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Realising Māori Student Potential: Evidence-Based Strategies for Raising Achievement

ila-golden avatar
ila-golden
9 diapositives · 242 Views · Nov 05, 2014

This inquiry delves into the concept of "Realising Māori Student Potential" and its critical connection to "Raising Māori Student Achievement." By evaluating evidence that supports Māori students' learning outcomes, we aim to enhance our curriculum decision-making and pedagogical approaches. The importance of reflecting Māori culture in teaching content and learning environments is emphasized, showcasing narratives that illustrate effective engagement with Māori learners. This presentation will guide educators in assessing their practices, determining agency, and identifying next steps to foster success for all Māori students.

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Realising Māori Student Potential: Evidence-Based Strategies for Raising Achievement
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  1. Trident High School,16/11/10 KA HIKITIARealising Māori Student Potential Knowing Our Learner Evidence informed decision making Kiri Rua School Support Services University of Waikato

  2. Our Inquiry question What is “Realising Māori Student Potential” and how is this connected to “Raising Māori Student Achievement”?

  3. Learning Outcome • Identify evidence of “Realising Māori Students’ Potential” and raising Māori students’ achievement • Consider how this evidence counts in our curriculum decision making and pedagogical approach in the classroom

  4. KA HIKITIA “Māori students are more likely to achieve when they see themselves, their Whānau, hapu and iwi reflected in the teaching content and learning environment.”

  5. Consider our evidence...

  6. Māori Potential in Education

  7. Māori Enjoying Education Success as Māori Māori learners working with others to determine successful learning and education pathways. Māori learners excelling and successfully realising their cultural distinctiveness and potential

  8. The teacher I liked best wasn’t Māori but he could’ve been. He know all about our stuff. Like he knew how to say my name. He never did dumb things like sitting on tables or patting you on the head. He knew about fantails in a room. He knew about tangi … all that sort of stuff. (Narratives, Te Kotahitanga)

  9. Reflecting on our practice • Where do we have agency? • How culturally responsive are we? • What could we do differently? • How do we know we are making a difference for our Māori students? • What is our evidence? • What are our next steps?