Hazel Owen's Posts (108)

It begins with big people

I am privileged in my work and personal life to be surrounded by a multitude of highly intelligent, diverse people in a range of roles and responsibilities, including education, management, sales, finance, sport, agriculture, and self-employment, to name but a few. I am constantly reflecting and learning after my interactions with these wonderful individuals and living the dream of being a lifelong learner.

One particular area I am learning a lot about over the last 3 years is Pasifika Education in New Zealand from  Anthony Faitaua and Aiono Manu Faaea-Semeatu. Their passion for Pasifika Education has really rubbed off on me and sparked a number of self-reflections. This has led to my own growth; having a better understanding of the different cultures that are in our classrooms and schools.

The pathway to leadership is through service (O le ala i le pule o le tautua).
Serve to lead — developing emergent leadership skills

Until writing this blog post I did not realise that I hold the above value quite strongly, no doubt influenced by my learnings from Anthony and Aiono Manu as well as the values instilled in me by my own family, whānau and friends. I have grown up happily being the “boy” serving others, however in the last few years I have had more of a desire to begin to lead. In a mad last-minute decision, I decided to run for the local high school Board of Trustees, even though my own children are still a number of years away from attending the high school. I felt this would be an opportunity to give back to the community, while also learning a whole new set of skills and knowledge especially around leadership and governance.

“If we are to successfully implement the Learn Create Share pedagogy with the children we teach, it has to begin with the big people — the adults.” 
— Russell Burt, Pt England School Principal

This statement has resonated very strongly with me over the last 18 months and helped inspire me in my decision to join the Board of Trustees. ‘It has to begin with the big people – the adults ‘ is the part of the statement that I have taken across and have tried to replicate both in my own work on the Board of Trustees and in my role with CORE Education.

If we are going to govern a school, we must be putting our money where our mouth is and practising what we or our school’s leadership preach.

As one of the big people, some of the things I have learnt so far to ensure wānanga (communication, problem solving and innovation) are:

  • Māori representation is a must on the board as the mana whenua of New Zealand. It is very difficult for me to truly understand what it means to be a minority culture when I have never experienced what it is to be in a minority group  (this is reinforced by this blog post by Wharehoka Wano). A challenge with trying to diversify a board is that the members are not just chosen to tick a box, but instead are chosen to add their unique personalised perspective to the discussions around Ako, so that a partnership is developed that leads to better wellbeing, engagement and achievement for all members of a learning community.
  • Knowing who is in the room and where they come from, to allow them to create Whanaungatanga (relationships), is a crucial part of being on a successful board. At the first formal board meeting there is potential for board members to have challenging and robust dialogue about issues that affect achievement of learners. This can only be achieved if there are connections and relational trust built between board members. Knowing your fellow board members and how they like to be communicated and interacted with, how they learn, deal with stress, differences and conflict, understanding their emotions and motivation are important to ensure a successful board.
  • Understanding and giving life to manaakitanga should underpin all your board interactions. This is vital as it provides a lense to guide and evaluate all your decisions in relation to the governance of the school. Some key points for a board in relation to manaakitangi are:
    • acting with integrity, trust, sincerity and equity when communicating with the school community
    • understanding, following and modelling local tikanga and culture sufficiently
    • acknowledging and following local protocols when engaging with the community
    • leading and supporting school leadership and staff to embed manaakitanga
    • having knowledge of the Treaty of Waitangi.

To enable a diverse curriculum that ensures the school is an extension of the community, a board must recognise and embrace Māori as Tangata Whenuatangaa. A board will require an awareness of local environment, community and their interrelated history, and to actively acknowledge the Māori community as a key stakeholder in the school.

Having a board library with some key books, articles, blogs and videos is important to help develop understanding and innovation.

Some key readings I would recommend are:

It definitely starts with the big people. I challenge you to become a member of a board or community and begin to serve to lead!

