2. Jeanne Gilbert & Nadine Malcolm 20151 43A Checkley Road R. D. 1 Raglan 3295 8255728

3. Jeanne Gilbert & Nadine Malcolm 20152 Jeanne Gilbert Jeanne Gilbert Consultancy In-service Teacher Educator The University of Waikato, Faculty of Education: Teaching Fellow: Pre-service Teacher Educator for Senior Secondary Languages Te Hononga School of Curriculum and Pedagogy Ph 07 838 4500 x 4923 jeanneg@waikato.ac.nz http://learninglanguageswaikato.wikispaces.com/Te+Reo+M%C4%81ori

4. Nadine Malcolm Lead Teacher te reo Māori nadinem@hukanui.school.nz Jeanne Gilbert & Nadine Malcolm March 2015 3

5. Jeanne Gilbert & Nadine Malcolm 20154

6. Whakatau Jeanne Gilbert & Nadine Malcolm 20155

7. E hara i te mea Nō naianei te aroha Nō ngā tūpuna Tuku iho tuku iho Jeanne Gilbert & Nadine Malcolm March 2015 6 Love is not a new thing. It comes from the ancestors Handed down through the passages of time.

8. Whakawhānaungatanga: Ko wai tō ingoa? Who are you? Ko wai tō kura? What school are you from? What do you hope to get out of the day? Wharewhare set up after waiata Jeanne Gilbert & Nadine Malcolm 2015 7

9. He Hōnore He hōnore, he kororia Maungārongo ki te whenua Whakaaro pai e Ki ngā tangata katoa Ake ake, ake ake Amine Te Atua, te piringa Tōku oranga Jeanne Gilbert & Nadine Malcolm March 20158 Honour, glory and peace to the land May good thoughts come to all men For ever and ever, for ever and ever, amen The Lord is my refuge And my life.

10. Growing a Quality Te Reo Māori Programme in an English Medium School. Evidence base: * On the waka together@ Hukanui- the Hukanui initiative – 2011-13 * Poipoia te Reo – In-depth schools 2012 – 14 * Jeanne Gilbert Consultancy 2012+ Jeanne Gilbert & Nadine Malcolm 20159

11. 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 Jeanne Gilbert & Nadine Malcolm 201510

12. Day 2 - Expectations. We will workshop/discuss: An introduction to methodologies to implement Ellis’ principles e.g. sandwich, IRDPX and oral choral, using 3+ contexts today Team term/annual planning with useful templates e.g. the iPpiT template and resources aligned to the curriculum Integrating te Reo and Tikanga Māori through task based language learning (TBLL) eLearning with digital technology tools with examples Learning in the classroom with video examples An introduction to ideas for tracking students’ learning The dynamic use of school server/google docs Your own goals and next steps? Jeanne Gilbert & Nadine Malcolm 2015 11

13. Individual Burning Questions Rank and monitor Goal setting sheet Jeanne Gilbert & Nadine Malcolm 2015 12

14. Celebrating/Ako Jeanne Gilbert & Nadine Malcolm 201513 Teaching and Learning te Reo Māori at your school? What’s working well? What do you need to focus on? Interactive communicative language activities? Ellis’ principles? Listening, Speaking, Reading Writing, Viewing, Presenting Interculturality

15. 1.Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 2.Instruction needs to ensure that learners focus predominantly on meaning 3.Instruction needs to ensure that learners also focus on form 4.Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge 5.Instruction needs to take into account the learner’s “built-in syllabus”. 6.Successful instructed language learning requires extensive target language input 7.Successful instructed language learning also requires opportunities for output 8.The opportunity to interact in the target language is central to developing proficiency 9.Instruction needs to take account of individual differences in learners 10.Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.) 11.In assessing learners’ target language proficiency it is important to examine free as well as controlled production Eleven Principles... 14Jeanne Gilbert & Nadine Malcolm 2015

16. The 6 modes: Listening Viewing Speaking Writing Presenting Reading 11 2 3 4 5 receptive productive Culture/Interculturality Jeanne Gilbert & Nadine Malcolm 201515

17. Progressions Using the Modes Modes by level Modes across levels Jeanne Gilbert & Nadine Malcolm 201516

18. An introduction to some methodologies that enable Ellis’ principles Principle 1 - Using formulaic language Jeanne Gilbert & Nadine Malcolm 2015 17 Formulaic language will be modeled with IRDPX and oral choral

