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.
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