Video 5: Changing what we think, changing what we do

  • Key Content

    Teachers reflect on their own and students’ experiences of learning within a cross curricular inquiry project themed around ‘Think Global, Act Local’. In implementing the inquiry, teachers existing ideas about effective culturally responsive and relational pedagogy were challenged.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. How did the context and pedagogy value and legitimate the diverse experiences of these students?
    2. What are the benefits for teachers and students in creating contexts for learning that draw on students’ prior knowledge and experiences?
    3. What are the opportunities for working across curriculum areas and / or year levels?

    Conversation Framework for Kia Eke Panuku schools:

    Consider the Activating Critical Theories Voices document .

    1. What do you see as the important aspects of relationships that care about both the learner and the learning? How do such relationships allow teachers to be responsive to the learning needs of students and support / challenge them to achieve their potential?
    2. How does the context for learning facilitate the opportunity to recognise and build on the cultural toolkit of each student as a culturally located individual?
    3. How does this clip demonstrate the ways in which culturally responsive and relational pedagogy focused on Māori students provides the mechanism for inclusion of the cultural identities of all students?

    Conversation Framework for Strategic Change Leadership teams

    Consider the Linking Critical Theories to the Ako: Critical Cycle of Learning Voices document .

    1. What messages and ideas does this clip have for you, as leaders of change, about the importance of developing purposeful relationships focused on shared learning?
    2. As strategic change leaders what are the implications for your theorising and practice that will allow you to recognise and build on teachers’ cultural toolkits to embed culturally responsive and relational pedagogy within and across departments?
    3. What are the implications for leadership of a culturally responsive and relational approach to professional learning in your school?