1. He tìmatanga: Whakataka te hau
Whakataka te hau ki te uru
Whakataka te hau ki te tonga
Kia mākinakina ki uta
Kia mātaratara ki tai
E hī ake ana te ataakura
He tio, he huka, he hauhunga
Tīhei Mauri Ora
Cease the winds from the west
Cease the winds from the south,
Let the breeze blow over the land
Let the red tipped dawn come
With a sharpened air,
A touch of frost, a promise of a glorious day.

2. Poipoia te Reo Nelson cluster schools
Session 2 - methodologies

3. Me mahi tātou te mahi. Review Ellis principle 1 and collation sheet
Whakatau
Expectations
What’s been happening since our last session?
In classrooms? In teams? With formulaic language (kīwaha)?
Review Ellis principle 1 and collation sheet
30 mins

4. Principles of Instructed Second Language Learning
Workshop 10 principles – mix and match – with handouts
End with a focus on principle 1
Dee Reid, School Support Services, The University of Waikato

5. Eleven Principles...
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Instruction needs to ensure that learners focus predominantly on meaning
Instruction needs to ensure that learners also focus on form
Instruction needs to be predominantly directed at developing implicit knowledge of the target language while not neglecting explicit knowledge
Instruction needs to take into account the learner’s “built-in syllabus”.
Successful instructed language learning requires extensive target language input
Successful instructed language learning also requires opportunities for output
The opportunity to interact in the target language is central to developing proficiency
Instruction needs to take account of individual differences in learners
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.)
In assessing learners’ target language proficiency it is important to examine free as well as controlled production
Jeanne – flick through - There is the yellow hand out as well…

6. Focus on Four...
Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Successful instructed language learning requires extensive target language input
Successful instructed language learning also requires opportunities for output
The opportunity to interact in the target language is central to developing proficiency

7. 1…repertoire of formulaic expressions
What does it mean?
What could it look like in the classroom?
Co-construction of useful kīwaha / phrases e.g. Kei te pēhea koe?
Focus on fluency before accuracy (it’s ok to make mistakes)
Explain language patterns when appropriate
Teacher uses te reo Māori as much as possible
Posters of te reo Māori on wall – used in context
Words and phrases being used in context are displayed
Wall charts showing language patterns
Student errors are being made, and that’s okay
Brainstorm / share in pairs what you are already doing / what resources you already have

8. Me mahi tātou te mahi.
Using quizlet to practice formulaic language
30 mins

9. Resources for formulaic language
He Reo Tupu He Reo Ora p187 – 192:
Learning Languages Waikato wiki:
Tki:
Use cards and placemats

10. 6… extensive target language input
What does it mean?
What could it look like in the classroom?
Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times
Teacher uses the te reo Māori as much as possible
Opportunities to listen to te reo Māori ~ whakarongo
Opportunities to read te reo Māori ~ pānui
Opportunities to view te reo Māori ~ mātakitaki
Provide lots of opportunities for students to access te reo Māori outside of lesson times

11. 7…opportunities for output
What does it mean?
What could it look like in the classroom?
Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times
AND opportunities outside of lesson times
Opportunities to speak in te reo Māori ~ kōrero
Opportunities to write in te reo Māori ~ tuhituhi
Opportunities to present in te reo Māori ~ whakaatu
Focussing on fluency first then accuracy

12. 8…opportunities to interact
What does it mean?
What could it look like in the classroom?
Such opportunities are encompassing of three interaction goals:
Core:
Focus on lesson content
Framework:
Focus on classroom management and task accomplishment
Social:
Focus on personal life
Co-construct tasks with students, ensuring that tasks:
Give learners a chance to express own personal meaning
Go beyond their current level of proficiency
Have an authentic reason to interact
Group learners in mixed ability
Opportunities given to learners to interact in te reo Māori to seek personal information

13. Our next PLD session today is focused on turning theory into practice by learning methodologies that will scaffold learning for second language acquisition.
You will learn how to teach te Reo Māori using:
IRDPX
Oral choral
You will learn by using:
flash cards
and powerpoint

14. Ellis’ principles 6,7, 8 = iPpiT
input P
PRACTICE
production I
Interaction
TBLL
Task based language learning + backward mapping

15. The (overarching) Task
Children will be able to say their mihi in a whakawhanaungatanga situation.
Pretask: teach
the language
necessary for the
children to
achieve the task.
Cultural aspects – how to say a mihi appropriately for age and classroom context.
What is whakawhanaungatanga?

