Embedded Files
I have been learning Te Reo since 2021, however, I am still not conversational. I have completed level 1, 2, 3 and 4 through Te Wānanga o Aotearoa and level 4 and 5 through Te Wānanga o Raukawa. I am currently studying with Te Kura, NCEA level 1 & 2. This learning started face-to-face, then there were online classes, then working on my own.
I have been learning Te Reo since 2021, however, I am still not conversational. I have completed level 1, 2, 3 and 4 through Te Wānanga o Aotearoa and level 4 and 5 through Te Wānanga o Raukawa. I am currently studying with Te Kura, NCEA level 1 & 2. This learning started face-to-face, then there were online classes, then working on my own.
In my experience, when I meet with students through relief teaching my motivation increases, and my learning advances. Learning a language is all about being able to enjoy a face-to-face conversation. Otherwise it is like learning musical theory and never getting to play an instrument.
In my experience, when I meet with students through relief teaching my motivation increases, and my learning advances. Learning a language is all about being able to enjoy a face-to-face conversation. Otherwise it is like learning musical theory and never getting to play an instrument.
Hence, this Google Site is designed to support me in the classroom to build the conversational skill for myself and my students. There are many resources that give a list of grammer and vocab. This site is designed to support classroom development of conversation in a structured manner. I plan to choose images and topics that have relevance to the students in my classroom. The goal is fluency and fun, flexibility and interaction. So I am trying to keep it simple, low entry, high exit. Less is more.
Hence, this Google Site is designed to support me in the classroom to build the conversational skill for myself and my students. There are many resources that give a list of grammer and vocab. This site is designed to support classroom development of conversation in a structured manner. I plan to choose images and topics that have relevance to the students in my classroom. The goal is fluency and fun, flexibility and interaction. So I am trying to keep it simple, low entry, high exit. Less is more.
E hiahia ana au kia tū hei kaiako whakakapi mō te reo Māori, ā, kua tutuki taku moemoeā. Ā te wāhanga e tū mai nei, ka whakaako au i te reo Māori ki ngā ākonga o te tau 9 me te tau 10. Kei te whakawhanake au i tēnei pae tukutuku hei tautoko i taku mahi whakaako.
E hiahia ana au kia tū hei kaiako whakakapi mō te reo Māori, ā, kua tutuki taku moemoeā. Ā te wāhanga e tū mai nei, ka whakaako au i te reo Māori ki ngā ākonga o te tau 9 me te tau 10. Kei te whakawhanake au i tēnei pae tukutuku hei tautoko i taku mahi whakaako.
This review explores effective second-language instruction. Task-based, communicative, and form-focused approaches each offer benefits. Key factors include structured input, explicit feedback, and task design. Group work supports fluency and confidence. A balanced approach—integrating grammar focus with meaningful communication—is recommended to meet diverse learner needs and enhance language acquisition outcomes.
Gosh, the suggested readings are dated from 1978 to 2005. How can this be? The most recent reading that might guide me is from 2005? Gosh.
So I found a 2021 reading that looks promising.
He reo ka tipu i ngā kura
Growing te reo Māori in schools
Taking a strategic approach to learning and teaching te reo Māori
Nicola Bright, Esther Smaill, Sinead Overbye, and Kiri Edge September 2021
I discovered Pakeha "Paralysis" which is a new term for me. "... only Māori can study Māori, end of story ..."
RNZ Video New ways to move beyond Pakeha Paralysis. How can non-Māori push through that paralysis to have a true cultural exchange?
In order to create this Google Site I have used multiple books, websites, Chatgpt and Copilot. I use the free version of Chatgpt, with a limited number of prompts per day. For images the wait is 720 hours between requests. This means I developed my prompting ability, to maximise my free use of Chatgpt. I have access to Copilot and initially used it for images, but ended up creating this prompt, and found it very helpful. AI is advancing at a very rapid pace! As my knowledge of Te Reo and AI Prompts improves I pick up errors and fix them.
In order to create this Google Site I have used multiple books, websites, Chatgpt and Copilot. I use the free version of Chatgpt, with a limited number of prompts per day. For images the wait is 720 hours between requests. This means I developed my prompting ability, to maximise my free use of Chatgpt. I have access to Copilot and initially used it for images, but ended up creating this prompt, and found it very helpful. AI is advancing at a very rapid pace! As my knowledge of Te Reo and AI Prompts improves I pick up errors and fix them.
