Reflective Teacher Statement: Teaching Te Reo Māori with AI Support

At the end of Term 2, I was asked to temporarily fill a gap in te reo Māori teaching for Term 3, committing to three days a week. Although I am not a specialist in the language, I accepted the challenge with the intention of supporting students as best I could. My limited availability meant I needed to find innovative ways to extend learning beyond the classroom.

A pivotal moment came during our Teacher Only Day just before the end of Term 2, which included professional development on AI in education. This session sparked a deep interest in how AI could enhance teaching and learning, especially in areas where I lacked expertise. Motivated by this, I spent the Term 2 holidays building a Google Site —Kōrero Māori—to serve as a digital hub for students. The site includes curated resources, interactive tools, and AI-generated content to support learners in my absence.

As part of this preparation, I also undertook a deep dive into the theory behind teaching te reo Māori, exploring pedagogical models that could guide my approach. I discovered the DALLS framework (Ara Whakaako), which provided a structured lens for designing learning experiences. I used this framework to shape the AI prompts and interactions, ensuring that Copilot behaved in a way that was pedagogically sound and aligned with best practice in Māori language education.

As we are now only in Week 1 of Term 3, much of this work remains theoretical, but the student response has been enthusiastic. They’ve shown curiosity and engagement with the site, which suggests that the blended approach may be effective in supporting their learning journey.

This experience aligns with Donald Schön’s concept of the reflective practitioner, where educators continuously reflect on their practice to adapt and improve (Schön, 1991). I found myself engaging in both System 1 (fast thinking)—making intuitive decisions to meet immediate needs—and System 2 (slow thinking)—deliberately planning and learning new tools to support long-term student outcomes (Kahneman, 2011). These dual modes of thinking helped me navigate the challenges of teaching te reo Māori with limited time and expertise.

The Google Site became a bridge between my limited classroom presence and the students’ ongoing learning journey. It allowed me to scaffold their understanding of te reo Māori while modeling a growth mindset—showing that even teachers can learn alongside their students. This approach also fostered student agency, encouraging them to explore and engage with the language independently.

Ultimately, this term reminded me that effective teaching is not about perfection, but about intentionality, adaptability, and reflection. By leveraging AI and digital tools, I was able to create meaningful learning experiences despite constraints, and I now feel more equipped to integrate technology into my practice moving forward.

References (APA 7th Edition)

Kahneman, D. (2011). *Thinking, fast and slow*. Farrar, Straus and Giroux.  

Schön, D. A. (1991). *The reflective practitioner*. Ashgate Publishing.