Te Reo Pronunciation

Te Reo Pronunciation 

presented by Sharon Holt

Some background: Sharon used to be a relief teacher ECE, her own passion was to build confidence and skills in te reo in other teachers, given how difficult it is when not immersed in te reo.  

Today Sharon is the author of Te Reo Singalong books/shows/workshops and author visits known as 'The Writing Bug'

Pronunciation Help

sharonholt@outlook.com

tereosingalong.co.nz

Facebook: (Te Reo Māori Challenge)

Te reo learning videos: patreon.com/sharonholt. 

See www.tereosingalong.co.nz for free music.

Music and repetition is the way to learn!

The 5 vowels are the way to go....aeiou ah eh ee oh oooh. FYI every māori word ends in a vowel (the spirit flows on the vowel)

Vowel songs  - aeiou he piko....

Remember to take a break after the vowel ta/ma/ri/ki

8 consonants and 2 digraphs -sing to the tune of Twinkle Little Star

h k m n p r t w ng wh........roll the rs

Make a chart....get into practicing consonants all the time!

ta te to (different pronunciation of this t: sounds like tah teh toh tongue on roof of mouth) while this t is different: te ti  tea for two
au....whanau
ai..kai
ie..ata marie
kō/wh/ai....kor/whai not (koh)
kauri....kau/ri
tōtara....tor/ta/ra
Pukete ...puh keh teh
Rototuna....Ro/to/tu/na
Matamata...Ma/ta/ma/ta....don't stress t
Ōhaupō....Ohh/hau/poh

Two recommended games

1. vowel chart and two dice labelled with vowels and ? , put counter on when land on dice, can also interchange the dice, good for groups racing to complete a line across, down, or diagonal to see who wins first.

2. Place names (as above) with segmented sounds in different colours, 1x dice with colour, and cover when each colour appears in the word - when one word is complete pick up next, the winner is the person who gets the most words. 

New Updates to Mathletics

Professional Development with Maggie from Mathletics 23rd October 2019

Student console 

This uses traffic light system, red, yellow and green shows which activities need to be done again.

How to limit access to Live Mathletics so that students spend time completing activities properly. Animation will not complete if not getting answers correct.

Use the 'i' to turn off animation, as it the animation prevents students from using the 'drag' tool during activities.

• Good to use in student console - the A-Z dictionary (at side)

Problem solving activities are in Explore - students do not have access to this until we assign it in teacher console.

• Good to use  - the videos to show examples to students.

Play - games area for students,

Rainforest Math - good for additional work (select by year)

Mathletics will add a Multiplication game by end of the year

Teacher Console

Recently added -Assess learning loss - step by step guide how to access learning gap

Teacher Profile - allows us to adjust password
Classes - best way to move students between groups- go Student Management.  Remember don't remove students from class - however it is possible to reinstate without going through admin.

NOTE: Will lose current data when move to new curriculum - therefore download the material if want keep records

My Courses - create custom course - select Year level that you want to particular student to follow

Resources Hub - similar to what used to be Mathletics Library. Mathletics for Early Learners - videos, Numbeanies games (sep App) - uses cards to work with devices, it is also more interactive and good to use in groups.

Problem Solving - from Years 3-11
Best to use filter by Year levels - can do sub strand - preview/assign students also have a workbook to complete - record, draw, or type into
Best to 'favourite' activities that you like/want to use - then Assign

Launch live or Assign. Launch live takes priority for 60 minutes then other activities take over again. If students have questions it will show up in problem solving assign grid

Curriculum Activities - the traffic light system easily shows where students are sitting

Results
Shows where students or class are sitting by topics

Reports - see student of class strengths. Also possible to filter by date.
Effort & Participation

Certificates
Can only get 1 certificate per week.
4 bronze certificates = silver
4 silver certificates = gold (20 weeks of work)

STPs

Adding the 6 Standards for the Teaching Profession. The 12 RTCs have been made non-viewable but this can be turned back on again in the labels gadget by selecting all labels not just selected labels.

Neuroscience of Self Care

Kathryn Berkett Keynote Speaker

Neuroscience of Self Care

Red Reactive…........................................................................................Green Rational

Sandpapered brain concept….When something affects/stresses you, then it can continue to build up - it is important that we need to be able to reset ourselves. In order for creativity to develop requires green brain zone. The staffroom needs to be a red brain friendly zone.

We need to consider are our leaders the cheese or the owl? Do they activate (sandpaper) their colleagues stress levels. It doesn’t take much to sandpaper us!!

