Types of data that i have collected thus far:
Formative/Criterion referenced:
Our formal assessment was applied "by what the whānau had learnt" previously during the weeks leading up the end of week 3. Bowman (2005), states that "...genius lies in leading students to discover unarticulated interests.” Which reinforced the idea that the whānau members were each able to chose what kaupapa(subject) they wanted to focus on within the assessment. Following the subject of choice section, we were able to set a few multiple choice questions/short answer questions surrounding reremahi (active sentence), rereāhua (stative sentence) and whakapākeha/whakamāori (translation). - Aromatawai
The assessments received varied in difficulty as it was dependent on what the whānau were confident in displaying. Therefore the following rubric of criteria was made to help guide next steps and feedforward on where we could expand on in future in order for their TRM to grow. - Rubric
Summative/Ability to apply the knowledge into a specific context:
At the end of work section one, we allowed each student a short amount of time and a subject to then write a short story. The short story was used to see the differences in ability to apply the knowledge into a specific context: like a short story. Most whānau decided that they would attempt to write children's books by utilising the sentence structures that they had learnt. - Sample pakiwaitara of 3 tauira(students)
Analysing the data:
6 whānau had level 0-1 knowledge(Ka oho), 2 at level 2(Ka whai huruhuru) and 1 whānau at intermediate level (Ka Marewa) from initial survey. All whānau had improved from their inital surveyed level by at least two levels and have improved in correct usage of syntax in TRM. Therefore we are now trying to solidify the reasoning's behind the syntax of TRM language structure and correcting the common grammatical errors each of our whānau are making, by giving them small milestones via the Rubric.
This is too ensure that whānau are continuously making small progressions that are clear, visible and attain so that they can be celebrated. Greenleaf (1970) highlights that a servant-leader would primarily focus on the growth and well-being of people and the communities to which they belong. In this instance we as servant leaders focussed on helping our community grow their own TRM capacity and inspire their own empowering identities to show through.
From the data gathered, we were able to identify that our inquiry questions (Slide 4) are being positively effected by the implementation of our TRM programme;
- How could we begin to implement more Te reo Māori in the home through our tamariki at school? By implementing this programme we have given the whānau a chance to use TRM in the home and help the advancement of the whānau that are attending school(Pacific-Asian Education, 2011). The data collected are showing us that parents/learners/whānau members are gaining confidence in their own ability to converse and implement more Te reo Māori in the home.
What incentive could we create to make our tamariki and whānau want to learn Te reo Māori in the home and why? By using the mediums of games, FortNite, interactive activities and communal challenges, tamariki and whānau are more confident in attempting to speak TRM at home. This confidence has since spread from just the home into our Facebook groups page, where were are able to converse and asking questions without felling judged about its initial correctness.
How would our tamariki and whānau benefit by learning Te reo Māori in the home?
Essentially our hope is for the community to become a bilingually diverse community that strives to show their children the importance of Te reo Māori. Also this could improve our overall teaching practice and classroom relations as the environment could then become more immersive in TRM.
References:
Bowman, R. 2005. Teacher as Servant Leader. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(6), 257.
Pacific-Asian Education. 2011. The Trans-acquisitional Approach: A Bridge to English in Kura Kaupapa Māori. Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_23__1__final_11.pdf#page=91
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