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.
Whanaungatanga refers to a sense of family connection. It’s a relationship through shared experiences and working together which provides people with a sense of belonging.
Whanaungatanga is about connecting to whanau – or family. This includes extended family and relationships at all levels.
A simple way to understand whanaungatanga is that it is about relationships and expectations. Sometimes it’s described as a process of getting to know each other. This is called whakawhanaungatanga.
Whanaungatanga describes the ‘glue’ that holds people together in any whānau-type relationship. In tough times, it’s the relationship-glue of whanaungatanga that causes the whanau to gather round, provide support, and put the needs of the group before the needs of individuals.
You can’t have a learner-centred teaching environment without good relationships. This applies to your relationships with your learners as well as their relationships with each other.
In a learner-centred teaching environment, people feeling connected and identify with the group. They stick together. Shared expectations mean that they celebrate diverse abilities and individual excellence.
As tutors, we should foster whanaungatanga in our teaching environments. This means communicating a belief in the capacity of all as learners and achievers.
We should look for opportunities to use learners’ life experiences as the foundation for future learning.
Getting to know your learners takes time and many interactions. The more you can interact with your learners, the more they will see that you are genuine in your desire to help them succeed.
Like we said at the start of this section, concepts are just ideas. What follows next are a range of ideas from both mainstream education and Te Ao Māori that we use to talk about teaching and learning.
Stand by for a brief introduction to the following:
Don’t freak out if any of these words look new to you. The ideas behind the words won’t be. And we’ll explain everything as we go.
Some of the content in these last few modules might be new to you, but hopefully, some of it is not. Often, people are familiar with the ideas, but the terminology might be new.
An example of this might be teaching approaches like tuakana-teina and ako. These are things that good tutors have always done. You might not have realised what it was called though and that it’s part of our approach to embedding literacy and numeracy.
Here’s what we’ve covered:
Let’s make some notes. You might want to skip back if you need to. But first, see what you can remember. Then use the modules to check what you’ve written.
Think about how these approaches apply to your teaching situation. This might be in a classroom. Or it might be in a more non-traditional learning environment like a workplace.
Let’s stop here for now. Here’s your task:
This task is not assessed, but it will help you with your assessment.
This is the second of seven collections covering the knowledge and skills you need to teach better by embedding literacy and numeracy into your training.
By the end of this second part, you will have covered:
This next big content area breaks down into two modules. Here’s what’s coming up:
We’ll take a look at some of the approaches that we use in adult literacy and numeracy education. Some of these are from adult teaching and others come from the world of Māori education.
As well as different approaches for teaching, you need to know a few key ideas and concepts that we use to talk about adult literacy and numeracy learning. Again, some come from more general teaching approaches and methods, and others come from Te ao Māori.
