Case 5 diagram
How this case reflects the ISTE inquiry and knowledge-building cycle
The following steps form a continuous cycle. Students’ learning needs are what drive the cycle.
Students’ learning needs:
Māori students needed to enhance their pāngarau skills and knowledge.
Learning needs of teachers/ school leaders:
Teachers attending a workshop led by Wini were seeking greater expertise in Māori-medium pāngarau pedagogy.
ISTE learning needs, inquiry question, beliefs and assumptions:
Leena was unsure how to express her concern about Wini’s response to a question from a teacher. She wanted to ensure that her interactions with teachers and colleagues were true to her beliefs both as a Māori who is deeply respectful of kaupapa Māori and a professional for whom students’ needs are paramount.
Learning experiences:
Leena reflected personally during and after discussions by pakeke and rangitahi.
ISTE practice changes:
It has become clear to Leena that she can and should offer challenging feedback to pakeke, including Wini, provided she does so in a way that is open, honest, and respectful.
Impact for teachers/ school leaders:
The participants’ comments show that teachers recognise they face similar dilemmas.
Impact for students:
The case does not record impact for students.
