E-Learning Language Teacher Report W Flavell Year 9/10 Te Reo Maori Teacher Hillcrest High School

Whakatauki Mā te huruhuru, ka rere te manu. - Without feathers, the bird cannot fly.

Focus Question My focus question is how does the use of ICT used as e-learning tools motivate students of Te Reo Māori to improve learning outcomes in the modes of writing and presenting. The teacher inquiry cycle has been adapted by Timperly. The main aim is to use e-learning tools to improve writing and presenting outcomes. There were two main assignments that I focused on where I gathered relevant data and grades for my research project. The data that follows will reflect the evidence that using ICT e-learning tools has significantly improved learning outcomes.

Reasons for learning Te Reo Māori? Because it’s my culture and I haven’t learnt it properly I thought I needed to learn my own language before a foreign language. I need to learn properly. When I go on the marae, I want to be able to whaikōrero.

Hillcrest High School Secondary (Year 9 – 15) State Co-Ed Roll (1531) Decile (8) Māori within the school Two Te Reo Māori Teachers employed in the school 170 students who identify as being Māori Whānau Structure in place for Senior Students only (form class) The local iwi represented in the area is Ngāti Haua 67 students choose Te Reo Māori (Year 9 – University Star Programme)

Ethnic Composition of Hillcrest High School

Ethnic Composition and Numbers for Year 9 Te Reo Māori Class

Iwi Affiliations of Year 9 Māori Students

Focus Question:How does the use of ICT used as e- learning tools motivate students of Te Reo Māori to improve learning outcomes in the modes of writing and presenting. What are my students learning needs? What learning doe I need to help me address this? What tasks and experiences will I engage in to help me learn? What new teaching actions resulted from my learning? What has been the impact of my changed practice on students?

How does the use of ICT used as e-learning tools motivate students of Te Reo Māori to improve learning outcomes in the modes of writing and presenting. ICT Learning Tools WikispacesPixtonPowerpointYou Tube Shifts in my own practice… See notes box…

What are my students’ learning needs? The use of various ICT tools (voki, woodle, powerpoint, youtube, pixton, online dictionaries) in learning. Mason Durie’s Whare Tapa Wha Model (physical, spiritual, emotional and mental facets of a Māori person) Kaupapa Māori Concepts (Aroha, whānaungatanga, manaakitanga, Māia) Whānau Involvement.

Whare Tapa Wha

Previous Te Reo Māori Education

What learning do I need to help me address this question? Co-construction of units Student VoicePositive feedback and feed forward Professional Learning (ICT)

What tasks and experiences will I engage in to help me learn? Assessment Valid comparisons between a non e-learning assignment to a e-learning based assignment. An alternative to the traditional means of assessment. Professional Learning Utilise the PD available with Malcom from Wintec Critique own teaching and observe other classes. Extra Planning Finding out where and when ICT resources are accessible. Setting up a Year 9 Te Reo Māori wikispace

Comparing Academic results between the 2008 Year 9 Te Reo Māori Students and the 2009 Year 9 Te Reo Māori Students.

Comparing Academic results between students who used ICT e- learning tools to present ‘Tangata Rongonui’ assignment with those who did not use these tools.

Students with computer/internet access at home

Year 9 Te Reo Māori Facilitated shared learning Constructivism in the classroom Giving students a sense of autonomy over their learning. Teacher acts as a facilitator for learning. Non-traditional teaching Creating a supportive learning environment Positive relationships Wider community approach to learning Appropriate classroom culture.

Ka Hikitia Māori Education Strategy Strategy and Success for Māori Students Emphasising working together and sharing power. Ako (culture counts, productive partnerships) Culture counts (knowing, respecting and valuing who students are, where they come from and building on what they bring with them) Māori language education Enable whānau, hapū and iwi involvement in learning of Te Reo Māori me ōna tikanga. Explore using ICT to support Māori language learning and teaching. Strengthen professional development approaches and the range of assessments (formative and summative) to lift the quality of learning.

How did you go about answering the focus question? What you introduced, changed or tried out in your teaching? Student voice Implementing and using ICT tools. Alternative form of assessment. How I collected data on student achievement Asking students how they want to use ICT tools as a means of learning? Questionaires Analysing student results from assignments. Summative assessments. Feedback/Feedforward How I analysed the data Compared assessment results of 2008 cohort with 2009 cohort. Compared ongoing results from classroom assessments in this Year 9 class.

Methods and techniques for second language learning Facial gestures, hand gestures, and other non-verbal cues are a great way to cover come language barriers. Use of non-verbal cues Visual aids can be used to teach everything from vocabulary to prepositions. Visual Aids/Viewing Group work gives students the opportunity to practise the target language. Group work

Principles of Instructed Second Language Acquisition Learning becomes more successful when the instruction is matched to students’ particular aptitude for learning and when the students are motivated. Principle 9 Students working towards output of the target language. Opportunities provided for students to automatize their existing knowledge. Principle 7

What has been the impact of my changed practice / shifts on students Students are more engaged in learning tasks which involve the use of ICT e-learning tools. The results of the assessments also supports that students using e-learning tools in assessments are achieving better grades. More Motivated Students Students are seeing themselves as capable learners. Through their efforts using ict tools, they have been enterprising, resilient and resourceful. Tuakana – Teina based relationships Managing Self Students are more aware of the different ICT e-learning tools and how they can use these as a means to learning Te Reo Māori. An awareness of various ICT Tools Replacing the poster form of a comic script with internet – based pixton to complete this assessment. Use powerpoint to present their Tangata Rongonui assignment. An alternative form of assessment

References Centre of Applied Linguistics (2008). Principles of instructed second language acquisition. Retrieved 10 October 2009 from igest).pdf igest).pdf Education Review Office (2007). Education Review Report: Hillcrest High School. Retrieved 15 October 2009 from Element Kaupapa Māori (2008). Kaupapa Māori Values. Retrieved 10 October 2009 from http// Ministry of Education (2007b).The New Zealand Curriculum for English-medium Teaching and Learning in Years Teaching as inquiry, p 36. Wellington, New Zealand: Ministry of Education. Available at Ministry of Education. (2009). Te Aho Arataki Marau (TAAM) Mō Te Ako I Te Reo Māori – Kura Auraki: Curriculum Guidelines For Teaching And Learning Te Reo Māorí in English-medium Schools: Years 1 – 13. Wellington, New Zealand: Learning Media for the Ministry of Education. Ministry of Education (2007a). Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 – Wellington, New Zealand: Ministry of Education. Available at Teacher Inquiry example, Adapted from Timperley et al (2007) BES: TPLD by Gael Donaghy, Waikato School Support Services.