Wk 27-How does indigenous knowledge and cultural responsiveness are informing the way I am taking action?

At KKPS we are in the second year of some significant PLD with Cognition Education into Relationships Based Learning.  Russell Bishop's work in Te Kotahitanga and Culture Counts have provided us with a classroom observation rubric and reflective questions to help us think about our classroom practice and what next?

The 3 main parts taken from Russell Bishop's work have had a really important part to play in all the decisions I have made in this inquiry.  I believe that using a Flipped Classroom is a highly responsive culturally responsive pedagogy because it really does focus on the individual differences of each child whilst at the same providing an equitable education.

Creating an extended family context for learning

• Rejecting deficit explanations for learners learning- Flipping the learning allows for ALL children to have access, any place anytime to a quality education.
• Caring for and nurturing the learner and the learning, including their language and culture.- By flipping the learning and by providing meaningful clips, learners can watch, pause and re-watch clips, enabling them to take greater time to understand vocabulary.
• Voicing and demonstrating High Expectations- Learning is matched to their specific needs allowing for stretch and support.
• Ensuring that all learners can learn in a well managed environment-Children are engaged and able to access learning without the teacher.
• Knowing what learners need to learn-I curate or prepare videos for specific learning intentions and outcomes.  

Interact with this family like context in ways we know promotes learning
Most interactions in this area are provided by the workshops that follow the flipped learning. Ākonga are able to discuss their learning, what they know, and what next.  Feedback and feed-forward can be given by the teacher or student to student.

• Drawing on Learner's Prior Learning
• Using Formative assessment; Feedback
• Using Formative assessment; Feedforward
• Using co-construction processes
• Using Power Sharing Strategies

Monitor Learner's Progress and the impact of the processes of learning by seeing how well learners are able to:

• set goals for their learning- By using video clips the learning is very specific
• articulate how they prefer to learn-By collecting student voice throughout the inquiry process but also at the end of the inquiry cycle I can ascertain whether "flipped learning' is a good choice for the learners in my class.  I expect to find that there are mixed opinions within my class group
• Explain how they prefer to organise-Student voice is key and will be collected regularly.
• Participate in Leadership roles and functions- There will be opportunities to access the flipped material in class time.  I envisage that there will be some need to share ideas away from the teacher.  I can also see a huge benefit to the ākonga being the curators or creators of content too.  Once they become an 'EXPERT' there is no reason why they can't use POWER SHARING to teach others.
• Include others in the learning context and interactions- by flipping the learning students, families and teachers all play a role in the learning.
• Provide evidence of how well they are going and what progress they are making-Every group workshop following flipped will provide an opportunity to self reflect and assess their learning and understanding.
• Take ownership of their learning-They MUST take ownership of their learning for this pedagogy to succeed.

Taken from Culture Counts and Relationships Based Cultural Responsive Pedagogy- Cognition Education
Other references
TKI Inclusive Classrooms
TKI Māori achieving success as Māori