Mark Maddren

Mark Maddren is a Facilitator at CORE Education. He assists schools in the use of e-learning, and promotes connectedness and collaborative learning within a school and its wider community. Working with Learning Community Clusters, Mark supports the coordination and development of programmes, partnerships, and relationships within clusters. This involves working with early childhood centres and school leadership.
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Behavioural economics and education

Currently, it seems Learning/Instructional Design is borrowing ideas from fields like User Experience and Customer Experience in the business world. I suggest we add another field to that list: Behavioural economics.

Behavioural economics is studying how real people make choices. Not conveniently-rational, utility-optimising, economic-theory people. But irrational, real people.

These are the same people we teach every day. Real people who don’t all love to hear a teacher speak or love to write notes; who don’t all rationally stick to deadlines — the people at the fringes, as well as those in the middle.

That is why I was so excited to see choice architecture mentioned in the wonderful book UDL in the Cloud: How to Design and Deliver Online Education Using Universal Design for Learning by Katie Novak and Tom Thibodeau. Some people have said choice architecture and behavioural economics are the same thing.

Richard Thaler (who happens to be the co-author of a behavioural economics book called Nudge) said,

If anything you do influences the way people choose, then you are a choice architect

To be expert learning designers, then, we need to learn more about what influences the choices people make.

Adopting a UDL (universal design for learning) framework in the way we design learning requires an appreciation that learning is all about multiple means; it is all about choices.

Here are some ideas that have been jostling for space in my head as behavioural economics gets folded into designing a learning experience.

Learners’ choice to complete learning tasks vs other tasks

Two concepts from behavioural economics that could help are:

  • Loss Aversion — that we focus more on what we may lose than what we may gain,
  • the Endowment Effect — that we value something more because we own it.

An example from Dan Ariely’s book Predictably Irrational tells of a study he was involved in where die-hard Duke basketball fans were allocated tickets to a Duke basketball game by lottery. After the lottery, he called students who didn’t get tickets and asked them how much they would pay for a ticket. On average it was $175.00. He also asked people who had won a ticket how much they would sell it for. On average it was $2,400.00. Even though the allocation of tickets was random, those who had the tickets valued them more. He concludes this is because their feelings about the tickets have changes because they own them.

Leap with me to an education setting. What if we gave everyone full grades and a certificate at the start of a course? Then, if learners completed assessments at a level that matched the grades they had already been given, they got to keep them.

Could these same effects happen in education with something like grades and completion certificates? Would learners value the qualifications and good grades more because they felt they already owned them? Would they focus more on what they would lose when deciding to complete coursework or procrastinate? It is a small change, but it could have a big difference in the way learners approach completing courses.

How about another example related to choices made to complete assessment.

The power of expectations.

You may be familiar with this power already. Sometimes we feel it in relation to price. The more we pay for something, the better we think it is. It also happens in social situations. If you get dragged to a party you think will be bad, it probably will be. If you are looking forward to going out for dinner, it will probably be a good time.

Let’s look at another of Ariely’s experiments. This time it involves beer and vinegar.

Ariely tells of an experiment where they offered US College students two samples of beer and asked them to choose which one they would like. In one condition, students tasted the two samples without being told anything about them. One was beer, the other was a sample of beer that had two drops of balsamic vinegar added. In this blind condition, most students preferred the beer with balsamic vinegar.

In the second condition, students were offered the same two samples of beer, but this time they were told which one had vinegar added. This time, when students tried the beer with vinegar they grimaced and said they preferred the regular beer. Their expectations affected their experience.

Let’s leap to education again.

Assume you’re a student and you find writing an essay boring and tedious. You look at the options for submitting an assessment for one of your courses and you see an essay. “Again?”, you think, “this is going to be horrible”.

But, then you see there are multiple means of completing this assessment. You show you’ve met learning outcomes by drawing something, building something, recording something, singing something, annotating something.