A Sandpapered Brain

Fight/flight response due to stressor i.e lost car keys. This results in physical effects: heart, breathing, eyes/hears sharpen, stress response, combine to activate brain to survive. Think about our students and ourselves - look around, fig-it, breathing, heart rate, stomach, dry mouth, stomach purges (nauseous), temperature changes, immunity lowers, panic attacks, long term stress response - weight gain/loss, bowel/bladder, blood increase -tightness in shoulders.

As teachers we need to stay in the green zone, especially when dealing with students who may be in red reactive zone. After cortisol has been activated it takes time for cortisol levels to decrease.

Remember to check in with your body - need to reset asap rather than wait till end of day. Physiologically this has an impact on our bodies - reason for getting sick in holidays. Therefore we need to reset ourselves. 

Perfect Practice make Perfect (calm self down) - walk, run, yoga, drink tea, cook....

1. Identify what calms you
2. Do that until you create a physiological calm state in your body
3. Condition this moment (think of Pavlov dog, bell, salivate - word/action only associate with calm not stress/anxiety link)
4. Practice, Practice, Practice

Check in with yourself…

Some See me….

Boys Show me I Belong….

Hate Tell me what is Happening….

Carrots Give me some Control….

Deep breaths until calm! The lungs are the only organ we can control when in high stress state.

The Sandpaper differs for everyone - status, person, it is important to acknowledge the sandpaper for you. Then reset, move back into green creative rational brain zone.

Kaahui Ako Conference Workshops

Workshop 1

Teaching as Inquiry Jill Carter

There is more than one way to go about Teacher Inquiry, however all have the same core principles. I am used to the Spiral of Inquiry Model. Teacher Inquiry should be driven by passion not compliance! It is about teaching practice and new learning/teaching practice, not about fixing learners. We should ask ourselves. What can I do better? Then have this confirmed by various forms of evidence. TAI is about genuine openness to ‘wondering’ and investigating; about our own professional growth.

Phase 1 - Peel
Mining for Gold - selecting a “rich” topic, step back and look at the big picture - obvious challenge? or opportunity to try something new? TAI doesn’t have to succeed, it’s part of learning - risks and mistakes, dig deep with trusted colleague, or gather student voice.

Refining/Clarifying your Topic. Is this new learning? Interrogate various forms of data. Does this interest you? Open-ended invites inquiry

Plan - Phase 2
Engage in purposeful, targeted and intentional PL - course, reading, prof conversations
Use the PLD and evidence from Phase 1 to plan Deliberate Acts of Teaching (DATs).

Phase 3. DO ….Keep specific - teacher trialling, then reflect and review
Remember the value of collaboration - inquiry hubs, regular time to discuss inquiry, adds motivation and value.

Girls High have been following the 4-phases of Inquiry. This involves gathering specific evidence of authentic work undertaken in each phase of TAI. This forms part of Appraisal. A rich, purposeful and authentic TAI will yield quality evidence towards the Professional Standards.

Workshop 2

Sketchnotes Krystal Hapuku

Good for SLD students, collaborative, can be done digitally, and can buy specific pens to use on tablets, however prefer pen/paper. Those who doodle while listening retain 29% more than those who did not. 

Sketchnotes is one way to optimise spoken word and declutter speech…”listen for the bones”.

Key elements

1. Font
2. Bullets
3. Frames
4. Connectors
5. People
6. Icons

Recommended pens - Aliexpress - $4; $2 shops, Stabilo pens expensive, and fine sharpies
Recommend that students draw in single colour only, then add colour/detail later, can also take a photo and upload to digital platform.

Workshop 3

Digital Tools for Writing Kat, Jude, Catherine

• Digi modelling books used with Pobble
• Collaborative writing using google slides - mixed ability level writers, play writing - speakers, actions in brackets
• Digital Storytelling - audience, purpose
• Adobe Spark - slide based templates for videos. Story Spine - go onto Adobe Spark and follow the story structure. Photos are on adobe, pages, music, transitions, layouts just choose. Catherine couples this with spark.adobe.com and onceuponapicture.com

Māori Perspectives of Giftedness

Dr Melinda Webber Māori Perspectives of Giftedness

Māori Perspectives of Giftedness

Ūkaipō - to be fed by the breast at night, it’s symbolic meaning looking to nourish the relationship between land and people in order to develop sense of where one comes from, students should feel this at school and in class.

As educators we need to ask ourselves. What does this look like? How can we measure this? We must remember that identity matters. We must celebrate the whakapapa of our students- the curriculum should be localised. We need to arm students with their narrative of where they come from and celebrate their goals. It is important that we hold Maori ancestors up to students as exceptional role models.