19. Ellis’ principles 1 + (6,7) – formulaic language, input, output Sandwich methodology: Target Language presentation (input) English (first language) or mime or image for comprehensibility Target Language reinforcement Jeanne Gilbert & Nadine Malcolm 201518

20. Ellis’ principle 6 – input An input methodology: IRDPXIRDPX I input R recognition D discrimination P production X extension Jeanne Gilbert & Nadine Malcolm 201519

21. One possible methodology for teaching vocabulary IRDPX – Toys/flash cards – Pets Gallery (principles 1,6,7,8) Lesson plan iPpiT (term team) plan Quizlet Songs Workshop 3 – revisit and practise in new context Jeanne Gilbert & Nadine Malcolm 2015 20

22. Karakia mō te kai. Tēnei te whakamoemitiWe give thanks Mō ngā ringawerato the hands i whakaritea i ēnei kaiwho prepared this food - mai i te rangi- from the sky - mai i te whenua- from the land - mai i te taiao- from the environment Mauri ora!Good health! Jeanne Gilbert 201521

23. Ellis’ principles 6,7, 8 = iPpiT i input P PRACTICE p production i Interaction TBLL Task based language learning + backward mapping Jeanne Gilbert & Nadine Malcolm 201522

24. First steps into Team planning – using the iPpiT template – for Pets Gallery- notice where the vocab ‘lists’ are... Pets Gallery- = pre-task Jeanne Gilbert & Nadine Malcolm 2015 23 Aha!!!!!

25. One possible methodology for teaching Q + A Oral choral - Flash cards for Pets Gallery Workshop 3 – revisit and practise in new context Jeanne Gilbert & Nadine Malcolm 2015 24

26. 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 201525

27. Next steps into Team planning – return to the iPpiT template – for Pets Gallery - notice where the interaction opportunities are... Pets Gallery = pre-task Afternoon workshop Jeanne Gilbert & Nadine Malcolm 2015 26 Aha!!!!!

28. Jeanne Gilbert & Nadine Malcolm 201527  What is task based language learning? (TBLL?)  How can you ‘convert’ your thinking/ resources to TBLL using the iPpiT methodology / template?

29. The semantics Jeanne Gilbert & Nadine Malcolm 201528 What is a game? A learning activity? A task? How do these differ? Do they?

30. 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 & Nadine Malcolm 201529

31. Scaffolding TBLL? Jeanne Gilbert & Nadine Malcolm 201530 TBLL can be divided up into pre-task(s) and tasks and post-tasks – anything that arises from the learning that still needs to be taught – and an evaluation of / inquiry into the learning – next steps.. Pre-task Overarch- ing Task Post tasks

32. Jeanne Gilbert & Nadine Malcolm 2015 31 The shift to TBLL - In the beginning … there were words …

33. tahi rua toru whā rima ono whitu iwa waru tekau kore Jeanne Gilbert & Nadine Malcolm 201532

34. And then there were communicative interactive questions and answers. So those are Ellis’ principles 6, 7, 8 Jeanne Gilbert & Nadine Malcolm 2015 33 In the beginning … there were words … And that is Ellis’ principle 6 – input.

35. Jeanne Gilbert & Nadine Malcolm 201534 He aha tō nama waea? 027-294- 4146

36. And then there were communicative interactive questions and answers. So those are Ellis principles 6, 7, 8 Jeanne Gilbert & Nadine Malcolm 2015 35 In the beginning … there were words … And that is Ellis principle 6 – input. And then there was task based language learning (TBLL) So those are Ellis’ principles 2, 4, 6, 7, 8, 9Ellis’ principles

37. 1. Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence 2. Instruction needs to ensure that learners focus predominantly on meaning 3. Instruction needs to ensure that learners also focus on form 4. Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge 5. Instruction needs to take into account the learner’s “built-in syllabus”. 6. Successful instructed language learning requires extensive target language input 7. Successful instructed language learning also requires opportunities for output 8. The opportunity to interact in the target language is central to developing proficiency 9. Instruction needs to take account of individual differences in learners 10. Instruction needs to take account of the fact that there is a subjective aspect to learning a new language. (This one ties in with adapting the language as part of your identity.) 11. In assessing learners’ target language proficiency it is important to examine free as well as controlled production Eleven Principles... 36 Jeanne Gilbert & Nadine Malcolm 2015

