The story of how my inquiry came to be spans about 8 years - but I don't have time for that, but basically, I completed a Grad Dip Tessol - which got me interested in language acquisition. Then I took part in the Manaiakalani Innovative Teachers programme - all of which has been recorded on this blog - which got me thinking - I should probably learn a second language myself to see what it's like to be asked to write, read, speak and be assessed in a language I am not confident in...Which lead me to taking a year off, with thanks to TeachNZ to enrol at Te Waananga Takiura o ngā Kura Kaupapa Māori o Aotearoa...which lead me to develop a lot of knowledge of te ao Māori...which upon my return, I realised is a bigger challenge to embed in the mainstream schooling system than I thought...which then sent me into a bit of a spiral of depression...but I was pulled out by friends and family who said if anyone could do it, I could...which made me think of it from a different angle...in which I latched onto the SOLO taxonomy and literacy across the curriculum...which lead me here.
TL:DR - I had life experiences that shaped my world view and challenged my priorities, which lead me here.
I have a class of 29 Māori students. Year 7&8 - they are ALL my priority learners. I have students well below, below, at and above the National Standard across Reading, Writing and Maths. My inquiry will address all the learners in my class.
- The need for greater shifts in students in Years 7-10
- To hopefully ease some of the transition to our local college as they use SOLO and NCEA is built around SOLO.
- To use the new reo and knowledge I had gained.
- To strengthen partnerships with our Māori families and in turn, have more meaningful learning conversations with them.
- To pass of the gift of te ao Māori to the tamariki in my class.
- To encourage students to think metacognitively about their own learning and in turn develop greater agency over it.
- To deepen my own planning - in decision making about texts, the types of questions I ask and the 'create' tasks that would occur in response to the 'learn' and the types of reflections students would write in response to the 'share.'
- To accelerate achievement for the 29 Māori students in my class by the end of the year.