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Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:33
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:26
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:02
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.


This part highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
Duration: 5:43
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning.
Duration: 4:14
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
Duration: 11:26
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences and aspirations.
Duration: 9:44
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16

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Duration: 02:31

Pasifika students benefit from working in collaborative ways with their peers in the classroom.

Key content

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Key content

Collaborative learning processes help Pasifika students to learn and achieve. The teacher deliberately shapes a peer culture that maintains a clear focus on learning. When they work collaboratively, Pasifika students have a secure and supportive base that enables them to take risks and be critical and engaged. They share their knowledge with greater confidence, appreciate the views of others, develop their inquiry learning skills and feel supported in their learning. They do not always have to rely on the teacher for guidance.

“A skilled teacher optimises task sequences, not only to directly facilitate the different stages of learning cycles for individual students, but also to build up a peer learning culture that can intensify the challenges and supports for learning."
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, page 91

Acknowledgment:

Thanks to the principals, staff and students of Aorere College, McAuley High School, Mangere Bridge School, Sylvia Park School, Mary MacKillop School and Wymondley Road Primary School for their contribution.

Things to think about

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Things to think about

  • What seating arrangements do you have in your classroom? How do these support the learning of your Pasifika students? Are there other seating arrangements you could use? For what purpose?
  • Would you describe the culture of your classroom as a ‘peer learning culture’? If not, would you consider making changes to develop such a culture to assist your Pasifika students? How would you go about this?
  • What forms of support do you offer your Pasifika students when you set tasks for their learning? Are these helpful? Could they be improved? If so, in what ways?
  • “Peer cultures and sub-cultures can provide social and material resources supporting and enabling individual students in their interaction with curriculum content, or they can function to hamper, exclude, isolate and humiliate individual students.”

    Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, page 34

In the light of this quotation, how would you describe the peer culture in your school and in your class in relation to your Pasifika students? Do you believe it needs to become more positive? If so, what steps would you take to make this happen?

Transcript

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Transcript

Anu Patel
What I've found is if you can start with a cooperative atmosphere in the classroom where the students have a structure, that they know what they are there for, they know why you’re there as well, they relate to you better and they seem to work better as a result of that. And I think along with that goes the fact that they've got to learn to have a cooperative nature with each other because I've found that when students don't gel with each other it tends to obviously disrupt the classroom.

Kuini - student
I prefer group work, it’s because everyone has their own point of view so everyone has different views in different things. So like gathering the views of everyone else into group work it gives you more knowledge, it makes you wiser.

Anne Dyer
The students understand very well, it’s just that a lot of time they don't have the vocabulary to express their ideas clearly. But when you get them into small groups it's amazing what they speak about and what they share with others. And with the cooperative learning you can just walk around and stand and listen to the students, and you think, oh my goodness, they really do understand these things, but it’s just that when you're standing up in front and doing all the talking and just getting a few students to put their hands up you won’t get that same kind of sharing in the classroom and you won't learn that same knowledge from the students. And it’s about getting everyone engaged. You can't opt out of cooperative learning, you have to participate. That’s the great thing about it. And the cooperative learning is also about respecting others, and listening to other people. It allows you also to get students of different cultures to sit together and mix them up.

David - student
Sometimes students learn off other students, because some students find it hard understanding the teacher, because they are like, they teach too hard or something, and some students they understand and can help their students that are not understanding.

Lucy Wymer
We've found that cooperative learning has been really successful in our school over recent years. So instead of the students always relying on the teacher for support they’re looking now to other students to help them. And of course if you’ve got a class of thirty, the teacher can’t always, relate to all thirty students in a lesson.

Faiga - student
I like to do it together as a class. I don’t really like doing it by myself, cause I like working with my friends.


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