Demonstrate commitment to ongoing professional learning and development of personal professional practice
Establish and maintain effective professional relationships focused on the learning and well-being of ākonga.
Demonstrate in practice their knowledge and understanding of how ākonga learn.
Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning)
Postgraduate training for the digital age. This 32-week blended learning programme from The Mind Lab by Unitec allows practicing teachers to study a recognised postgraduate qualification part-time while continuing in full-time employment.
Innovative Blended Learning
The 32-week part-time Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning) is an innovative blended learning programme in two stages, each of 16 weeks.
The first stage comprises weekly four hour face-to-face sessions at The Mind Lab by Unitec (either one of our labs or one of our partner schools) combined with online support materials through a dedicated collaborative multimedia portal. Other study commitments are based on assignments and activities based on teachers’ own classrooms, where new knowledge and practice is applied.
The second stage of the course is primarily online, supported by face-to-face assignment workshops and other informational sessions. For the second 16 weeks of the 32 week part-time qualification, students continue to apply new knowledge and practice in the classroom while studying online.
There are four courses in the programme, each worth 15 credits, as shown below. For more detail, see the Course Outlines page
I have developed a number of resources to support inquiry learning that promote Learner Agency.
The process begins with students setting SMART Goals
The following worksheets allow students to plan their learning, monitor their learning and assess their learning in a way that is relevant to them.
Students can use a variety of measurement tools to help them set their achievement criteria.
I developed this diagram of Blooms Taxonomy to align with NCEA achievement levels to help guide students in what they need to be doing/developing in order to 'achieve', get 'merit', or 'excel' in their learning. I have used this with Primary and Secondary School students with great success.
Students familiar with SOLO Taxonomy are able to set their own criteria for achieving the various levels. They often use Bloom's Taxonomy to guide them.
Debono's Hats are used to reflect on certain aspects of the learning, providing opportunities for students to reflect and analyse what has happened or what they have done.
Below is my 2nd Assignment for this MindLab postgraduate paper: Implement, document and critique a digital and collaborative learning innovation applied to a specific area of my practice.
How can Kaupapa Maori inform research?
The principals of Whakapapa, Te Reo, Tikanga Maori, Rangatirantanga and Whanau are integral to research, informing researchers of the ways in which Maori view the world, think, learn and deal with knowledge. Also providing information about the relationships Maori form with others, with nature, and with the land. Tikanga Maori provides insight to customs, ethics and cultural behaviours.
How can the principles of Kaupapa Maori relate to my own practice?
The principles of Kaupapa Maori relate and are embedded in my practice. They provided essential information that enable me to facilitate learning situations that will promote learner agency, purpose and passion.
Principles of Kaupapa Māori
Kaupapa Māori theory is based on a number of key principles. Graham Hingangaroa Smith (1990) initially identified six principles or elements of Kaupapa Māori within the context of educational intervention (Kura Kaupapa Māori) and research . These elements and principles have since been expanded by other Kaupapa Māori theorists such as Linda Smith (1997), Leonie Pihama (2001) and Taina Pohatu (2005). Other theorists who have also contributed to the development and growth of Kaupapa Māori methodology include Russell Bishop (2005), Kuni Jenkins (2001), Cheryl Smith (2003) and others.
The key elements or principals of Kaupapa Māori research are outlined here:
Ako Māori - The Principle of Culturally Preferred Pedagogy
This principle acknowledges teaching and learning practices that are inherent and unique to Māori, as well as practices that may not be traditionally derived but are preferred by Māori.
Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
This principle asserts the need to mediate and assist in the alleviation of negative pressures and disadvantages experienced by Māori communities. This principle asserts a need for Kaupapa Māori research to be of positive benefit to Māori communities. It also acknowledges the relevance and success that Māori derived initiatives have as intervention systems for addressing socio-economic issues that currently exist.
Whānau - The Principle of Extended Family Structure
The principle of Whānau sits at the core of Kaupapa Māori. It acknowledges the relationships that Māori have to one another and to the world around them. Whānau, and the process of whakawhanaungatanga are key elements of Māori society and culture. This principle acknowledges the responsibility and obligations of the researcher to nurture and care for these relationships and also the intrinsic connection between the researcher, the researched and the research.
Kaupapa - The Principle of Collective Philosophy
The 'Kaupapa' refers to the collective vision, aspiration and purpose of Māori communities. Larger than the topic of the research alone, the kaupapa refers to the aspirations of the community. The research topic or intervention systems therefore are considered to be an incremental and vital contribution to the overall 'kaupapa'.
Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
Pihama (2001) identified another principle to be taken into account within Kaupapa Māori theory: Te Tiriti o Waitangi (1840) is a crucial document which defines the relationship between Māori and the Crown in New Zealand. It affirms both the tangata whenua status of whānau, hapū and iwi in New Zealand, and their rights of citizenship. The Tiriti therefore provides a basis through which Māori may critically analyse relationships, challenge the status-quo, and affirm the Māori rights.
Ata - The Principle of Growing Respectful Relationships
The principle of āta, was developed by Pohatu (2005) primarily as a transformative approach within the area of social services. The principle of āta relates specifically to the building and nurturing of relationships. It acts as a guide to the understanding of relationships and wellbeing when engaging with Māori.
Ata focuses on our relationships, negotiating boundaries, working to create and hold safe space with corresponding behaviours.
Ata gently reminds people of how to behave when engaging in relationships with people, kaupapa and environments.
Āta intensifies peoples' perceptions in the following areas.
Āta incorporates the notion of planning.
Āta incorporates the notion of strategizing.
RangahauThe process of developing any research project often begins with an idea or research question. While there are endless topics or questions that are researchable, Kaupapa Māori research may begin with an interest in a particular topic; a commitment to finding innovative solutions; wanting to protect and sustain knowledge, skills and expertise; a way to voice protest to specific ideas, or; a desire to make a positive difference in Māori whānau, hapū, iwi and communities.
Kaupapa Māori research is about challenging the 'ordinary' or notion of normal that has been constructed by the dominant culture, and seeks to identify and uphold Māori views, solutions and ways of knowing. It is about empowering Māori people, voice, processes and knowledge.
Kaupapa Māori research addresses issues of injustice and social change. Writers who work in Kaupapa Māori research talk openly about research that has to be transformative it has to produce positive change instead of simply reproducing the same old same old status quo.
While the range of potential topics and research questions is diverse, Kaupapa Māori deals specifically with research that interacts with and/or impacts on Māori people, knowledge, processes and issues. There are endless questions and areas that you could research within this scope and finding inspiration for your topic can come from anywhere.
Once you have the initial research idea, there are some key issues that need to be considered in order to assist you to conceptualise and develop your question from a Kaupapa Māori perspective.
Kia tupato - Just because you are Māori, or your topic and/or participants are Māori, doesn't necessarily mean you are conducting or engaging in Kaupapa Māori research
I've found Multiple Intelligence (MI) theory and practice to be very empowering in the classroom. When students realize that there are many ways to be smart, it helps build their self-esteem and confidence.
The image below is linked to the document I use for students to self assess their learning smarts.
This information is then documented individually for the students and statistically charted as a whole class.
I find this empowers students and provides me with necessary information that guides my planning and assessment strategies.
I have developed my own planning and assessment documentation that ensures all criteria including key competencies, values, embedded eLearning, learning styles and curriculum objectives are met. I also provide planning and assessment material to schools and teachers as requested... developed to their individual purposes and needs.