“Oh”, you think, “building something is fun, I’m going to do that!” Your expectation then is priming you to have a more positive experience. You choose the option you expect you would enjoy more and chances are you will. All because the designer of that course was thinking of ways to give you multiple means of engagement, representation, action, and expression.

Don’t we owe it to everyone we design courses for to be the best choice architects we can be? Understanding not only what choices to offer, but how people make choices in their learning.

I think so.

Postscript: I’m not trying to say these ideas are capital T truths. A party can be better than you expected, there may be some things you own that you don’t overvalue. Rather, there are people out there studying how people make choices whose research should be of interest to anyone who designs learning.


Books mentioned in this post:

Ariely, D. (2010) Predictably Irrational: the hidden forces that shape our decisions (revised and expanded edition). USA: HarperCollins Publishers
Novak, K., & Thibodeau, T. (2016) UDL in the cloud: how to design and deliver online education using Universal Design for Learning. Massachusetts, USA: CAST Professional Publishing
Thaler, R. H., & Sunstein, C. R. (2009) Nudge: improving decisions about health, wealth, and happinessUK: Penguin Books Ltd

Photo attribution:

Desire path: by wetwebwork (2008) under CC.2.0 (found on Photosforclass.com

Image of book spines: by the author

Dr Lachlan McLaren

Dr Lachie McLaren is part of the Learning Experience team at CORE Education. He is driven by understanding how people process information, make choices, and interact online, and uses this knowledge to create the best learning experience for learners. He has extensive experience teaching, designing and evaluating online and flexible learning as well as training others in effective use of technology for teaching. Lachie has tertiary qualifications in Marketing and Higher Education Learning and Teaching and his latest research with CORE colleagues is about engaging and retaining learners online. Lachie joined CORE Education in 2015 after working as a lecturer in e-learning at Victoria University of Wellington.
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From the uLearn16 blog: a review by Nichole Gully of Janelle Riki’s presentation – Friday 7 October 2016

Educators from around Aotearoa descended on the Janelle Riki’s uLearn session to wānanga (discuss) similar questions:

  • How can we better engage Māori learners and whānau in future focused education?
  • As our schools are transforming, how do we ensure our whānau and Māori students feel empowered?
  • How can we ensure that our schools are truly bicultural and breathing life into the Treaty of Waitangi?
  • How can be inclusive of all learners and create pathways to success for all?
  • How can pedagogy and practice in a modern and innovative classroom align with the values and practices of Māori?

This presentation discussed these and a lot more, providing examples of how a transformative journey to innovation in education will be more successful if everyone is in the waka together.

Janelle Riki family

Janelle talked to her audience as much as a māmā bear of a blended whānau of five as she did as an educator. She prefaced her remarks that in the next hour-and-a-half people would probably feel uncomfortable, and that she did this intentionally, from a place of love, in order to renew our perspectives and invite change.

So, forewarned, Janelle launched into an emotional raw story of her 16-year-old’s journey through education. A journey fraught with deficit views of his intellect, behaviour, and motivation. Labelled as the ‘typical’ Māori boy, more interested in being the naughty off-task kid than focusing on reading, writing, and ‘rithmetic. Report after report after report states, “Lots of potential but…”, “Lots of potential but…”. The negative perceptions of his teachers is the antithesis of who Mr Sixteen is at home. A teenage boy with the biggest heart for his siblings and cousins, respectful to his elders, a talented sportsman, a strong orator, and an extremely hardworking perfectionist. So, how is it that in a lifetime of schooling, none of these qualities have ever been noticed, fostered, and leveraged?

Russell Bishop quoteIs what we focus on all we see? As teachers, are our perceptions of kids shaping their experiences? If this is the case, if we see them as capable, driven, intelligent learners, how might this transform their experience in education? Janelle went on to talk about Russell Bishop’s research asserting, “What works for Māori in education, will work for ALL kids.” Why? “Because it is all about good practice”. She warned, though, that it doesn’t go the other way. What fits all, doesn’t necessarily fit Māori. And the stats speak for themselves.