Stereotype Threat (Steels, 1997) is where people around you don’t expect you to succeed as much as other people; resulting in negative stereotypes, This influences academic performance and as a result students risk becoming that stereotype. Māori students need access to a programme of learning that affirms and promotes Māori theories, Māori knowledge, Māori heroes/role models and Māori worldview.

We need to remember the importance of role models: Ask students who inspire them? Who are their role models. Ask students to describe them in so many words and why?

We need to consider - How to make the playing field more level?

Te Arawa Case study looked to address the question: In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?


Results: Qualities of success

1. Positive sense of Māori identify - resilient to negative stereotypes, some knowledge of language and protocols to successfully contribute/participate in Māori contexts, connection to land and place (genealogy).
2. Successful Māori student are diligent and have an internal locus of control - disciplined, self-motivated, attentive, focused
3. Successful Māori students learn how to nurture strong relationships - willing to learn, willing to mentor, aware of own strengths and weaknesses. Manaakitanga - cherish mana
4. Successful Māori students are curious and innovative - courageous, competitive, curious, creative
5. Successful Māori students look after their wellbeing - healthy, fit, resourceful, balanced
6. Successful Māori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals - an intrinsic desire to learn and an innate curiosity
7. Successful Māori students possess humility - puts others before self, accept criticism, work in service to others, team player
8. Successful Māori students understand core Māori values - manaakitanga (care others), kotahitanga (ability commit to a kaupapa/vision), wairuatanga (moral compass and sense of social justice)

Conditions that enable success: The Mana Model

Reflection

What will you do in your classroom to grow the mana of your students?

GMail Joy

GMail Joy - Rachel Duckworth

A how to.... Organise and tidyup gmails - labels, labels, filters, folders etc ...

To view all Rachel's presentations go to...  www.edits.co.nz then to PRESENTATIONS tab. 

Note:Our school need to allow Send with a drop down box so that we can schedule when emails are to be sent...this would be ideal so that emails are not sent on weekends or after hours.

Boomerang is now out and there will be drop down button in Send to schedule emails later!(2 weeks time)

Confidential mode - will have a time limit, that will expire. School would need to allow it...

Size If file is too large then instead send through Drive...does not only need to be a google doc.

Undo send - settings - put on 30secs

Reply to all - remember email etiquette, if crucial then yes. Otherwise don't!

Send Archive White box with arrow - is send archive rather than delete - change in settings

Labels - a good way to organise messages, and also colour code

Signature - go to canva.com create a business card and drop in as image

Theme - choose image

Contacts - google contacts make groups - at HES there are existing group emails, I just need to find the groups

Google Admin - need to give teachers Rapid Release

Multimedia Text Sets

Multimedia Text Sets: The Gateway to HyperDocs 
Lisa Highfill

Multimedia Text Sets
bit.ly/mmtshighfill

Multimedia text sets are collections of content that you can efficiently push out to students using Google Docs. It will help workflow by enhancing teaching instruction by maximising classroom time. 

Note this is not a digital worksheet -  we need to keep the focus on learning inferring, thinking, not about racing through to the end. 

Uses different kinds media - video, text sets, padlet, readings, websites, twitterfeeds,

Multimedia Text Set

Refugee Text Set

padlet.com

Lisa intentionally kept it broad so as for students to dive into it. She gives a number of days for students to complete. Present information in a non linear way, so that students are drawn in through a variety of ways. 

Uses icons: youtube, symbols, colour boxes 

thenounproject.com - has icons for everything

Reflection 

Ask your students: How did you feel as a reader, writer, mathematician....

How to do! - currate links into doc, then start to put into template

Do this for a novel, or inquiry - not all the time.

Viewpure.com paste link and it will purify youtube clips!

Digital Smash Hits

Digital Smash Hits - Toni Westcott

Digital Smash Hits

Quizlet

www.quizlet.com

Toby
Keeps your tabs organised, save important tabs quickly and can keep all together when sign out.

Boomerang - a tool which schedules emails to go out at various future dates and times

Edpuzzle
www.edpuzzle.com - choose videos you want your students to view, you can put audio and questions throughout it

Bookmarks - right click edit and backspace so can fit more booksmarks without words

Macroniser tool
http://www.nzdl.org/macroniser A neat tool to add Maori words into - class displays and it puts in the macrons

Google Forms - use as a way for mixed ability groups . Put the text into a google forms and leave more for student to choose (student agency). Google forms is a good way for students to get their work

Digital Breakouts - promote problem solving, collaboration. Use existing ones creaged by Michael and new ones come every couple of months. Students need to think in order to solve it. When turns red wrong, and right is white in order to break the lock. Neat for an afternoon - to work on a breakout. Try Broken Eggs and Broken dreams

https://sites.google.com/view/mldavidson/digital-breakouts

Read Aloud - extension so download from Chrome store, click extension

Supersize Your Literacy with Google

Supersize Literacy

Awesome resource Note - last page link to resource files

• Language feature example and template
• Visual collaborative examples and template
• Narrative shared writing examples
• Pick a path planning sheets and templates - Gizmo the penquin
• Pick a path digital citizenship quiz example. Pick a part stories

Seed Learning PL

Led by Lisa Smith www.seedlearning.co.nz

This not a programme instead it’s a site for a bunch of tools - ideally to increase teacher and student knowledge. Need explicit times in reading and writing programme to explicitly teach spelling codes.

