Since many, many of the wondering EdChatters I look up to have been writing screes this month on a daily basis, I thought it timely I put finger to key and tap out a few words.
If you are unfamiliar with the Māori concept of ako it means both learning and teaching. We have developed this as part of our school curriculum and it sits alongside key competencies related to learning.
I have decided to explore ako more explicitly with my students this year for a number of reasons. Firstly, they need to realise that I don’t know everything and that, in fact, as a group we are all in it together on our journey of discovery (watch this space for pictures of microbes from the irrigation race – very soon).
Secondly, they are all teachers, whether they like it or not. When I surveyed them yesterday about ako – that they were teachers and learners – none really put up their hand. However, when I asked in the context of, “Have you ever taught anyone to do anything?” hands shot up all over the place. Every single kid in the class had taught someone to do something. Ride a bike, tie shoe laces, log on to Code.org (fairly recent); the list was extensive.
Thirdly, and possibly selfishly, I am thinking about my inquiry this year. I intend to do a bit of research this year into how children with different needs are catered for in the modern, flexible learning environment (yes… I too am aware of the jargony nature of that sentence). Essentially my concern is those students who have particular learning needs could easily get lost in the modern, noisy classroom as students go about their messy inquiry missions.
The idea developed over the course of last year as I watched how students worked with each other in those vertical learning groups of mixed abilities. Kids are very good at explaining and helping out other kids who don’t know how to do something. I saw this as an opportunity and wanted to look into it futher.
So today we talked about some concepts that our curriculum has related to ako: manaakitanga (caring for others), kotahitanga (togetherness) and rangatiratanga (leadership or self-determination). Here’s our brainstorm (sorry – it’s a bit reflecty):
You can see on the left I’ve written: “How can we use pictures to show this?”
You know, in your head, when you’re teaching is awesome – around about the time you’re planning it? I really did think we’d talk about these concepts and voila, I’d have pictures of mighty kauri thrusting forth from Papatūānuku with ako being the strong trunk….
Well… there were many blank faces. However, I did send them away and let them go for it. Some kids did really well, but on the whole I think it was mostly a struggle. Reflecting afterwards I put it down to a lack of effective scaffolding on my part and too many new words all at once.
But hey, on the bright side, those words are now in our class vernacular. They are fabulous concepts – key competencies in te reo. I will now build on these shaky foundations and perhaps, one day this year, a mighty kauri will triumph.
This wasn’t a failure. It was a beginning.
Akohoia tahi tatou – together we learn.