditions Take hold and preserve it Ensure it is never lost Hold fast. Secure it. Draw together! Affirm!
Jeanne Gilbert & Nadine Malcolm 2014

6. Handed down through the
E hara i te mea No naianei te aroha No ngā tupuna Tuku iho tuku iho
Love is not a new thing.
It comes from
the ancestors
Handed down through the
passages of time.
Jeanne Gilbert & Nadine Malcolm 2014

7. Jeanne Gilbert & Nadine Malcolm 2014
Whakawhānaungatanga:
Ko wai tō ingoa? Who are you?
Ko wai tō kura? What school are you from?
Jeanne Gilbert & Nadine Malcolm 2014

8. Jeanne Gilbert & Nadine Malcolm 2014
Growing a Quality Te Reo Māori Programme in an English Medium School. Evidence base: * On the waka Hukanui- the Hukanui initiative – * Poipoia te Reo – In-depth schools – 14 * Jeanne Gilbert Consultancy 2012+
Jeanne– evidence base
Jeanne Gilbert & Nadine Malcolm 2014

9. Jeanne Gilbert & Nadine Malcolm 2014
Day 1 - Creating a Quality Te Reo Māori Programme in an English Medium School. Big picture thinking around vision, strategic planning and the creation of resource banks. Big picture introduction to literacy links and decoding. Day 2 - team planning and making a start with classroom practice Day 3 – focus on PRACTICE in the classroom
Jeanne Recap day 1 – will be offered again in term 4 if 10 +
Dates TBC nd venue - 2nd day 3 on Oct 22
Jeanne Gilbert & Nadine Malcolm 2014

10. Jeanne Gilbert & Nadine Malcolm 2014
Day 3 - Expectations. We will workshop/discuss/revisit/practise:
What is PRACTICE?
Methodologies to use formulaic language, to help with learning / self correction, to teach vocab and interaction
Learning activities:
incorporating different modes in different contexts
No fuss – no gear
Gear - eLearning with digital technology tools with examples
Learning in the classroom with video examples
Integrating te Reo and Tikanga Māori through task based language learning (TBLL)
Using the iPpiT template and modifying this to suit your own purposes
Ideas for tracking students’ learning
The dynamic use of school server/google docs
Your own goals and next steps?
Some of the activities to unpack the expectations are woven in to one another e.g. mode(s ) will be present in the learning activities.
AFL and A of L 0 e.g. the nature of the docs themselves plus aspects e.g. Lis, SCs, wait time etc etc
Jeanne Gilbert & Nadine Malcolm 2014

11. Jeanne Gilbert & Nadine Malcolm 2014
What do you hope to get out of the day?
Individual Burning Questions …
Rank and monitor.
Transfer to goal sheets throughout the day...
Jeanne - Teachers use postits to write own questions – share at table –rank them according to own needs - monitor during day and feedback at end of day
Jeanne Gilbert & Nadine Malcolm 2014

12. Jeanne Gilbert & Nadine Malcolm 2014
The BIG
in iPpiT
Jeanne – A3s for brainstorming – pens etc
What is iPpiT? what is the Big P - Practice? Practise? What needs to be incoporated? Everything but not all at once!
Modes, learning styles, 5 senses, Gardiner’s multiple intelligences, Ellis, gear, no-gear
Jeanne Gilbert & Nadine Malcolm 2014

13. Jeanne Gilbert & Nadine Malcolm 2014
What is ‘practice’?
Learning activities (fun and games) with one or more of the following to enable the learning intentions:
Modes
Learning styles
5 senses
Gardiner’s multiple intelligences
Ellis’ principles
Gear, no-gear
Kinaesthetic interactive games – see DVD
Songs, chants, raps, competitions, card games
Online / cloud / computer activities
Get DVD and list of games/learning activities
Teachers can take a copy of the DVD
Jeanne Gilbert & Nadine Malcolm 2014

14. Practise getting your tongue around those vowels!
..\..\..\..\activities\alphabet\Māori Alphabet.docx
Learning Languages Waikato Te Reo Maori
Examples of practice around alphabet and decoding
NB – the two links go to exactly the same place!
Two youtube videos on Learning Languages Waikato wiki – Matt’s pronunciation guide – Nadine’s learning activities.
Take a ha ka ma na charts
Nadine –
Look at a ha ka ma chart - Use to sing, say and point, I often get kids to colour code the different whānau
Brainstorm Māori words and look at vowels, open syllabic language, chunking up, vowels next to consonants
Vowel compounds
Do some vowel activities / games – race and circle, Māori whispers, piano finger vowels, bingo
In groups Kaiako could rearrange place names that have been cut into chunks (moving from just vowels into chunks)
Jeanne Gilbert & Nadine Malcolm 2014

