Post Grad Pt2: W2 - Kaupapa Maori in Design Thinking

Kaupapa Māori and Applying Te Pō to Design Thinking

Whakatauki

Toitū te kupu, toitū te mana, toitū te whenua

Without language, without mana, without land, the essence of being Māori would be lost.

Insights

Quantitative vs Qualitative

Quantitative: surveys, numerical E.g. 

Qualitative: diaries, descriptive

Positionality - Acknowledge your position; be aware of it, and you can share it.  (More in Qualitative than Quantitative, but always good to be informed and inform others)

Empathise

Empathy is crucial to all human-centred design processes, since it helps design thinkers rid themselves of their personal biases and assumptions about the world in order to gain insight into their users and their real needs. We want to be able to jump into our customer’s shoes and understand how they feel.

• Encourage customer to tell stories to help understand the problem = them digging deeper
• Ask Why? - explain their thinking/thoughts
• Non Verbal Cues - Face/body
• Look for inconsistencies
• Embrace Silence - (provides opportunities to process thoughts)
• Open-ended Questions + Unbiased

Kaupapa Maori

• Tino Rangatiratanga - The Principle of Self-determination
• Taonga Tuku Iho - The Principle of Cultural Aspiration
• Ako Māori - The Principle of Culturally Preferred Pedagogy
• Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
• Whānau - The Principle of Extended Family Structure
• Kaupapa - The Principle of Collective Philosophy
• Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
• Ata - The Principle of Growing Respectful Relationships

Granted the Validity and Legitimacy of Māori - no need to justify or explain who they are or what they think or where their ideas come from. (This was stated only 26 years ago).

Flipped Task

If you are in a group being researched by someone who is not Māori, Kaupapa Māori should be at the back of their minds. 

The back of a panel is not as beautiful as the front, but still very important for supporting the front and keeping it all together.

Design Thinking from a Te Reo Māori Perspective

Important to understand the kaupapa underpinning this Design Thinking Process.

1. Te Po - Empathise and Define Problem: observe, ask, listen, research, define, focus. This can be underdeveloped - often given the first thought. E.g Kids don't like maths. We need to go deeper - Not taking the problem on at face value

So not just let's get them to average, let's use blue sky thinking. Aim High!

Takeaways

This is how people should be treated.

And remember to be patient; give longer wait times.

Click on image to see link.

Attitude of Gratitude! (Linda Tuhiwai Smith, 2020)

Reflection

Do I use these 7 Principles in my Teaching? Which ones can I make sure I am doing better!

Post Grad: W14 - Indigenous Leadership

 Māori and Pasifika Leadership

Whakataukī/Alagā'upu

O le ala i le pule, o le tautua

The pathway to leadership is through service.

Insights

Wayfinding Leadership; Wisdom for Developing Potential

When you don't know what to do, STOP and take in everything around you. This will help you and others move into Rangatiratanga (as your ancestors, God won't leave you). Rangatira Space: Deep humility with others not above them, dedication to and with people. Training people to be better than yourself; success is succession. 

Being vulnerable and asking for help, reaching out so others can help guide you to reach your goals.

Cultural Responsiveness - you know what to do; you have a responsibility to respond in a situation.

Cultural Intelligence (CQ) means doing what you know and doing what you know and improving what we know this encourages others to have a go.

Our Inspiration Leaders

• Believing in others
• Listens to Others
• Inspiring 
• Encouraging
• 
  

Mana: the power in knowing who you are - Tamaiti (TED talk)

We all have mana;  Mana comes from who you are and your connection to land, which returns you to past, present and future. 

Tū Rangatira

Names are important in Māori and Pasifika Cultures, due to the history and where they come from

How would you interpret the concept of mana in the context of educational leadership?

Which of these values can you develop? Or help someone develop? Whanaungatanga, more than surface.

3 of these are our school values: Manaakitanga, Whanaungatanga and Kaitiakitanga. Altruism is to put others' needs before your own, to build them up. 

Who's at your table: Equitable decision-making
, whose voice is missing. Everyone has a voice and should be present when the page is blank not when a draft has been made.

Samoan Lens: Service, Leadership - Tautua, Ta'ita'i 

It takes a village to raise a person, but you are nothing without service. (Need to keep doing your chores and being part of the family, not a part of it.

Leadership is a Life of Service.

   

Takeaways

To be a GREAT leader, we need to set our needs aside and live a life of service. 

What value can I improve on Whanaungatanga - digging deeper, being another family member.

Diversity Video

Reflection

My Inspirational Leader is truly inspirational. He follows these ideas wholeheartedly thanks to the Grace of God.