Transforming educational outcomes for Māori like Mr Sixteen starts with knowing who they are and teaching to who they are. Valuing them. So, who are these Gen Z Māori, really? Janelle says, “They are really easy to love, but really hard to like sometimes”, but, if you make the effort, the payoffs are innumerable. And so, she unpacked who these kids are, starting with their language, Gen Z Māori lingo:

Gen Z Māori learners

  • Skux / Steezy (cool, keep doing what you are doing)
  • Salty (grumpy, so smile)
  • Snake (men who befriend lots of girls)
  • ACTUAL (truth be told, for real)
  • On the grind! (Getting fit, training, they actually value hard work)
  • TBH (to be honest)

It is this last phrase that really highlights the values that Gen Z Māori boys have. TBH – to be honest.

  • TBH u look skux
  • TBH u r a mean league player
  • TBH ur awesome at haka
  • TBH u smashed that exam

Their social media posts to their mates are splattered with positive affirmations of things they notice about each other, and they share them freely and publicly. What generation has ever done that? What would happen if teachers took this into the classroom every morning and everyone had a TBH session. TBH loved your writing yesterday, TBH your art inspired me to try new stuff, TBH… Normalise making mihi (positive affirmations) cool!

In these Gen Z Māori, we are seeing an emergence of kids connected and wanting to connect to their culture. They are smart Gen Z. They can process huge amounts of information really quickly. They can skim, not read line by line by line. Does that mean they know what to do with that information? No it doesn’t. So, we need to teach them how to analyse the reliability and validity of that information, summarise, and repurpose it. What do the oldies think —and, for your information, 25 and above is OLD to them! We think they are anti-social, have poor literacy skills, and that they are self-absorbed because they take lots of selfies. We could interpret it as self-absorption, or, we could interpret it as confidence and self-expression. We make really quick assumptions about these kids.

Angus McFarlane and his colleagues talk about how schools need to allow and enable students to be who and what they are. How are we enabling our kids to be Māori? Janelle asks, what would I hear, see and feel when I come to your school that sends the message, “We value and will celebrate your culture here?” Janelle goes to schools as an educator, but also wearing her Mum eyes. If she entered your school, what would she see and feel as a Māori mum? What signs would she see, and what would she hear that sends the message that we value and will celebrate your culture? How is she greeted as a parent when she goes to your school or your class? What might she see on your school website or read in your newsletter that will encourage her to enrol her beautiful tamariki at your school, safe in the knowledge that they will be cherished here, as Māori?

Janelle stated that, “It is not a privilege to be connected to the place you go each day. It is a right! Kids deserve to go to school and know they are home. If I was standing in your school, how would I know I was in a school in Aotearoa?” Furthermore, Janelle asked, “Shouldn’t I be able to choose any school in this country for my kids and expect that their language, culture, and identity will be celebrated and grown? This is Aotearoa, and Māori are tangata whenua, Te Reo Māori is this country’s first language. This is a school where my kids should be supported to grow into the Māori leaders of our future.”

Māori Achieving as MāoriSo, what is the recipe for Māori Achieving Success as Māori? We returned to Mr Sixteen’s repeated reports, “potential but…, potential but…”. But, Janelle asks, What are you as the teacher, as the school doing for him? His potential is his and it is not him that hasn’t realised it. That is the job of schools, to draw this out of our kids. He has potential but … what are you doing about it?”. What will it take for teachers to change their view, change their lens for kids like Mr Sixteen to realise their potential? See them in all their greatness, see all of their potential and enable them to apply what they are good at. It’s really not rocket science.

What might this look like for Mr Sixteen? How could we tie art into learning maths and sports into literacy. Where are the opportunities for him to leverage off his oral story-telling talents and working collaboratively on creative projects. Here is the box, fit in it. You don’t fit, you fail. The one-size-fits-all approach to learning doesn’t fit him and lots of other ways of learning and presenting learning do.

