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Strategies for Maori Academic Achievement in Science (Establish high…
Strategies for Maori Academic Achievement in Science
Teachers build and maintain strong relationships with students
Show concern for students' social wellbeing
Show concern for students' academic wellbeing
Good classroom management
Take care to be culturally appropriate
Correction and praise should be understated to avoid public shame
Be mindful that some 'off task' behaviours are cries for needed attention
Taking time to listen to students pays dividends
Spend time working alongside student
Teacher lets student know he/she is there to help
Explore the student's options
Going to university and getting science degree
Share real life examples of successful Māori scientists
Make suggestions
Plant seeds of possibility
Be a source of encouragement
Create a welcoming atmosphere in the classroom
Greet students individually
Remember birthdays
Remember important aspects of each student's life
Listen to students' stories
Get to know the students personally
Help students to overcome lack of confidence in science
Gain and build students' trust
Build strong relatioships
Form caring and trusting relationship with students
The student can trust the teacher
The student can go to the teacher to talk
The teacher provides a safe place for the student
Establish high expectations of students
Collective and individual accountability
Avoid deficit theorising about the students
Avoid perpetuating negative perceptions of students
Set difficulty that is age appropriate and accessible to everybody
Provide support for students who need help
Teacher is passionate about knowledge and learning
Knowledge is viewed as being constructed, re-cycled, shared and in need of being viewed critically
Clearly communicate expectations
Provide individualised support for understanding complex concepts
Sit down with students and discuss the lesson
Ask questions and talk about the material
Don't give students answers
Gain understanding of where is students comprehension
Help student to participate and learn by providing access to more difficult learning experiences
Give opportunities to engage in problem solving and discursive interactions
Facilitate discussions about complex science concepts
Mindfully make groups
Take into account equity in collaborative tasks
Provide support for students with reading difficulties
Students engage in learning as a group
Students evaluate and critque ideas
Balance discursive tasks, direct instruction and independent work
Ensure that students are able to participate and be successful academically without losing their identity
Culturally responsive pedagogies
Use inquiry learning approaches that clearly understand the students' values, beliefs and worldviews
Ako
Roles of learner and teacher are interchangeable and fluid
Both parties benefit, learn from and support each other
Process is embedded in the community
Maintains and enhances the community's knowledge and wellbeing
Everybody shares their expertise and contributes
Teacher shares their out-of-school experiences with students
Teacher is highly visible in the community during out-of-school hours
Students are allowed to determine what they want to learn and how they will learn it
Whānau
and community members are included in student's learning
Connections are made between their culture and Western science
Students are excited about including their culture
Students share their lived experiences, culture and language
These can be used as resources for science learning
Students' interest and participation are increased independent of teacher's knowledge of content
Students make connections between their culture and Western science
Whakawhanaungatanga
Building and maintaining collective identity and interconnectedness with others
Students form strong working relationships
Students take responsibility for each other's learning and wellbeing
Students share knowledge with the group
Guided exploration
Teacher gives framework
Students work collaboratively by critically thinking and sharing ideas
Teacher asks questions
Students develop their own experiments
Students are more invested and engaged
Students take ownership of learning
Allowances are made for different learning styles
Teacher is able to be more responsive to cultural differences
Teacher confronts notions of cultural relevance
Youth culture
Social and global issues
Students' personal experiences
Students are encouraged to question the world around them
Professional development and mentorship
Name and deconstruct different forms of racism in the curriculum, school or classroom
Mainstream science teachers support
wharekura
teachers and
wharekura
teachers support Māori mainstream students
Successful
wharekura
teachers support other
wharekura
teachers
Holistic and culturally responsive approach in mainstream schools
Expose teachers to new perspectives through mentorship
Reflective teaching practices develop
Explore how education research can be applied to improve classroom teaching and learning
Mentors give feed forward information
Accountability is established through goal setting
Mentor/mentee conversations are confidential
Mentorship is not part of performance review
Cannot pick and choose what principles and strategies will be put into action
More than just a select few should participate
Implementation should be even and consistent