15. Jeanne Gilbert & Nadine Malcolm 2014
Ellis’ principle 6 – input
An input methodology: IRDPX I
input R
recognition D
discrimination P
production X
extension
Theory into practice - Use flash cards for nama
Jeanne Gilbert & Nadine Malcolm 2014

16. Jeanne Gilbert & Nadine Malcolm 2014
Ellis’ principles 1 + (6,7) – formulaic language, input, output
Sandwich methodology:
Target Language
presentation (input)
English (first language)
for comprehensibility
reinforcement
Jeanne – theory into practice – recap and examples
Jeanne Gilbert & Nadine Malcolm 2014

17. Jeanne Gilbert & Nadine Malcolm 2014
tahi
toru
rua
kore
ono
rima
whā
whitu
Jeanne – get flash cards etc
waru
iwa
tekau
Jeanne Gilbert & Nadine Malcolm 2014

18. Jeanne Gilbert & Nadine Malcolm 2014
IRDPX
Context ‘numbers’ IRDP – Jeanne modelling With reading (the mode) inserted... YOU – in groups of 4 - practise the methodology (IRDP), one step each and TEACH us X=P Extension can be a Practice activity – Nadine
Nadine – ideas for practice (X=P) activities
21 i.e. 5s or multiples of 5 - LS
Dot to dot e.g. flower , house, boat LS Shaping (R)
Battleships with words – L, S Shaping
Pass the parcel LSR
Jumbled words LSP
Noughts and crosses SR
Doughnuts LS
Toru (chair game) noughts and crosses with chairs (TPR)
Musical chairs / fruit salad
Clapping chant L S (TPR)
Jeanne: ppt
Jeanne Gilbert & Nadine Malcolm 2014

19. Jeanne Gilbert & Nadine Malcolm 2014
Karakia mō te kai.
Nadine – ish – back at 10.50
Jeanne Gilbert & Nadine Malcolm 2014

20. Learning activity Fun and games with purpose... Cover sheets...
Middle session activity – Nadine – needs scribe...
Find your buddy
Ping it - tiddily winks-
Hands down (karuta / snatch)
Race and circle/fly swat
Whispers (?)
Memory
Amalgamate slides
Peke (kind of doughnut practice activity) – (energiser) with q + a, circle, on chairs , one in middle
Fruit salad
Card games e.g. Go fish, e hia?
# Nadine - Queenie = this one is good for practising form – phrases (energiser)
Jeanne Gilbert & Nadine Malcolm 2014

21. + What is... He aha... He aha ai? Why do we want this?
interactive communication?
a conversation?
He aha ai? Why do we want this?
Ellis P 2, 8 TBLL
Brainstorming –
Jeanne Gilbert & Nadine Malcolm 2014

22. Jeanne Gilbert & Nadine Malcolm 2014
Ellis’ principles 6, 7 ,8 – input, output, interaction
An input methodology: oral choral
Pattern of interaction teaching Q + A:
Teacher class
Class teacher
½ class ½ class
Pair class sharing
Pingponging to teacher
Looping - personalised context
Jeanne Gilbert & Nadine Malcolm 2014

23. Jeanne Gilbert & Nadine Malcolm 2014
Oral choral
Song
Context ‘feelings’ Oral choral – Jeanne modelling Reading inserted... YOU – in groups of 6 - practise the methodology, one step each and TEACH us X=P Extension can be a Practice activity – Nadine
words
Jeanne: - get cards and LIs and SC on ppt
Jeanne Gilbert & Nadine Malcolm 2014

24. Learning activity Fun and games with purpose...
Jeanne Gilbert & Nadine Malcolm 2014

25. What can learning look like? Capturing learning – measuring learning.
Jeanne Gilbert & Nadine Malcolm 2014

26. Jeanne Gilbert & Nadine Malcolm 2014
Karakia mō te kai.
Nadine – 12.30ish
Jeanne Gilbert & Nadine Malcolm 2014

27. What can learning look like? Capturing learning – measuring learning.
Dee Reid and Nadine pinterest and learning languages board
Google folder
Jeanne Gilbert & Nadine Malcolm 2014