Janelle asserts that, “The label of failure is actually just unrealised potential.” If Mr Sixteen was born into pre-European settlement Aotearoa, he would have been considered off-the-charts gifted and talented with his oral abilities, physical prowess, and interpersonal skills, and yet he is not in our current system. He is a ‘failure’ in the NZ education system. A system that does not see or recognise his natural abilities and leverage off these. And Mr Sixteen’s experience is typical of many Māori in education.

If you are Mr Sixteen and you suck at reading, writing, and maths there are very few opportunities to to shine at school and feel good about yourself. What are other ways that all kids have time to shine. One strategy is the Tuakana/Teina wall. On one side teachers and learners write on stickies with their name, “I am good at…”, and post them on the tuakana wall. On the teina wall they can write, “I need help with….” Schools who have worked with Janelle have put this in their weekly programme and celebrate everyone’s skills. All attributes, skills, and abilities are valued, not just the ones considered valued national standards skills. What other strategies could work?

perceptionIn closing, Janelle finished with the saying, “Perception is everything! Intention is nothing”. As educators, if we want to collectively transform the experience of Māori across the education system, we need to address our perceptions and actions. It takes persistence and tenacity to shift the focus from others to ourselves, and we need to work with whānau to do this. It takes a big person to ask, What is my part in this? How can we then make it better? She says, the system is failing some kids and perception is the number one killer. We are failing our Māori kids with our perception of them and their perception of what they think we think of them. They think teachers don’t know them, don’t want to know who they are, and don’t care. Our kids have made assumptions and have gotten used to teachers having negative assumptions of them.

We have stuff in our profession we must unlearn. We have developed some bad habits and we have to learn new ones. We have to be open, critically reflective, and honest in turning that mirror around as the change starts with us. She implored teachers, as a Mum of five beautiful Māori kids in the education system to do this, so children like Mr Sixteen are no longer labelled as failures and become damaged in their journey through our education system. We cannot wait; we must act now. Our babies are too important, and our future depends on us growing the very best leaders we can.

Nichole Gully

Nichole Gully has worked in Māori medium education for over 13 years. Before joining CORE, she worked as a lecturer at the University of Canterbury in undergraduate and post-graduate Māori language programmes. There she was involved in Māori language learning papers, indigenous language revitalisation, bilingual and immersion education, language teaching methodologies, and teacher education. As a mother of a bilingual ten-year-old boy in a Māori-speaking household, Nichole also works alongside whānau in their journies in bringing up bilingual babes. Nichole is currently researching and developing an innovative method to accelerate the acquisition of te reo Māori called 'Kia Whita!' which is modelled on the Accelerative Integrated Method.
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Time to shine

Do you remember this sort of acronym? Watching the ‘well-behaved’ students being rewarded and praised for their listening, or being praised yourself for not making any noise? It very much reminds me of the quiet assembly line, industrialised education with a one-size-fits-all product at the end of a process, led by teacher instruction. Seeing this in a classroom recently made me begin to wonder… Do we sometimes confuse good manners as good learning?

Of course, both remain integral to successful participation in modern society. Understanding where a colleague’s boundaries lie and showing appropriate levels of respect are important when developing positive working relationships and shared understanding. But, are they an indicator of a strong learner? We strive to create confident, connected, actively involved, lifelong learners, providing opportunities for all to succeed, explore, and embrace their curiosity. And yet, as a teacher of many years has said to me earlier today, “So, based on the image, 90% of our girls and only 20% of our boys are shining.”

