Mary's Professional Blog

 With the support and guidance of my Tuakana Syndicate leader and ILearn Education, I have already made progress with setting up Math Whizz for my tamariki. They have completed their assessments and are now working at their Math Whizz levels.   Here is my list to check daily or weekly to monitor how my students are progressing and who needs some or more support and encouragement. Kia ora !

 

 When indigenous peoples come to learn from Tautoro School.  Gumbaynggirr Giingana Freedom School  spent 3 amazing days with us to observe, and to learn how we teach te Reo Māori in our school. We shared our educational experiences, resources, and ways forward that we have been exploring for te reo Māori. What a privilege to be able to help and support the first indigenous school in NSW.  They observed our tuakana classrooms engaged in kemu (games), panui and tuhituhi. I also spent some time talking to the group and answering questions like how do we teach the language? What resources do we use and how do we assess their learning?  There was much discussion and explanation of the thinking and understanding of what the planning and preparation might involve, and also the time for kaiako to process the curriculum and assessment information available  before implementing in the classroom.  The advantages and disadvantages of first and second language learners and Student engagement. The i

 Our PD facilitator has opened up the door for us to look inside Te Tīrewa Marautanga. This has been supported by Ulearn speakers na te whānau Toia o Ngapuhi.  He Tīrewa Ako is a teaching and learning guide that kaiako and ākonga can use to plan and track progress over time in reo ā-waha (oral language), tuhituhi (writing), pānui (reading), and pāngarau (mathematics) within Te Marautanga o Aotearoa. Reo ā-waha, tuhituhi, pānui and pāngarau are each made up of a set of tīrewa (progressions) representing the key components within that area of learning. Each tīrewa describes a set of whāinga (indicators of critical skills, aspects of knowledge and/or attributes) which an ākonga needs to demonstrate, and which cannot be left to chance.  Kaiako and ākonga can use the whāinga to track progress and achievement along the learning pathways Our first Whanau Tuakana Tuhituhi moderation was held this term using Tirewa. I am overjoyed and proud of our team for their awareness and understanding of h

 PLD with Chrissy Ward learning effective strategies to develop and support learning and teaching of te reo.  Jim Madden presents a process  to follow up the new learning through games of memory, snap, things students can play together as pairs or in a group. The key is communicative language where students are both identifying and saying the words. IRDP-X:  Oral language strategy (Jim Madden) I - Input : - introduce kupu hou to ākonga by getting them to say them after you - words on flashcards, pictures or symbols, some form of graphic or the actual object as the image or object is shown to the ākonga, say the kupu a couple of times and ask ākonga to repeat after you.  ”Tēnā, kōrero mai…”- go through until all kupu hou have been introduced - R - Recognition - ask e.g. He pene?  to which they will respond Āe/Kāhore. - keep asking until ākonga give you the correct response to show their recognition - D - Decision Making: - show images to ākonga and give them options - e keri ana, e kōh

  Korero Mai, Korero Atu.  Ko tōku reo, tōku ohooho, tōku māpihi maurea, tōku whakakai  marihi.    My language is my precious gift, my object of affection and my prized ornament. Language is at the core of our identity and is connected to the whenua.  How are we raising the level of reo spoken at Tautoro School?   Tuatahi: E ako anā a mātou ki te korero i roto i te reo i ngā wā katoa. E whai rakau cuisenaire ki te awhi to mātou korero. We will use the blocks to build and create settings and characters to tell our stories.    E parakatihi ana a māua ki te korero. 'E haere ana ngā makimaki'. E rongo ana ahau ki te kotiro e whakatika ana ia ngā kupu te   me te ngā .  Mihari pai. When we use and reiterate kupu takaro, tamariki will remember and use these kupu more freely in the playground.   Ngā mihi ki a koutou e korero tahi ana.