28. Review and Workshop Arotakenga me te Mahitahi
Jeanne Gilbert & Nadine Malcolm 2014

29. Jeanne Gilbert & Nadine Malcolm 2014
Ellis’ principles 6,7, 8 = iPpiT i
input (Ellis P 6) P
PRACTICE (Ellis p 7) p
production (Ellis P 7)
Interaction (Ellis P 8)
TBLL (Ellis P 2)
Task based language learning + backward mapping
Jeanne –
Jeanne Gilbert & Nadine Malcolm 2014

30. Jeanne Gilbert Consultancy, May, 1 2012
What is TBLL?
Ellis (2003) defines TBLL as an activity that:
Requires the learners to focus primarily on meaning ie the task is realistic / authentic (as a classroom allows)
Has some kind of gap that the learners can close by communicating
Requires learners to construct own productive language rather than manipulate language that the teacher provides. (This may be a challenge for teachers beginning a L2)
Has a clearly defined outcome, other than producing ‘correct language’.
You could/should also incorporate cultural/intercultural principles.
Jeanne Gilbert Consultancy, May,

31. Sense making - Mahi i te mārama
iPpiT and TBLL - unit plan (team term plan) - Kai at the Kura
Lesson planning template – Nadine
Lesson Planning Template - Nadine
Lesson planning template – Jeanne
Lesson Planning – Pets’ Gallery
Choose, adapt or design your own
Unit plan
Lesson plan
Check title
Jeanne Gilbert & Nadine Malcolm 2014

32. Learning activity Fun and games with purpose...
Jeanne Gilbert & Nadine Malcolm 2014

33. Reflections / Whaiwhakaaro
Reflections around
the three workshops
Jeanne -teacher reflection – just flick on this slide and move on
Jeanne Gilbert & Nadine Malcolm 2014

34. The symmetry and cyclic nature of these 3 workshops
The big picture, Team collaboration, Practice in the Classroom, Team collaboration, The big picture...
Jeanne - teacher reflection
Jeanne Gilbert & Nadine Malcolm 2014

35. Our Burning Question? Reri? Working Towards Sustainability?
School docs?
School server?
Teacher knowledge and capabilities?
New learning?
Tracking learning?
Measuring learning?
Review?
Sustainability?
Whole school?
Rome wasn’t built in a day – ongoing review and foal setting – everyone on board
Jeanne Gilbert & Nadine Malcolm 2014

36. Reflections / Whaiwhakaaro
Burning questions
Sharing your goals...
Next steps?
Jeanne -teacher reflection
Jeanne Gilbert & Nadine Malcolm 2014

37. Jeanne Gilbert & Nadine Malcolm 2014
Review / Arotakenga
Evaluation of the day’s learning
Jeanne -teacher evaluation – flick through into next slides for options about what next…
Jeanne Gilbert & Nadine Malcolm 2014

38. Jeanne Gilbert & Nadine Malcolm 2014
Next Steps for your school? Cluster? Workshops 1 , 2 and 3 will be offered again in * Other for term 4 and 2015: * in-depth, in-school PLD? * twilight courses? * with specific content… e.g. * methodologies * share TBLL created resources * iCLT - intercultural communicative language teaching and learning * CRP – Culturally Responsive Practice linking to Ka Hikitia/Me Kōrero and Tātaiako
Possible next steps for subsequent workshops / in-school PLD
Jeanne Gilbert & Nadine Malcolm 2014

39. Jeanne Gilbert & Nadine Malcolm 2014
2014/15 support for te Reo Māori me ona tikanga in English medium schools
Poipoa te reo – MOE funded support for the teaching of Māori in English medium schools – restricted eligibility 3, 4a,4b on Māori language scale.
Te Kete Ipuranga (TKI)
Jeanne Gilbert Consultancy:
Nadine Malcolm and Jeanne Gilbert - collaborating
Jeanne -support , requests for support, scoping, in-depth, in-school.
Jeanne Gilbert & Nadine Malcolm 2014

40. Jeanne Gilbert & Nadine Malcolm 2014
Nadine to finish off day
Jeanne Gilbert & Nadine Malcolm 2014

41.
He kākano āhau I ruia mai i Rangiātea1  And I can never be lost I am a seed, born of greatness  Descended from a line of chiefs,  He kākano āhau
I am a seed Scattered from Rangiatea  And I can never be lost I am a seed, born of greatness  Descended from a line of chiefs,  I am a seed.
Symmetry
Jeanne Gilbert 2014

42. Jeanne Gilbert & Nadine Malcolm 2014
43A Checkley Road
R. D. 1 Raglan 3295
Jeanne Gilbert & Nadine Malcolm 2014