16. 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,

17. Ellis’ principle 6 – input
An input methodology for teaching vocab: IRDPX I
input R
recognition D
discrimination P
production X
extension
Flash cards
Powerpoint
Teacher’s slide

18. Words for us to learn to set up our mihi..
Set up learnng intentions (see this slide) and success criteria e.g. We are going to focus on listening, speaking and also some reading to help you remember the words. What is good listening? Good speaking? Good reading?
Words for us to learn
to set up our mihi..

19. Please listen and speak!
Whakarongo mai!
Kōrero mai!
Reri?
This slide can be used for the “now you see now you don’t” methodology by toggling the forward and backwards arrows.

20. Input: slides 3 – 9- say the word, pupils repeat 3 or 4 times – no reading.
Maunga

21. Awa

22. Moana

23. Kainga (town)

24. Kura

25. Pāpā

26. Māmā

27. He aha te nama? 2 1 7 6 4
Recognition: Teacher says the word in Māori and students give the number in either Māori (if they have learnt numbers 1- 7) or English of the correct item 5 3

28. Please listen, speak, choose and read.
Whakarongo mai!
Kōrero mai!
Whiriwhiria!
Pānuitia!
? or ?
Formulaic language for this step of the pedagogy. This slide can be used for the “now you see now you don’t” methodology by toggling the forward and backwards arrows.
The teacher explains that the chn will hear two words and they have to choose and say the correct one. Whole class first, can move into half class, tables, pairs later if teacher wants to e.g. next lesson when revising.
Affirmations:
Ka pai, Tino pai, Ka rawa, Miharo, Tino pai rawa atu, ka mau te wehi.

29. Discrimination / Choice making – teacher says two words, the pupils choose/say the correct word which is then reinforced with the reading. When the word appears give commands again Whakarongo mai, Kōrero mai, paunuitia.
maunga

30. awa

31. moana

32. kainga

33. kura

34. Pāpā

35. Māmā

36. He aha te kupu? 2 1 7 6 4
Production: Teacher says number in English or Māori if the class know the Māori number already and the pupils say the word. Can do whole class / half half / table / pairs or individuals (volunteer with hands up). Teacher can also ping-pong this. 5 3

37. Which picture is missing? Ko tēwhea pikitia e ngaro ana?
Practice/Extension: Slides Team/ table work? Points for winner. Identify the missing picture before it appears. Awa

38. Ko tēwhea pikitia e ngaro ana?
Extension: Team/ table work? Points for winner. Identify the missing picture before it appears. Māmā

39. Ko tēwhea pikitia e ngaro ana?
Extension: Team/ table work? Points for winner. Identify the missing picture before it appears. Kura

40. Ko tēwhea pikitia e ngaro ana?
Extension: Team/ table work? Points for winner. Identify the missing picture before it appears. Moana

41. Ko tēwhea pikitia e ngaro ana?
Extension: Team/ table work? Points for winner. Identify the missing picture before it appears. Kainga

42. Mōrena. Kia ora. Ka pai. Ka kite. Whakarongo mai!
Extension: show this on your white board. Connect three/four – students take turns at saying an image in Māori / a word in English trying to get 3/4 in a row. Team points?

43. Teaching questions and answers using the oral choral method.
Part Two
Teaching questions and answers using the oral choral method.
Whakarongo Kōrero Pānui

44. Ellis’ principle 6 – input Pattern of interaction teaching Q + A:
An input methodology for Q+A: 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

45. We are going to learn to ask and answer questions about our family.
Mihi
Set up learnng intentions (see this slide) and success criteria e.g. We are going to focus on listening, speaking and also some reading to help you remember how to ask and answer questions. What is good listening? Good speaking? How do you have a conversation? i.e. Good interacting? Good reading?
We are going to learn to ask and answer questions about our family.