38. 37

39. eLearning with digitial technologies Using video to capture teaching and student learning Reflections Self and peer assessment Cloud technology – multi-purpose quizlet on wikiquizlet Formulaic language quizlet Jeanne Gilbert & Nadine Malcolm 2015 38

40. Karakia mō te kai. Tēnei te whakamoemitiWe give thanks Mō ngā ringawerato the hands i whakaritea i ēnei kaiwho prepared this food - mai i te rangi- from the sky - mai i te whenua- from the land - mai i te taiao- from the environment Mauri ora!Good health! Jeanne Gilbert 201539

41. eLearning with digitial technologies Using video to capture teaching and student learning Reflections Self and peer assessment Cloud technology – multi-purpose quizletquizlet Formulaic language quizlet Learning activities? Mix n match animals, song animals,song animals, Jeanne Gilbert & Nadine Malcolm 2015 40

42. Workshopping TBLL with examples Teachers work together to create a simple TBLL overarching ‘task’ (purpose / product / project) by using numbers 0 – 10 and the question about phone numbers as prior learning. Jeanne Gilbert & Nadine Malcolm 201541

43. Jeanne Gilbert & Nadine Malcolm 201542 He aha tō nama waea? 027-294- 4146

44. Jeanne Gilbert & Nadine Malcolm 201543 what prior learning needed to happen? where is the 'gap' in this task? how could this be taken further? What happened? What do you think?

45. Un Kiwi? Jeanne Gilbert & Nadine Malcolm 201544 Example of a completed task. Remember: Modes and cognates.

46. ExampleExample of TBLL in te Reo Māori Jeanne Gilbert & Nadine Malcolm 201545 template template work-shopping Example from Nelson Cluster 2013Nelson Cluster

47. Year planning Year planning – next steps after term planning Jeanne Gilbert & Nadine Malcolm 2015 46

48. Next Steps for your school? * Day 3 – April 1 2015 –new venue * Other: * 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 Jeanne Gilbert & Nadine Malcolm 201547

49. Review Jeanne Gilbert & Nadine Malcolm 2015 48 Burning questions Goal setting Sharing the learning Evaluation of the day’s learning

50. 2015 support for te Reo Māori me ona tikanga in English medium schools Jeanne Gilbert & Nadine Malcolm 2015 49 Poipoa te reo – MOE funded support for the teaching of Māori in English medium schools – restricted eligibility 3, 4a,4b on Māori language scale. Deadline for applying for 2015 has long passed. Usually September - linbrown@waikato.ac.nz Te Kete Ipuranga (TKI) http://tereomaori.tki.org.nz/http://tereomaori.tki.org.nz/ Jeanne Gilbert Consultancy: o jeanne.gilbert.consultancy@gmail.com jeanne.gilbert.consultancy@gmail.com o http://learninglanguageswaikato.wikispaces.com/Jeanne+ Gilbert+Consultancy http://learninglanguageswaikato.wikispaces.com/Jeanne+ Gilbert+Consultancy o https://learninglanguageswaikato.wikispaces.com/Te+Reo +M%C4%81ori https://learninglanguageswaikato.wikispaces.com/Te+Reo +M%C4%81ori o http://www.maori.cl/ http://www.maori.cl/ o http://quizlet.com/subject/maori/ http://quizlet.com/subject/maori/ o Nadine Malcolm and Jeanne Gilbert - collaborating

51. Jeanne Gilbert & Nadine Malcolm 201550 Poroaki

52. HE KARAKIA MUTUNGA/A CLOSING FOR THE DAY E te Papatūānuku, Kua mutu tātou i te mahi tahi o te rā. Kia tau tou rangimarie kei mātou. Amene Acknowledging the forces of nature (Mother Earth), We have come to the end of our collaborative work for the day. May peace be with us all. Amen. Jeanne Gilbert 201551

53. Jeanne Gilbert - School Support Services, University of Waikato, Aotearoa (New Zealand) - July 2007 Te aroha Te whakapono Me te rangiemarie Tatou tatou e

54. Jeanne Gilbert & Nadine Malcolm 201553 43A Checkley Road R. D. 1 Raglan 3295 8255728