“Ko te ahurei o te tamaiti arahia ō tatou mahi
Let the uniqueness of the child guide our work”
(Atawhai Childcare, n.d.)
Introduction
Education in the Aotearoa New Zealand setting is unique in that it is firstly, bi-cultural in honouring our commitment to te Tiriti o Waitangi and secondly, multi-cultural. This is seen in schools through the diversity of ākonga and their whanau (Curriculum and Pedagogy A – Primary, 2021). In this blog, I will firstly, reflect on the diverse identities of ākonga in the educational setting and secondly, with this context in place, identify effective pedagogies that allow for inclusive and equitable access to learning.
Ākonga diversity
In a previous blog, I looked at my emerging teaching identity. The two key areas I identified were the importance of creating inclusive and culturally sustaining environments as well as professional relationships. The learning environment continues to change rapidly and increased diversity is one of the many changes. I like to define diversity as everything that makes people different from one another. For example, ethnicity, gender, religion, socio-economic status, and or political views (Kampen, 2020). Such diversity makes it challenging for teachers to create inclusive environments where all ākonga have equitable access to learning (Learning and Teaching 1, 2021).
The New Zealand Curriculum (2015) highlights several features of schools and classrooms where cultural diversity was recognized and praised:
- Teachers were aware of students’ different cultural identities.
- The cultural contexts of the students were integrated into the learning environment and teaching and learning materials.
- Students were allowed to share their languages and cultures through a variety of ways, including, cultural groups and special events.
- All students experienced learning contexts from multiple cultures.
- All ākonga feel culturally safe.
Pedagogical practices
Strengths-based Learning
When tamariki enter the classroom, their identity, culture, values, beliefs, and whanau come with them. The first step in effectively engaging tamariki as learners is for kaiako to know who their ākonga are. This means building authentic relationships with them, their whanau and the community.
A strengths-based approach recognises the value of the ākonga, supports them in developing an identity as competent learners, and increases their confidence and engagement in learning (Kobett & Karp, 2020). Furthermore, a strengths-based approach allows the kaiako to shift their attention from what tamariki do not know or can’t do, to focusing on what they do know and can do. Once kaiako identify what their students know (funds of knowledge) – including interests, capabilities, feelings, passions, and strengths – they can bring these things into the learning experience. When students learn this way, they flourish and this is the essence of strengths-based instruction (Kobett & Karp, 2020).
Mathematics is a prime example of where teachers commonly adopt deficit views of what ākonga can and cannot do. The deficit approach is often expressed in the words of the kaiako to their ākonga. For example, “your work showed you still do not know your basic facts”. “You need to take more time with this test as you need to do better”. Or, “you should listen to instructions and follow them properly” (Kobett & Karp, 2020). In fact, the Educational Hub (n.d) identifies teachers’ deficit views of Pasifika students as one of three reasons for their poor academic results (the other two were not seeing Pasifika’s potential for learning, and a failure to develop strong and positive relationships with the students). When teachers have deficits views of ākonga in mathematics they are also pre-disposed to filling these learning gaps before ākonga can progress (Curriculum and Pedagogy A – Primary. Massey University, 2021). However, by adopting a strengths-based approach teachers recognise that ākonga come to school with rich cultural knowledge as well as many lived experiences and these can be used in the learning environment (Curriculum and Pedagogy A – Primary. Massey University. (2021).
To adopt a strengths-based approach in mathematics it is important for teachers to broaden their perspective or definitions of what it means to be a good mathematician (Kobett & Karp, 2020). Kobett & Karp (2020) for example, point out that a student’s mathematical strengths maybe dispositional (e.g. perseverance, asks good questions, knows when to ask for help, or works well independently). Or, they may have mathematical strengths in processes and practices (e.g. uses reasoning and/or explains thinking). Finally, students may exhibit mathematical strengths in content (know their basic facts and/or have number and spatial sense). When teachers broaden their perspective they are no longer fixated on ākonga’s low grades or deficit areas. Their attention is drawn toward the strengths of the ākonga, investing time into these strengths, and using them to build bridges to other areas that need attention (Kobett & Karp, 2020).