Readings which I found helpful:
Readings which I found helpful:
In summary, the deliberate acts of language learning (DALLs) are:
• Noticing – Being aware of new language/vocabulary
• Collecting – Becoming a collector of language
• Recording – Writing down new language/vocabulary as a step in the process of entering it into long-term memory
• Reviewing – Regularly and frequently returning to the new language until it becomes fixed in long-term memory
• Repeating – Using the target word/phrase again over a period of time... same day, next day, next week, next month
• Recycling – Using the target word/phrase in a different context
• Rehearsing – Practising the target language to oneself with the intention of using it later
• Adding cognitive depth – Thinking about how to use the new word/chunk, what it means, what it links to, what part of speech, how it works. This is a way of incorporating and consolidating the new language in the existing vocabulary and lexical schema.
Set 2019_3_036_1.pdfhttps://www.tematawai.maori.nz/ "Education and literacy in the language is essential for language vitality. Where intergenerational transmission is not well established and language exposure is limited, education and literacy provide an opportunity to systematically acquire and support high and low language proficiency." Source.
https://www.tematawai.maori.nz/ "Education and literacy in the language is essential for language vitality. Where intergenerational transmission is not well established and language exposure is limited, education and literacy provide an opportunity to systematically acquire and support high and low language proficiency." Source.
Random comments about developing this site:
Random comments about developing this site:
July 2025: Whilst developing this site: After creating a number of possible lesson topics, I decided to reorder them in ascending order of difficulty. Kaupapa Ako has the drop down menu, but also pages have direct access from the Kaupapa Ako to help with navigation. I decided to use as little English as possible, to ensure the Te Reo Māori is read.
July 2025: Whilst developing this site: After creating a number of possible lesson topics, I decided to reorder them in ascending order of difficulty. Kaupapa Ako has the drop down menu, but also pages have direct access from the Kaupapa Ako to help with navigation. I decided to use as little English as possible, to ensure the Te Reo Māori is read.
July 2025: I developed a CoPilot Agent Prompt to support learning: mine and my students. The site is growing quickly as I am supported but AI. It has taken many hours and has been an awesome learning experience in Te Reo, AI, and CoPilot.
July 2025: I developed a CoPilot Agent Prompt to support learning: mine and my students. The site is growing quickly as I am supported but AI. It has taken many hours and has been an awesome learning experience in Te Reo, AI, and CoPilot.
CoPilot Edited Output: I wrote my thesis in 2015 on inducing flow in the mathematics classroom, and I feel it has strongly influenced my pedagogical choices whilst creating this site. Flow in the te reo Māori classroom happens when learners are emotionally ready, socially supported, and cognitively challenged just beyond their current level. By using group conversation tasks that are purposeful, scaffolded, and culturally grounded, kaiako can create conditions where ākonga feel safe, focused, and motivated — leading to deeper engagement and fluent speech. This aligns with both Flow Theory and kaupapa Māori pedagogy, making it a valid and powerful approach to language learning.
CoPilot Edited Output: I wrote my thesis in 2015 on inducing flow in the mathematics classroom, and I feel it has strongly influenced my pedagogical choices whilst creating this site. Flow in the te reo Māori classroom happens when learners are emotionally ready, socially supported, and cognitively challenged just beyond their current level. By using group conversation tasks that are purposeful, scaffolded, and culturally grounded, kaiako can create conditions where ākonga feel safe, focused, and motivated — leading to deeper engagement and fluent speech. This aligns with both Flow Theory and kaupapa Māori pedagogy, making it a valid and powerful approach to language learning.
Motivations for Students to Learn Te Reo Māori
Motivations for Students to Learn Te Reo Māori
Intrinsic Motivations
Intrinsic Motivations
These come from within the learner — personal, emotional, or identity-based reasons.
These come from within the learner — personal, emotional, or identity-based reasons.
Cultural identity: Connecting with whakapapa, iwi, and Māori heritage.
Cultural identity: Connecting with whakapapa, iwi, and Māori heritage.
Belonging: Feeling part of a wider whānau, kura, or hapori.
Belonging: Feeling part of a wider whānau, kura, or hapori.
Pride and mana: Building confidence and self-worth through language.
Pride and mana: Building confidence and self-worth through language.
Enjoyment: Loving the sound, rhythm, and creativity of te reo.
Enjoyment: Loving the sound, rhythm, and creativity of te reo.
Challenge: Personal growth through mastering a new skill.
Challenge: Personal growth through mastering a new skill.
Extrinsic Motivations
Extrinsic Motivations
These are external drivers — rewards, recognition, or practical benefits.
These are external drivers — rewards, recognition, or practical benefits.
School achievement: NCEA credits, assessments, or awards.
