Step 1 (What):
My understanding of indigenous knowledge and cultural responsiveness is recognising that our students do not come to us as empty vessels waiting for us to fill them up. They come to us full of their own experiences, values and knowledge. It is up to us as teachers to ensure that we take the time to get to know our students - their strengths and weaknesses, their likes and interests their whanau and values. I have always believed that building relationships is the key to any child thriving in any learning environment and figuring out what makes them tick as learners is the key to them being successful. I could relate a lot to what Russell Bishop discussed in his video on edtalks about providing relationship centred education where learning is co-constructed and students are aware of what they need to learn and how to get there - a learning centred relationship.There are two areas I would like to focus on in this reflection. The first being planning and assessment which I feel my school does well in. The other is learning resources which is an area I would like to improve in - particularly those that are relevant to my students and our local area.
Step 2 (So what):
Firstly, I feel that planning and assessment is an area of strength and sits more in the green area of the action continuum framework developed by Milne (CORE Education, 2017). This is because when planning units and assessments, we have our students needs at the centre. We take the time to get to know them as learners and make sure they are fully aware of the assessment process - meaning they know how each assessment works and why they are doing it including the level they are at and any goals they have are co-constructed. Teacher planning is informed by formative assessment and it is good practice in our school to be responsive to student's needs. Cowie, Otrel-Cass, Glynn & Kara (2011) point out that "Culturally responsive pedagogy thrives when teachers ensure that students have multiple and diverse opportunities to develop, express, and receive feedback on their understanding"
The second area of focus is one I would like to improve more in - developing learning resources that are culturally significant to our community and the children at our school. I feel I've previously been stuck in the blue/purple area of the action continuum for this area as my language and cultural knowledge is not the best it can be - only sticking with the bare minimum in terms of kapa haka practise and basic Te Reo Maori integration.
Step 3 (What next):
A more collaborative approach to developing learning resources is needed to take this aspect further. This will include students, their whanau, teaching staff and local kaumatua. I am in the process of getting to know the local stories that are significant to Ahipara in order to co-construct digital resources where my students are empowered to educate others in our community about this special place. I feel it wouldn't be right for me to develop the resources to tell these stories in isolation and instead would love for my students and their whanau to be the ones who develop and share this knowledge in the community. Cowie et al. (2011) state that a teacher's need to find ways of bringing students funds of knowledge and expertise into the classroom - and this is the perfect way for them to share their knowledge and expertise with the rest of the school and community. The challenge lies ahead not only achieve a greater level of cultural responsiveness but for it to continue to grow.
References:
Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf
Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo. com/49992994
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