For a moment, let’s put ourselves in the shoes of our ākonga. If they are recipients of consistent messages of what they can’t do, how would we feel? More than likely disheartened, and/or disenfranchised at best. No teacher should want their students to feel this way. Strengths-based pedagogy has the ability to change this and propel the ākonga toward learning success.
Differentiated Instruction
Differentiated instruction caters to the diversity of the ākonga and creates inclusive and culturally sustaining learning environments as teachers can tailor or personalise instructional materials to support their needs (Ministry of Education, 2017). Tomlinson (2000) highlights that kaiako can differentiate a number of classroom elements based on the readiness, personal interests, and/or learning profiles and styles. For example:
- Content: focusing on the learning needs of the ākonga and how they will access this information. For example, reading materials at differing readability levels and, in some cases, ākonga may need to access content through auditory or visual means.
- Process: this is where ākonga engage in different projects or activities. Differentiation is applied by varying the length of time ākonga are given to complete these activities. Additional help is available to those students who need it. For example, ESOL (and other) students may need additional help with a writing or reading exercise.
- Products: this is connected to the students’ tasks and projects. Differentiation is seen in the different options students have to demonstrate the required learning. For example, they can write a letter or create a movie.
- Learning environment: this area focuses on creating a classroom that feels good and is inclusive. This can be achieved by providing ākonga with materials that reflect a variety of cultures and home settings.
Talk moves
‘Talk Moves’ are a pedagogical practice used by kaiako to encourage and support rich, meaningful classroom discussion (Way, & Bobis, 2017). Furthermore, rather than classroom conversations being dominated by a small group of people, ‘Talk Moves’ provide a means for all ākonga to equal participation in discussions. For example, this can be done through turn and talk (sharing with their neighbours), revoicing, adding on, reasoning, and repeating (Way, & Bobis, 2017). Students hearing the thoughts, opinions, and ideas of their peers creates an environment where everyone feels welcomed, valued, and included.
Conclusion
The priority in this blog was to identify the diversity of ākonga in the classroom with the purpose of identifying three pedagogical approaches connected to my emerging teacher identity. I want to create a learning environment where all ākonga feel valued, accepted, and have the opportunity to flourish. I believe the ‘Strengths-based Learning’, ‘Differentiation Instruction’ and ‘Talk Moves’ do this. Are they the only pedagogical approaches that can? No! However, I would like to develop them further.
References
Atawhai Childcare, (n.d.). Our Philosophy. https://www.atawhaichildcare.co.nz/our-philosphy
Curriculum and Pedagogy A – Primary. Massey University. (2021). Module 2. Course Material. https://stream.massey.ac.nz/course/view.php?id=52016
Education.govt.nz (n.d). Key Competencies. https://parents.education.govt.nz/primary-school/learning-at-school/key-competencies/
Four strategies to effectively support Pasifika students (n.d). The Education Hub. https://theeducationhub.org.nz/four-strategies-to-effectively-support-pasifika-students/
Graham, L., Berman, J., & Bellert, A. (2015). Sustainable Learning: Inclusive practices for the 21st century classrooms. Cambridge University Press.
Kampen, M. (2020). 7 Ways to Support Diversity in the Classroom [With Examples]. Retrieved form, https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom/
Kobett, B. M., & Karp, K. S. (2020). Strengths-based teaching and learning in mathematics : 5 teaching turnarounds for grades K-6. [Kindle Paperwhite version]. Retrieved from amazon.com
Learning and Teaching 1. Massey University. (2021). Module 3 – Part A. Course Material. https://stream.massey.ac.nz/mod/book/view.php?id=3666913&chapterid=908358
Ministry of Education. (2015) Differentiation and adaptation. https://nzcurriculum.tki.org.nz/Inclusive-practices/Implementing-an-inclusive-curriculum/Effective-pedagogy-for-all-students/Differentiation-and-adaptation
Ministry of Education. (2015). The New Zealand Curriculum. https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.
Way, J. & Bobis, J. (2017). The literacy of mathematics. PETAA Paper, 208. Primary English Teaching Association Australia (PETAA), Sydney, Learning and Teaching Directorate, © State of New South Wales, Department of Education, 2017
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