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Poipoia te Reo Taumarunui Primary School

This staff meeting held on September 24, 2012, at Poipoia te Reo Taumarunui Primary School focused on practical strategies for teaching Te Reo Māori. Key discussions included understanding individual and collective learner needs, effective instructional principles, and steps for inquiry-based learning. Emphasis was placed on developing a rich repertoire of language expressions, promoting fluency over accuracy, and the importance of contextualized language use. Educators were encouraged to co-construct learning experiences and utilize varied resources for enhanced language acquisition.

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Poipoia te Reo Taumarunui Primary School

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Presentation Transcript

  1. Poipoia te ReoTaumarunui Primary School Staff meeting Sept 24 2012 www.tetoitupu.org

  2. Expectations of this session: • Mihi – who am I? • Something practical: • How do we grow expertise in teaching a second language with a focus on te reo Māori? • Ellis’ Principles – focus on principle 1 • Possible next steps? • Teaching as inquiry for term 4 – focus on principle 1 • Example… • Questions? • Co-construction…

  3. Principles of Instructed Second Language Learning Dee Reid, School Support Services, The University of Waikato

  4. Ten 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 • In assessing learners’ target language proficiency it is important to examine free as well as controlled production

  5. 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

  6. 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

  7. Resources for formulaic language • He Reo Tupu He Reo Ora p187 – 192 • Learning Languages Waikato wiki: • https://learninglanguageswaikato.wikispaces.com/Te+Reo+M%C4%81ori Mōrena tamariki mā.

  8. Teaching as Inquiry – example yr 1 / 2 class

  9. Next steps? • Co-construction? • Term 4? • 2013?

  10. Contact: Dee Reid Project Leader Poipoia te Reo Tel: 027-252-7191 Email: dreid@waikato.ac.nz www.tetoitupu.org Jeanne Gilbert Kaitakawaenga (Facilitator) Tel: 027 2942178 Email: jeanneg@waikato.ac.nz

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