School achievement: NCEA credits, assessments, or awards.
Career pathways: Jobs in education, government, health, or iwi organisations.
Career pathways: Jobs in education, government, health, or iwi organisations.
Social recognition: Respect from peers, whānau, or community.
Social recognition: Respect from peers, whānau, or community.
Expectations: Encouragement from teachers, parents, or kura kaupapa.
Expectations: Encouragement from teachers, parents, or kura kaupapa.
Zone of Proximal Flow (ZPF) model supports:
Zone of Proximal Flow (ZPF) model supports:
Student Control
Student Control
Learners choose topics (e.g. pepeha, hobbies, pūrākau).
Learners choose topics (e.g. pepeha, hobbies, pūrākau).
They lead parts of the kōrero or group task.
They lead parts of the kōrero or group task.
They reflect on their own progress and fluency.
They reflect on their own progress and fluency.
Student Choice
Student Choice
Tasks are open-ended with multiple entry points.
Tasks are open-ended with multiple entry points.
Learners can express themselves creatively (e.g. roleplay, storytelling).
Learners can express themselves creatively (e.g. roleplay, storytelling).
They can work in pairs, small groups, or tuakana–teina roles.
They can work in pairs, small groups, or tuakana–teina roles.
Self-Monitoring
Self-Monitoring
Flow encourages internal feedback — noticing when speech feels fluent or stuck.
Flow encourages internal feedback — noticing when speech feels fluent or stuck.
Learners can use sentence starters, vocab lists, or peer support to monitor and improve.
Learners can use sentence starters, vocab lists, or peer support to monitor and improve.
Reflection tools (e.g. kōrero journals, fluency rubrics) help track growth.
Reflection tools (e.g. kōrero journals, fluency rubrics) help track growth.
The aim is to create Communities of Practice.
The aim is to create Communities of Practice.
A Community of Practice is a social learning environment where individuals engage in shared activities, exchange ideas, and build knowledge collaboratively. Learning occurs through active participation, mutual engagement, and legitimate peripheral participation—a process where newcomers gradually become central members of the community.
A Community of Practice is a social learning environment where individuals engage in shared activities, exchange ideas, and build knowledge collaboratively. Learning occurs through active participation, mutual engagement, and legitimate peripheral participation—a process where newcomers gradually become central members of the community.
Since my level of Te Reo Māori may be similar to that of my students, we are well-positioned to build our knowledge together. Similarly, I anticipate that students across different year levels may also have overlapping proficiency. Therefore, all classes will have access to the same resources—enabling each student to engage with the material at the level and pace that suits them best. Tuakana-Teina relationships will be nurtured within the community.
Since my level of Te Reo Māori may be similar to that of my students, we are well-positioned to build our knowledge together. Similarly, I anticipate that students across different year levels may also have overlapping proficiency. Therefore, all classes will have access to the same resources—enabling each student to engage with the material at the level and pace that suits them best. Tuakana-Teina relationships will be nurtured within the community.
"Artificial Intelligence for Teaching and Learning in Schools: The Need for Pedagogical Intelligence"
"Artificial Intelligence for Teaching and Learning in Schools: The Need for Pedagogical Intelligence"
Conclusion
Conclusion
To truly revolutionize education, AI must:
To truly revolutionize education, AI must:
Be designed with pedagogical principles
Be designed with pedagogical principles
Support learner-centered and inclusive practices
Support learner-centered and inclusive practices
Emulate pedagogical intelligence, not just automate tasks
Emulate pedagogical intelligence, not just automate tasks
My pedagogy is about inducing flow within a community of practice.
My pedagogy is about inducing flow within a community of practice.
While AI can deliver content and personalize learning paths, it lacks: emotional sensitivity, cultural awareness and the ability to respond to nuanced human needs.
While AI can deliver content and personalize learning paths, it lacks: emotional sensitivity, cultural awareness and the ability to respond to nuanced human needs.
Strong relationships contribute to academic achievement, mental health, prosocial behavior, and smoother transitions into adulthood. Allen et al., 2021 – SpringerLink.
Strong relationships contribute to academic achievement, mental health, prosocial behavior, and smoother transitions into adulthood. Allen et al., 2021 – SpringerLink.
AI is a powerful tool, but it cannot replace human connection, which is vital for learning, and for living a fulfilling life.
AI is a powerful tool, but it cannot replace human connection, which is vital for learning, and for living a fulfilling life.
New Term: Pedagogical Paralysis!
New Term: Pedagogical Paralysis!
Page updated
Google Sites
Report abuse