https://padlet.com/katherine_haines/haqhz5eciv49 In pairs, take a ‘walk’ through the unit of work you have brought along. What do you see- how can you tell that this unit of work is from a classroom in Aotearoa? How can Māori see themselves in the unit of work? Which knowledge systems are valued? How can all students come to a greater understanding of their own culture in this unit? How is the topic of work critical - of systems, realities, situations, society? Is this topic of work/ course participatory or transformative? Does it contain rich, open, critical questions that students can refine to meet their own needs? What is the measure of success in this unit? Are there clearly articulated wider definitions of success and achievement that include Māori knowledge and competencies? Share your answers with others in your group and add to this padlet. en-us 2019-05-13 00:15:23 UTC 2019-05-30 23:46:15 UTC hello@padlet.com https://padlet.com/katherine_haines/haqhz5eciv49/wish/359742888 How can we tell we are in Aotearoa
We are doing a topic on Astronomy (Taatai Arorangi ).
- Southern Hemisphere (star maps)
- Traditional uses of stars (navigation, story telling, Matariki (time)) - not just a Eurocentric model.


]]> 2019-05-14 03:53:07 UTC https://padlet.com/katherine_haines/haqhz5eciv49/wish/359742888 https://padlet.com/katherine_haines/haqhz5eciv49/wish/359743057 The only thing that would enable you tell that this unit of work is taught in Aotearoa is that it is a standard set by NZQA.

There is very little connection to te ao Maori.
At best there is some opportunity for students to work with one another.
Skills valued are practical technique and calculation based - a system that is valued by Western Science (and Industry).

There is currently little opportunity to connect to culture (something we don't actively consider) but there is opportunity to improve this.
 ]]> 2019-05-14 03:54:18 UTC https://padlet.com/katherine_haines/haqhz5eciv49/wish/359743057 https://padlet.com/katherine_haines/haqhz5eciv49/wish/359744022 Enables students to be critical of their own development of skills (accuracy). Development of key skills for a very specific future pathway which could contribute to society.
For many students this unit of work is participatory. For a select few it may become transformative.

It does not currently enable students to refine questions.

The measure of success is mastering a specific skill set involving both practical accuracy skills and calculations. 

No]]> 2019-05-14 04:00:56 UTC https://padlet.com/katherine_haines/haqhz5eciv49/wish/359744022 https://padlet.com/katherine_haines/haqhz5eciv49/wish/359744064 * We use NZ contexts e.g. endemic species, NZ case studies (Kaka, Kakapo, Kea complex etc)
* knowledge system currently valued = Science
*  How can students see themselves: currently not clear
* it isn't critical of society but the skills taught (such as using evidence and interpreting) allow critical thinking
*no rich open-ended questions currently
* success - just the grade


What we could try in future:
* make links between Science phylogenetic trees and te ao Maori concept of whakapapa
*  use te reo language and song changes as parallel for DNA evolution
* use examples of NZ studies and show/talk about the researcher, particularly female and Maori researchers (role modelling)
* we are getting in PI speaker for this topic or Genetic Manipulation internal
* ensuring they realise critical thinking skills will work for lots of parts of their life

]]> 2019-05-14 04:01:15 UTC https://padlet.com/katherine_haines/haqhz5eciv49/wish/359744064 https://padlet.com/katherine_haines/haqhz5eciv49/wish/364779796 Trying to use examples, such as cooking, which relate to students contextually (to relate to them as individuals) but this is not necessarily cultural.

Maori student would struggle to see themselves in this unit of work.

Observations and inferences are the skills being valued]]> 2019-05-30 23:43:23 UTC https://padlet.com/katherine_haines/haqhz5eciv49/wish/364779796