Week 20 - Kaupapa Māori Approach linking to robotics/coding.

Kaupapa Māori Approach as You Develop the Inquiry Question

As with the previous weeks, we hope you reflect on the Kaupapa Māori approach as you develop the Inquiry question.

• Whānau - the family structure principle The whānau and the practice of whanaungatanga (family connectedness) is an integral part of Māori identity and culture. What other perspectives may be relevant as you apply your new learning from the literature to your Action Plan
• Family connectiveness is evident in especially research done with robotics with girls.  They seem to respond more consistently to human personalities in robots and design as such.  I I have noticed in the classroom I teach, girls, particularly Maori girls will create robots that have faces and they talk and connect to one another through them. 

• Kaupapa - the collective philosophy principle Kaupapa Māori initiatives are held together by a collective vision and commitment. In what ways does your new learning from the literature that you will bring to your action plan connect to a collective vision and commitment?
• The collective vision of my inquiry question relates to the whole school vision of embracing mana and enhancing futures. We have added this element of mana to our school vision so that we can aim to focus on the well being of the holistic child.  We are committed also to enhancing futures and robotics/coding is a platform to do so. 

Week 19 - Reflections - Applying Kaupapa Māori Approaches to ‘Developing a Hunch’

Applying Kaupapa Māori Approaches to ‘Developing a Hunch’

This week’s principles of Kaupapa Māori that you should reflect upon in your Action Plan document are:

• Tino Rangatiratanga - the self-determination principle: To what extent is your hunch different from (or similar to) the literature in how the area of focus helps the students/whānau to get meaningful control over the student’s learning and cultural well-being?
• My hunch to increase robotics in my classroom inquiry practice to increase literacy works well with the Tino Rangatiratanga principal.  Target students are praised informally in morning , as well on face book with use of scratch in the class.  A parent mentioned she used it at home and her son "loved it".  This is included in formative assessment strategies.  Whanau help in mornings and engagement is also acknowledged as they get the makey-makey bug also. 

• Ako - a teaching and learning relationship: How is your hunch different from (or similar to) the literature regarding the perspectives of people other than the teachers on the area of focus?
• My hunch is different in that it is with younger students.  I am aware that they are clearly digitally advanced and have high expectations.  Some of the literature is aimed at older, yet my students can also engage in these activities.  I do not set an age limit (although the requirements from the digital curriculum for their age level are also clearly reached. 
• My hunch also links music and haoura to the robotics, as well as the circle of inquiry. Linking all these elements together is not too much, yet hones in further for a greater focus.