The first card has 41 sounds...there are 43 sounds in nz. This programme aims to use digital tools to teach explicit lessons.

Rocket 1 Students to watch video  - with you, preview and review - sound only

Rocket 2 now has code

Students need to learn the pattern to be able to spell many words

Ducklings swim in the river every morning. Who What Where When - rocket card 5

Which sentence is better? This depends on the reader and writer, it’s a matter of choice and audience, whichever sounds better to ones ears.

Strip it: Girls play.

Plump it: Girls play hockey tirelessly on the field beside the tree after school.

Order change: On the field, after school, girls play hockey.

Note:When students log in with student password then it will show up as Language or Math Rockets, however the teacher page has access to Professional Learning and the shop etc

Historian and Advisor - Wiremu Puke

Historian and Advisor - Wiremu Puke

Nga Mana Toopu O Kirikiriroa - History of Hamilton

• 1825-1895 King Taawhiao 1st Maori king
• Hamilton was settled due to rich lands, reference made to Garden Place area as being “I cross the smooth belly of Kirikiriroa. Its gardens bursting with the fullness of good things” King Taawhiao.

• Burial ground on Grey St, Hotel on cnr Grey & Clyde Sts
• Nga Morehu - last survivor of Kirikiriroa Pa who saw conflict during the land wars of 1863 and was part of the resettlement Hukanui Pa
• Templeview made up Western boundary, and as far as Waikato Dairy Factory,
• Early settlers had a good command of the Maori language
• School gateway - from a book, not accurate
• Land in this area was taken not recompensed
• Hukanui are Tauhei are now the present marae of Ngati Wairere
• Five Cross Roads - Jubilee Bush -
• 76 years after the exodus of Ngati Wairere from Kirikirioa and the land confiscations 1940 family photo at Hukanui Pa
• Nine different hapu lived along the Waikato River. Female warrior? Admired strategist, her Pa is behind the Te Rapa Dairy Factory - Pa is 1km width

Taonga

• Toki taputapu (ceremonial adze) greenstone 68.8cm largest in the world recovered near the site of the Fairfield Bridge in 1924, now in Auckland museum, ranks among most significant taonga for Ngati Wairere.
• Taumata atua recovered from Pukete Pa  in 1942 in Waikato museum. Pukete Pa was last inhabited up to 1867 by Te Roore Tatangi and his sister
• Double sided Hei tiki was recovered from the old Pa name Opoia in Claudelands  - where the sonning carpark/railway bridge is

The Gateway- Te Waharoa

Whatanoa Gateway first to be erected at a major sporting venue - the two ancestors depict Haanui of Ngati Wairere and Hotumauea of Ngati Koura who established manawhenua.

Whatanoa Gateway is named after old pa site near the stadium which was destroyed in 1945. The Pa was also the site of an ancient urupa where the remains were exhumed. Most Pa are build on headlands, have the best springs and is near the river.

The carvings do not follow the pattern from this area, they were done by a carver possibly from the Hawke’s Bay. Top taniwha is peketahi. Hotumatuea was the grandson of the great warrior, Matoumoewe.

Whakatupu Kai (Growing Food)

• Kahikatea - tawa forests were important landmarks for Ngati Wairere, who gathered berries and hundred native birds many forests have since disappeared
• Used to get fish here that is now extinct, may be a result of the introduction of trout
• Kahikatea Red Koroi berries raw ripe, were stored in grounds for a brief period
• Tawa & hinau berries were gathered and placed in woven kits in fresh slowing streams or springs to remove the toxins
• Taro and kumara - The taro grown inside Te Parapara is believed to have been brought on board the Tainui Waka planted by Hoturoa and Whakaotirangi at Hawaiki iti Aotea Harbor. There used to be over 100 different names for the various varieties of Kumar. DNA origins have been traced to Peru and Asia.

The banks and terraces of the Waikato River were developed to enrich fertile soils for the growing of crops over centuries  - provided wealth and trade along the Waikato River and further afield.