Post Grad: W13 - Followership and Leadership

Theories of Leading and Following 

Whakataukī

He aha te kai a te rangatira? He kōrero, he kōrero, he kōrero.
What is the food of the leader? It is knowledge, it is communication.

Insight

We can't be Leaders without Followers. 

3 fields of Educational Purpose

Praxis: putting pedagogy into practice

Axes of Pedagogical Practice 

What experiences have you come across that have influenced pedagogy?

Internal: religious holiday, language weeks, illness and how the school deals with it

External: curriculum mandated, COVID, who has access to devices, wifi, class sites running and easy to access for learning, 

What makes a good follower?

Takeways

See notes!

Reflection

Image relating to Whakatoki

Ghozt Tramp, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons

Post Grad: W11 - Cultural Perspective

Cultural Intelligence Begins With Us

Whakataukī

Mā pango, mā whero ka oti ai te mahi.

With black and red the work will be complete.

Insights

Diversity in Aotearoa is very wide range in definition, as it could be collaborative diversity or biodiversity for example.

Many people think culture is just the stuff on the top, but Culture is more than that.

RPI 3 - All Things Text

 

Text Selection - Day 3 - RPI

Today I decided to start with an image (Thanks Kiri) as the RPI or Reading Practice Intensive is about picking up the pace for our learners.

Reminders and Revelations

Dorothy reminded us that Reading apps are useful but will never do a teacher's job, especially around creating opportunities for discussion and vocabulary development.

There are a few ways to digitalise text, my favourite is Google Keep. In fact, recently our staff were brainstorming ideas for literacy programmes and different levels and after taking photos the notes were all typed up.

Other digital tools help students build fluency and reflect on what they are and how they read. Although I prefer to use Chrome Screencast, the ideas mentioned here about analysing their own reading,  e.g. facial expression and showing punctuation.

Matt's prompt from his toolkit is a great reminder of how AI can be used as a TA. And help create text at different levels so all students can access the information.

Choosing Appropriate Texts

The Reader has both Cognitive and Emotive sides and we need to consider both of these points of view at an Instructional Level and at their Independent Level. Therefore matching up what they like to do in reading and what they can do to push them further.

Are we tracking the types of texts taught at different year levels, as a school?

We are now moving from Knowing our Learners and applying that information to what we do in the classroom. Helping to better inform our grouping practice and text selection. Reflecting on what we did today I am curious about the areas I said I wanted to improve on - My green boxes included Shared and Guided reading, as I love reading to the students and working with them in groups to develop their understanding. 

My improvements included the multimodel, and after today I can see that we don't need to cover all modes such as images, videos, audio and text every week but to use a couple, as they can feed into or offer a different perspectives that add dimension to the group discussion.

As for the Knowing our Learner, I will be looking at the test with students over the next few weeks (before the end of term) so we can coconstruct our LIs together and then as we take on each Learning Intention we will break it down into success criteria.

Mirrors, Windows and Sliding Doors

  

Mirrors are text/books that reflect the student's world back to them, through links to age, culture or likes.

Windows opens the world to students through emotion, place or character. All students need to see the world from different points of view, not just the marginalised, to prevent people from having an overblown view of the world.

 We also have to be aware of Teacher bias as we honour students' backgrounds and make provision for them to see themselves in the world.  If you have multiple texts you can see different perspectives. Mirror for one and window for another. By tracking the types of text we use we are raising our consciousness of what we using to teach. 

Readability of the text - if we are going to help students accelerate their learning they need to work at their instructional level not the frustration level.

Grouping  Learners

Groups shouldn't be static, the needs of students change and so should the groups. 

Planning and Finding Texts for Your Groups

TKI is my go-to for finding text as I can download and use the links, especially for older Journals. I am trying to identify the tier 2 vocabulary we find in the text. The technical terms are easy to identify it is the other ones as I read so much myself, I have to remember to put myself in student's shoes or ask them.

Text Sets

Multimodel = posters, gifs, text, video, audio, newspaper, so it is more than just print, it is multiple ways of accessing information in different modes. Text set is not just about a topic, consider ideas such as gender barriers, cultural ideals, character development, challenges characters face/overcome, and relationships between characters. Mood, atmosphere, description of character (protagonist/antagonist).

The Anchor or main text is the book/article used for the instructional lesson that will be unpacked with the group. It can be the scaffolding text.

Student Selected Text - to gather ideas for these ask students for ideas they have read or would like to read around the concept/idea.

Skill Builder - Summarising

Thanks Kiri, for making this easier.

Where to from Here -

• Over the break and even before I would like to map out the different text and multimedia I will use for Term 2.
• Checking the teaching is just above target (level they are at, not the frustration level
• Use data from PATs to inform students of what is next
• Coconstructing Learning Intentions