Reflect on what you have done so far to take action in regards to the action plan.
1. We sent out the consent/interest forms about our Te reo Māori in the home program
Reflection: Positive, whānau (families (students and parents of a household)) showed up and showed interest in the program and wanted to help educate themselves and their households. As future hui(meetings) come about i would like to have resources made and ready in advance (Tamati, 2011). But would also need to keep in mind that not all resources would be the right level for each household. In future look at inviting more households from across the school and beyond. - Interest form (To Printout)
2. Facebook group/ page/ messenger service Setup - Porowhita Kaka
- Reflection: Positive, we had a majority join but we did notice that at least 3 families had not joined. Negative: I felt a little uneasy as i was unsure if all families had internet connect or even a device that could hook into the *Facebook group. As feed forward i would in future attempt to ask whānau members for alternative form of contact. i.e. Phone, email, carrier pigeon...etc
3. Whānau hui - Meet and Survey / fill in the questionnaire
9 of them showed interest in wanting to use and grow their TRM usage at home. Questionnaire was filled in. Data showed that 6 whānau had level 0-1 knowledge, 2 at level 2 and 1 whānau at intermidiate
- Upon reflection i felt we need an easier way to send out and re-collect the data i.e. via google forums or survey monkey link. But i felt reassured in seeing the family members realize that we were there to help support them.
4. Separated(or collective) whānau interview times
- Commenced via Facebook page (Porowhita Kaka). Here i was able to see and hear what was going on for the whānau and how they were approaching the program. Able to give phrases and online content to look at.
- In future, i will set up my timetable for the Porowhita Kaka page.
- I felt that conducting these interviews with as much TRM as possible would help give context to different words and phrases that the whānau are and will use in future (Tamati, 2011).
5.Support and resources
- It felt really good being able to share the resources with whānau were being used on our facebook and some would even come in to our kura and share. *Feeling thankful.
Reflection: Daily/weekly challenges sent to the whānau to use and attempt within their homes.
Feed forward; i felt that there could be better ways to monitor each household and their progress but felt that they would need a community first (Tamati, 2011).
6. Assessments and games-
Currently we do not have enough evidence to formulate an authentic test that would provide anything useful at this point.
- I also felt that by utilizing the Facebook messenger tool i was able to regularly keep in touch with the group and aid them when needed.
- Games like I-spy and card games like Go Fish are helping with the descriptive language. - Kēmu Māori, Games (One whānau is wanting resources around the game Fortnite - resources).
Goals
Have i addressed our topic in using TRM in the home. - Yes and we continue to progress as a community that is trying to learn and understand the importance of speaking and normalizing Te reo Māori with in our whare (- A post from a whānau member on our page) Educational leaders (2018) suggests that taking action is a team activity: 'teachers' working collaboratively to turn new learning into new practices.
Did we support our learners and what resources did we use? - Yes, we were able to provide a platform(facebook) that could enable us to support each other in making use of new words/phrases/whakatauki in different contexts and situations. Currently focusing around naming know objects in TRM and stating facts about them (Descriptive language/ Stative language) (Tamati, 2011).
References
Educational Leaders. (2018). Taking action. Retrieved from: http://www.educationalleaders.govt.nz/Leading-learning/Spiral-of-inquiry-leaders-leading-learning/Taking-action.
Tamati, T. (2011). The Trans-acquisitional Approach: A Bridge to English in Kura Kaupapa Māori. Pacific-Asian Education Journal, 23(1), 91 - 102. Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_23__1__final_11.pdf
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