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Poipoia te Reo Taumarunui Primary School

Poipoia te Reo Taumarunui Primary School. Staff meeting November 5 2012. www.tetoitupu.org.

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Poipoia te Reo Taumarunui Primary School

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  1. Poipoia te ReoTaumarunui Primary School Staff meeting November 5 2012 www.tetoitupu.org

  2. Teacher and tohuna Ruth Makuini Tai explains:"The word Aroha holds a premier position within the Maori language of Aotearoa New Zealand. Maori language and practise holds the memory of a time when the force of Aroha was understood and respected by all. Aroha is the creative force behind all dreams. Aroha defines great leadership, ensures personal success, and inspires us to go the extra mile. Aroha means Love. However when we explore its roots Aroha yields a profound message about love that is not widely understood.ARO is thought, life principle, to pay attention, to focus, to concentrateRO is inner, within, introspectionHA is life force, breath, energyOHA is generosity, prosperity, abundance, wealth"

  3. Expectations of this session: • Mihi • Sharing since session one – formulaic language i.e. teacher and student ‘speak’ in the classroom • Theory to practice – brainstorming and new learning • Focus on principle 6 (and foreshadow into 7&8) • Next session – 7&8 • Co-construction for 2013… • Questions?

  4. 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

  5. Input • What does input mean to you? Brainstorm…

  6. 6… extensive target language input What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to listen, read and view the target language inside and outside lesson times • Teacher uses the te reo Māori as much as possible • Opportunities to listen to te reo Māori ~ whakarongo • Opportunities to read te reo Māori ~ pānui • Opportunities to view te reo Māori ~ mātakitaki • Provide lots of opportunities for students to access te reo Māori outside of lesson times

  7. 7…opportunities for output What does it mean? What could it look like in the classroom? • Learners are provided with lots of opportunities to speak, write and present in the target language during lesson times • AND opportunities outside of lesson times • Opportunities to speak in te reo Māori ~ kōrero • Opportunities to write in te reo Māori ~ tuhituhi • Opportunities to present in te reo Māori ~ whakaatu • Focussing on fluency first then accuracy

  8. 8…opportunities to interact What does it mean? What could it look like in the classroom? • Such opportunities are encompassing of three interaction goals: Core: • Focus on lesson content Framework: • Focus on classroom management and task accomplishment Social: • Focus on personal life Co-construct tasks with students, ensuring that tasks: • Give learners a chance to express own personal meaning • Let them go beyond their current level of proficiency • Have an authentic reason to interact (i.e. Q + A) • Group learners in mixed ability • Opportunities given to learners to interact in te reo Māori to seek personal information

  9. Input • Methodologies (How to do something) • Why have methodologies? • What methodologies do you have for input? Brainstorm…

  10. Input - New learning • What is IRDPX? • What is IPPI? • What is the sandwich methodology? • What is the oral choral methodology?

  11. Ellis’ principle 6 – input An input methodology: IRDPX • I input • R recognition • D discrimination (choice making) • P production • X extension

  12. Ellis’ principle 6 – input An input methodology: oral choral Pattern of interaction teaching Q + A: • Teacher class • Class teacher • ½ class ½ class • Pair class sharing • Pingponging to teacher • Looping - personalised context

  13. Ellis’ principles 6,7,8: input, output, interaction. Methodology: IPPI • I input • P PRACTICE / PRACTISE • P production • I • Interaction

  14. Ellis’ principles 1,6,7 – formulaic language, input, output Sandwich methodology: • Target Language presentation (input) • English and mime / image (first language) for comprehensibility • Target Language reinforcement

  15. 3 1 2 5 Kei te pēhea koe? 4 6 7

  16. Next staff meeting Dec 3 2012 • Reflect on Principles 1 and 6 from classrooms practice over the past month • Focus on principles 7 & 8 • Planning for 2013

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

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