Perhaps it’s a case of unpacking the meaning behind what it is to shine at school. Our very purpose is to educate our students. Whether this is providing them with the fine motor skills and phonics to access learning, or to unpack advanced pure maths at NCEA level, we have a duty to engage and enable our students. So, does this mean that sitting nicely is shining? Or perhaps, making no noise is an example of a shining learner? I am, of course, being facetious. As we baulk the trends of the industrialised education model in favour of innovative learning and opportunity, it seems strange that this mantra can still exist today. Can it not now be said that a shining student is one who ‘thinks things that have never been thought, to solve problems we do not know exist?’ A true shining student is one who innovates, one who evolves, and one who shows resilience in the face of failure. Risk taking is hard, it promotes failure and learning from it. It creates hindsight and powerful short and long-term memories from which our personalities grow. Sitting nicely with folded hands is, in my opinion, not indicative of a risk taker, nor an innovative student.

Shining now often means learning through experiences. Creating and failing in order to inform learning and create again. These processes are, at best, a little (and, at times, a lot) noisy! Sitting quietly with folded hands reminds me of an old expression my grandmother once used: “Children should be seen and not heard”. And, within her generation, as a product of a regimented system of education ruled by the teacher and fear, she was correct. But times have changed.

“If all classroom activities were interesting and fun, students would engage in them naturally. But, students face many tasks they do not like, or in which they are not interested, or do not feel competent. Teachers thus need to be aware of how to adapt the curriculum and their teaching so that students find the classroom activities more interesting, purposeful, and enjoyable…” (OECD 2010)


Changing teaching practice to meet the needs of the learner has been well researched in recent years. Our role is to educate the child, not force the child to fit the curriculum. How many learners show excitement and wonder quietly? How many of us would be disappointed if we tried to engage our students only to be greeted with an assembly line of identically sat children, hands folded, in their learning place on the mat, making no noise and staring forward? Personally, I find the thought of it rather eerie.

We have a duty to make the learning fit the needs of our students, not the other way around. So, why do the expectations of some, when thinking about student behaviour, still reflect this? Perhaps a new acronym is needed — Shine 2.0.

Some days, it can be hard not to confuse good manners with good learning. But, perhaps you should stop and just watch your students for a moment. Question whether those who are sitting beautifully really understand what they are being asked to complete. Or, is their behaviour a learned ‘coping-mechanism’, and one that more often than not brings them reward. A good friend and incredible teacher I once worked with said, ‘Learning is messy.’ And, do you know something?… She was right.



OECD (2010), The Nature of Learning: Using Research to Inspire Practice, OECD publishing

James Hopkins

James Hopkins passion lies in Modern Learning Practice. He helped in the development and planning of N4L’s Pond, being invited to participate in thinking and learning with other Pioneer Educators, as well as writing several pieces for N4L about Pond. James developed Learning Network New Zealand’s app for both iOS and Android, incorporating interactivity and communication within the app to compliment the business model used by the company. He also developed the online community associated with #primedchatnz on Twitter. As a result, he has interviewed and worked with Tony Ryan, Graham Watts, and several others, connecting them to the Twitter community, and organising an online chat directly associated to 45min interviews broadcast via YouTube/Google Plus.
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From the uLearn16 blog: a review by Nichole Gully of Charisma Rangipunga’s presentation – Thurs 6 October 2016

Kei te kapakapa rānei te ngākau o te reo Māori? E kai ngā mata i te rā!

I tatū atu a Charisma Rangipunga nō Ngāi Tahu, Ngāti Kahungunu, Taranaki ki uAko2016 e wānanga ai i te oranga rānei o te reo Māori. Hei tā Charisma, e hia kē nei ngā ara kua whāia hei whakarauora i tō tātou reo engari he haere kurī noa iho ērā haerenga, kua ora ake rānei tō tātou reo i aua mahi? Ko te whāinga o te kauhau kia matua mōhio te hunga whakarongo ki ngā āhuatanga o tō tātou reo Māori me tōna ora i tēnei ao hurihuri, hei āwhina i te hunga e ngākau nui ana ki te reo i ā rātou mahi. I whakaoreore i a Ngākau, i a Hinengaro kia aro ki ngā mahi whakarauora reo, kia whai whakaaro hoki ki te wāhi ki tēnā, ki tēnā o tātou i ēnei mahi.