46. (for the teacher)This is exactly what the language looks like.
Ko wai tō ingoa?
Ko Meremere taku ingoa.
Ko wai tō maunga?
Ko Taupiri taku maunga.
Ko wai tō awa?
Ko Waikato taku awa.
Ko wai tō moana?
Ko Whaingaroa taku
moana.
Ko wai tō kainga?
Ko Kirikiriroa taku
kainga.
Ko wai tō kura?
Ko Pukete taku kura.
Ko wai tō pāpā?
Ko Maika taku pāpā.
Ko wai tō māmā?
Ko Hine taku māmā.
Slide for teacher - Establish ONE pattern with Q and A

47. Please listen, speak, choose and read.
Whakarongo mai!
Kōrero mai!
Whiriwhiria!
Pānuitia!
? or ?
- Formulaic language for this step of the pedagogy. This slide can be used for the “now you see now you don’t” methodology by toggling the forward and backwards arrows.
Reri?

48. What’s your name? Ko wai tō ingoa? My name is Meremere.
Ko Meremere taku ingoa.
The teacher teaches Ko wai tō ingoa using backward build up e.g. tō ingoa (x 2 or 3 times) / Ko wai tō ingoa? (x 2 or 3 times).
The English and Māori disappear so that the students can have the conversation without words. Do this whole class to start with, then half class / table / pairs. Give time for the pairs to practice – toggle back to the words if necessary and then ask for volunteers to have the conversation.
Use this methodology for slides

49. What’s your name? Ko wai tō ingoa? My name is Hone.
Ko Hone taku ingoa.

50. What’s the name of your mountain?
Ko wai tō maunga?
Taupiri is my mountain.
Ko Taupiri taku maunga.

51. What’s the name of your river?
Ko wai tō awa?
The Waikato is my river.
Ko Waikato taku awa.

52. What’s the name of your ocean?
Ko wai tō moana?
Whaingaroa (Raglan) is my ocean.
Ko Whaingaroa taku moana.

53. What’s the name of your home town?
Ko wai tō kainga?
Kirikiriroa (Hamilton) is my home town.
Ko Kirikiriroa taku kainga.

54. What’s the name of your school?
Ko wai tō kura?
Pukete is my school.
Ko Pukete taku kura.

55. What’s your father’s name?
Ko wai tō pāpā?
Maika is my father’s name.
Ko Maika taku pāpā.

56. What’s your mother’s name?
Ko wai tō māmā?
Hine is my mother’s name.
Ko Hine taku māmā.

57. Pattern (using neutral forms)
Ko wai tō _____________? Ko ___________ taku __________.
For non ppt version, use this slide, plus flashcards plus words. Blu tak/ magnet these onto board – you can turn them over = now you see it now you don’t. Follow oral choral methodology – see slide 43 – don’t forget about backward build up especially if the sentence is over 7 syllables.

58. Part Three – tō mihi

59. Find out your personal answers...
Ko wai tō ingoa?
Ko ________ taku ingoa.
Ko wai tō maunga?
Ko _______taku maunga.
Ko wai tō awa?
Ko ________ taku awa.
Ko wai tō moana?
Ko ___________ taku
moana.
Ko wai tō kainga?
Ko ____________ taku
kainga.
Ko wai tō kura?
Ko ________ taku kura.
Ko wai tō pāpā?
Ko ________ taku pāpā.
Ko wai tō māmā?
Ko ________ taku māmā.
Print – students can fill in gaps and practise, trying hard not to just read.

60. Taku mihi...
Ko ______________taku Ko _____________ taku Ko ____________ taku
Ko ____________ taku
Ko ____________ taku ingoa.
Print – students can fill in gaps and practise, trying hard not to just read. Students take it in turnes to share with mihi in a circle of classmates. Students may have to ask at home about family maunga etc. A later/alternate version (depending on who is in your class) will include: waka, iwi, hapū, marae, whānau as appropriate. Talk about putting name last and why.

61. E te Papatūānuku, Kua mutu tātou i te mahi tahi o te rā
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.

62. Project Leader Poipoia te Reo Kaitakawaenga (Facilitator)
Contact:
Dee Reid
Project Leader Poipoia te Reo
Tel:   
Jeanne Gilbert
Kaitakawaenga (Facilitator)
Tel: