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. 

Scanning for needs

“justify how the topic addresses the needs of your community”.....
Needs in  ERO report for Maori literacy and this is also a national concern.
Boys learning vrs girls learning

eg - Digital Technologies to give students Agency in their Collaborative Reading.

I am thinking of using digital learning to raise literacy and STEM projects.  I have talked to principal about this as well as he is part of the Communities of Learning.
The aim is to raise Haoura in the North.

Asked whanau - made links with computer engineers and teachers in my parental community.

Week 17

Starting online...

 Tino Rangatiratanga - the self-determination principle and Taonga tuku iho - the cultural aspirations principle, using the following questions:

• What relevance does the topic of interest have to your Māori students?
• Literacy levels need to be increased at a young age to prevent the gap.  To prevent deficient thinking of blame. 

• Have you taken into account the ways your students think, understand, interact and interpret the topic of interest? How would you know?

Yes oral and kinesthetic based activities.

Include whanau in their child's learning more in casual catch ups vrs formal. 

http://www.katoa.net.nz/kaupapa-maori

Week 15 - Bots and Inquiry

Bots
Increase of data processing expecting them to perform has changed
If can't explain instructions how can you tell them what to do.

Backchannel chat 

Inquiry I use the spiral model in my school.

PISA

http://www.oecd.org/pisa/publications/pisa-2015-results-volume-iii-9789264273856-en.htm

The 3 R's Embedded.

RItuals
Catholic rituls
prayer/karakia
Mass
Timetable

Relationships
Whanau classes leaders
Houses/Deans/Whanau leaders

Distributed Leaderships

TA's
Respect/code of conduct

Restrictions

Guidelines/rules
Uniform
Expectations
Timetable length of lessons

Testing curriculum
NZCA National standards