Aua atu ngā mahi rangatira a Charisma Rangipunga hei whakarauora i te reo Māori. I te uepū whakarauora i te reo o Ngāi Tahu mai i ngā tau 90. Ko ia tētahi o ngā tino ringa tōhaunui i kōkirihia te rautaki Kotahi Mano Kāika, Kotahi Mano Wawata mai i te tau 2000. He Kaikōmihana a Charisma i Te Taura Whiri i te Reo Māori, ā, i te kāhui i kawe nei i Te Ture Reo Māori 2015. Ahakoa te hekenga o te werawera, ko tāna, kāore he mahi tua atu i te mahi hākui me te whāngai i te reo i te kāinga.  Kāore hoki he wāhi i kō atu i te kāinga hei whakarauora i te reo. Kei pōhēhē Ngāi Tātou, mā te kura te reo e whakarauora, ka ora rānei i te marae. E hē!

He māmā a Charisma o ngā makimaki tama e toru, 17, 10, e 8 ngā pakeke. He reo Māori te reo i te kāinga pō noa te ao, ao noa te pō. Heoi, ki tā Charisma, ehara rawa te whāngai reo i te kāinga i te mahi ngāwari. Kia aro mai ana poai, me ū ki te reo o nāianei tonu, me mārama tana reo ki a rātou, me whai rautaki hoki ia e manawareka atu ai ngā tama ki te kōrero Māori hoki rātou ki a rātou, ki te hapori arero Māori. Hei tā i te pikitia, i kōrero ia mō te hararei ā-whānau ki Tahuna, ki ngā waka reti raima (luge) mahi ngahau ai i te taha o ngā tamariki. Tae rawa atu ki reira, ka raru katoa ia i te korenga o tana mōhio ki ētahi rerenga kounga nei kia Māori te whakaahua i ngā rerenga Pākehā nei:

  • Son, don’t use your foot as a break. 
  • Did you see how I slid around the corner?
  • Son, your big head won’t fit in the helmet, go ask for another one.

Ka pātai tana pōtiki, “Māmā, he aha tēnei mea te Gondola?” I whakautua tana pātai engari, kāore i a ia ngā kupu i hāngai ki ngā taputapu gondola, ngā kupu hei whakaahua i te hanga me ngā oro. I raru anō hoki ia i te taenga mai o te iwi Pokemon. Nā reira, ko tāna i ako ai, me āta whakarite rautaki e whakawhāiti ai i aua tū reo i mua noa atu i te haerenga.

Ko te Kahoot (kēmu 248488) te huarahi i ako ai ngā apataki o tēnei wānanga i ngā auheke me ngā aupiki o te reo Māori mai i te taenga o Ngāi Kiritea ki Aotearoa. He ā

ta titiro ki te heke o te kōrerotanga o te reo Māori. I matapakihia he aha ngā āhuatanga i tāmi ai i te kōrerotanga o te reo? I kōrerohia:

  • Te heke haere o te taupori Māori i te whawhai, i te māuiui, i te aha, i te aha
  • Te heke haere o te rahinga o ngā tamariki i kōrero Māori i roto i ngā tau, ināhea hoki i tīmata anō ai ki te piki
  • Te whakakoretanga o te reo i ngā kura
  • Te hua o te nuku ki ngā tāone nui o te motu
  • Ngā pūrongo kāwanatanga i mea “Kāore ōna take” o te reo Māori ki te ao hou. The Hunn Report – me Pākehā te Māori. I whakamahia e ngā tari kāwanatanga katoa
  • Te tau i takatū a Māori kia whai mana te reo Māori – 1975
  • 1975 – Te wiki o te reo Māori (hei whakatenatena i te pai o te reo Māori)
  • Te whakatū i ngā kura reorua hou (Ruātoki )
  • Ngā iwi me ngā rautaki – Ko Raukawa te tuatahi – Whakatipu Rua Mano
  • 1953 – 56% ngā tamariki kōrero Māori
  • 1975 – 5% ngā tamariki whai reo Māori
  • 1985 – Ko Te Kura Kaupapa Māori o Hoani Waititi te kura kaupapa Māori tuatahi.

