The Focus of our Literature Review was to investigate the effects digital collaborative learning had on our priority learners. This is a question that has resonated for me with regards to our priority learners, specifically our Maori Learners.
- How are the learning styles of Maori students in particular being met?
Have found these resources particularly helpful when answering this question.
KaHikitia: Accelerating Success 2013–2017
is a strategy to guide action to make a
significant difference for Māori students in
education. Ka Hikitia means to step up, to lift or to lengthen one's stride. It means stepping up how education system performs to ensure Maori student are enjoying and achieving education success as Maori.
Tataiako: Cultural Competencies for
Teachers of Māori Learners: The purpose of this resource is to provide teachers with information, prompts and questions
to stimulate thinking and discussion about their current practice and how responsive that
practice is to the specific learning and cultural needs of Māori learners. It is designed to
assist teachers to focus on what they are doing to support Māori learners in achieving their
educational potential and to enjoy education achievement as Māori.
Upon researching the benefits of Kapahaka, have come across some of the preferred/ strong learning approaches/ methods for our Maori students. Exploring kapa haka
as a culturally-responsive learning environment is therefore important in determining the
connection between culture and learning and to consider its educational benefit in relation to
improving how Māori students participate in their education.
Kapa Haka has provided many Māori students with opportunities to learn, engage and experience
their language and cultural meanings more quickly. It has also improved their confidence and
motivation to want to be more involved in a wider range of learning activities, including reading
and writing (Rubie, 1999). Rubie’s thesis investigation (1999), found that not only was there
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MAI Review, 2008, 3, Article 8
a marked improvement in the overall perception of their school life, Māori students were also
achieving better results in a number of age-appropriate standardized tests. Her study concluded
that Māori student participation in kapa haka can improve levels of student achievement in other
areas of the curriculum.
From MAI Review, 2008, 3, Article 8, student voice was obtained and they found that kapa haka
- reaffirms who they are (essence and identity) as Māori and therefore provides a collective
purpose to want to learn;
- develops a sense of learning success by performing what they know through the art of
movement;
- enhances and enriches the learning experience
- singing, dancing and performing actions
simultaneously were considered a very dynamic, powerful and creative way of learning;
- constructs learning responsibilities that are shared (i.e., experience of whole-group or
team learning) reducing individual learning anxiety, stress and isolation;
- elicits positive emotions including joy, fun and an overall sense of happiness about
attending school and in some ways increases their desire to succeed at school;
- improves individual confidence, self-esteem/self-worth and commitment to participate in
the learning environment.
