APPROACHES: NZCALNE (Voc) Collection 2 is live on Pathways Awarua


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You need to check out the new content for Collection 2 of the new NZCALNE on PathwaysAwarua. We cover approaches and concepts use in adult teaching and learning.

All the great content from Te Ao Maori is still there – just updated. And we’ve widened it to include things like motivation and learner agency.

You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.

APPROACHES – New Content for the new NZCALNE Assessment 2 with ALEC


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As we’ve said elsewhere, this is a transition year from the old NCALNE (Voc) to the new NZCALNE (Voc). We’re in the middle of writing new material which will be available in a new format on Pathways Awarua shortly.

The first draft of this is available here on my blog. If you’re up to the second assessment task in the new and improved NZCALNE (Voc) here’s what you need to know below.

The new Assessment 2 still focuses on concepts on approaches from a Māori perspective, but because of the new structure, we can include other concepts from mainstream adult teaching.

There are only two areas to compete in the new assessment task. Down below you’ll find all the links you need for all of the content including:

  • Approaches: How should we look at teaching and learning?
  • Concepts: What are some other key ideas you need to know?

Follow the links below

Approaches: How should we look at teaching and learning?

Concepts: What are some other key ideas you need to know?

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by calling Graeme on 0800-ALEC-1-2

 

Approaches and concepts: Some things to think about before we move on


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From here we can move on to the third section of the NZCALNE. Shortly, we’ll be looking at how to map the demands of your course.

Before that, though, have a think about your answers to the questions below.

The questions aren’t assessed, so you don’t have to hand in your answers. But, talking about what you think with someone, particularly a colleague who can speak Te Reo or understand Māori approaches, will help you engage with this work more deeply.

Approaches and concepts

  • What do you think about the approaches and concepts that we’ve discussed?
  • Are there any that you already understand and use?
  • Is there anything here that makes you uncomfortable?
  • What’s new to you that you can use or absorb into your own teaching and training?

Concepts: What are Kōrero, Titiro, Whakarongo?


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What are they?

Kōrero, titiro, and whakarongo refer to speaking, observing, and listening.

Can we dig a little deeper?

As a culture with a rich oral tradition, Māori approaches to teaching and learning place great value on speaking, observing, and listening. These different learning styles can relate to any number of different contexts.

How does this help describe a learner-centred teaching environment?

These terms help describe a learner-centred teaching environment because they describe a wide range of teaching contexts where the focus is on what the learners know and do, rather than what the tutor knows or does.

For example, in practice this might include:

  • Kōrero: Speeches, debates, lectures, discussions, talks.
  • Titiro: Visuals, displays, posters, videos, graphics, art, crafts.
  • Whakarongo: Lectures, speeches, waiata, songs, music.

These can include group learning, teaching and learning through demonstration, think aloud, and role play. And could include action-focussed learning that occurs in the context of real-life work and challenges.

  1. How do you cater for different learning styles?
  2. How is your own learning or teaching style perhaps different to your learners?

Concepts: What is Mana Reo?


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What is it?

Mana reo means developing communication skills.

Can we dig a little deeper?

Mana reo is literally the mana of language. This means the power or authority of language and communication.

For Māori, language (particularly the Māori language), prestige, land ownership, and culture are intimately connected.

How does this help describe a learner-centred teaching environment?

Mana reo helps describe a learner-centred teaching environment because it means developing the communication skills that learners need.

Mana reo also means means developing literacy and numeracy skills for all kinds of purposes. It includes being expressive and creative, and covers verbal and non-verbal forms of communication.

  1. What do you do to develop your learners’ understanding of how to ‘read’ and respond to the world around them?
  2. What opportunities do you create for others to speak or use Te Reo Māori in your classroom or teaching environment?

Concepts: What is Mana Tangata?


Concepts in adult LN (3)

Mana tangata means developing self-esteem through contributing.

Can we dig a little deeper?

Mana tangata literally means the mana, or authority, of people. Traditionally, mana tangata refers to the power and status gained through one’s leadership talents, strength of character, from basic human rights, or by birthright.

It can also refer to identity, individual cultures, and the power an individual gains through their abilities, efforts, and taking advantage of all opportunities.

In education, mana tangata refers to an individual’s contribution to the learning process. This should be a process where opportunities for learning are equitable and each learner’s contribution is valued. In this process of contributing, the learner develops their self esteem.

How does this help describe a learner-centred teaching environment?

Mana tangata helps describe a learner-centred teaching environment because the learner’s’ contribution and resulting self esteem is important.

When you work in foundation education, it can take a long time to see gains in traditional tests. But one of the areas where you can see much faster gains is in learner self esteem and self confidence due to positive learning experiences.

Learning and development occur through active participation in activities and through collaboration with others in a programme that builds on individual strengths and allows others to “make their mark” as well as develop satisfying relationships. This is learner-centred teaching.

This means:

  1. Interacting with others
  2. Learning to take another’s point of view
  3. Empathising with others
  4. Asking for help
  5. Helping others
  6. Discussing ideas

Making a contribution requires good relationships but it also requires opportunities.

  1. What do you do to foster contribution and collaboration?
  2. If you think about your learners and teaching experiences, what has caused the biggest increase in self esteem or self confidence in learners who have struggled?

Concepts: What is Mana Whenua?


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What is it?

Mana whenua refers is building relationships and developing of a sense of belonging.

Can we dig a little deeper?

In a literal sense, mana whenua refers to the mana or power that comes from the land. It also refers to importance, beliefs, and belonging.

Traditionally, Mana whenua refers to Māori territorial rights, power associated with possession and occupation of tribal land. Tribal history and legends are based in the lands they have occupied over generations and the land provides the sustenance for the people and to provide hospitality for guests.

How does this help describe a learner-centred teaching environment?

This helps describe a learner-centred teaching environment because in education, mana whenua has come to represent the concept of belonging.

Your education setting, this might be a classroom or it might not be, should be secure and safe, a place where each person is respected and accepted for who they are.

Learners should feel a sense of belonging that they literally and metaphorically have “a place to stand”. This means that relationships (whanaungatanga), connections (whakapapa), and respect for rules and the rights of others (tikanga) are important.

  1. What do you do to create a sense of belonging in your context?
  2. Is there a common set of rules and responsibilities that everyone abides by in your teaching environment?