Charisma presenting

I whakatūria ngā apataki 10 o te katoa o te rūma kia kite ā-kanohi, kia rongo ā-tinana, ā-whatumanawa anō hoki i ngā raraunga e hāngai ana ki te oranga o te reo o Māori, ka matapakihia ai ngā pānga o ngā raraunga.

Charisma Rangipunga

  • E 3 o te 10 e noho ana ki Tāmaki. 1 o te 10 e noho ana ki Ōtautahi. He aha ngā rautaki whakarauora i ēnei wāhi? E whaitake ana? Ka pēhea?
  • 15% kāore i te mōhio nō hea rātou.
  • E 3 o te 10 e mōhio ana ki te katoa o ā rātou pepeha.

Mena ko te marae te wāhi ka rangona te reo Māori, he aha te pānga o ēnei ki te oranga o te reo?

  • E 6 o te 10 – kua tae atu ki tōna marae i tētahi wā nuku atu rānei – 4/10 kāore anō kia tae atu.
  • E 3 o te 10 – te rahi kua tae atu i tēnei tau kua hori
  • 15% kua tae atu ki tōna marae i tēnei 12 marama nui ake i te wā kotahi.

Mena ka riro mā ngā kura te reo e whakarauora, ka pēhea ēnei raraunga?

  •  E 2,500 ngā kura o te motu. Tōna 60 ngā kura rumaki (KKM+) taumata 1-2.
  • 1 o te 10 ngā tamariki Māori e kuraina ana ki ngā kura taumata 1-2.

Mena kāore a Māori e tae atu ana ki te marae, ruarua noa iho ngā Māori e kuraina ana ki ngā kura arareo Māori, ki hea kē whakarauora ai, kōrero ai i te reo?

Tokohia ngā Māori e kōrero Māori ana?

  • E 2 o te 10 ngā Māori e mea ana he āheinga reo Māori mai i te reo tapepe, kupu ruarua nei, tae noa ki a Tīmoti Kāretū.
  • E 2% o te katoa o ngā kaikōrero Māori e kōrero Māori ana i te kāinga.
  • E 4% e ruarua ana.

E hika mā, ko te nuinga o Ngāi Māori e kōrero Pākehā ana ki te kāinga. Ahakoa ngā kura, ngā whare wānanga, ngā reo irirangi, ngā pukapuka, te pouaka whakaata Māori, ko tātou katoa he kōrero Māori. Kei te kapunga o ngā ringa te oranga rānei?  Ki te kore koutou e whakahoki i tō koutou reo ki ō koutou kāinga ake, ki ō tamariki, he aha te hua o tō koutou reo? Kaiako mā, he aua noa te mahi i te kura arareo Māori. E kai ngā mata i te rā!



Nichole Gully

Nichole Gully has worked in Māori medium education for over 13 years. Before joining CORE, she worked as a lecturer at the University of Canterbury in undergraduate and post-graduate Māori language programmes. There she was involved in Māori language learning papers, indigenous language revitalisation, bilingual and immersion education, language teaching methodologies, and teacher education. As a mother of a bilingual ten-year-old boy in a Māori-speaking household, Nichole also works alongside whānau in their journies in bringing up bilingual babes. Nichole is currently researching and developing an innovative method to accelerate the acquisition of te reo Māori called 'Kia Whita!' which is modelled on the Accelerative Integrated Method.
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The effect we have

I paused this morning, a much needed stop after a week of tremendous pressure and workload. As the world passed by around me, I began to wonder about former students. Those I have impacted, shared with, and taught. How much of an effect did I really…
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