Mana Tu, Mana Ora: Identifying Characteristics of Maori Giftedness
This is an excellent place to begin your journey. We suggest you read this short paper and using a highlighter, outline the main messages and points that resonate with the needs of your ākonga.
When this paper was presented Pita Mahaki (Tohu Matauranga Maori, Dip Tchg, Post Grad Diploma in Ed) was Head of Maori Studies and Dean of Māori Students at Waiheke High School.
Pita’s tribe is Tuhoe and his hapu is Ngati Rongo. His wife Claire Mahaki (Bachelor Matauranga Māori Te Wananga o Raukawa, Dip Tchg, Post Grad Diploma in Ed) was Head of Learning Programmes at Waiheke High School.
Both Pita and Claire have been in Māori education over the last 15 years, working in immersion and bilingual classes in mainstream schools. Their experience covers both primary and secondary school and over a long period of time they have developed the concepts in this paper which form the basis of their teaching philosophy and pedagogy.
They were both completing their Masters Degrees with a focus on Māori and gifted and developing a teaching model for Māori achievement.
Māori Profiles of the Gifted and Talented
Activity using Betts and Neidhart profiles chart which has been based on Mahaki and Mahaki (2007)
Put names to profiles based on ākonga that you can attribute to having these āhuatanga (values) to make them real
Learning objectives and PLD intentions:
Support for ākonga as Māori and Pasifika
Identification methods for ākonga.
Recognising giftedness in Māori students
A reflective tool from MoE's "Gifted and talented students meeting their needs in New Zealand Schools", which has been based on Mahaki and Mahaki (2007).
Under ‘implications for educators’ create bullet points of the practical steps you might take in your class/kura
Learning objectives and PLD intentions:
Improvements in well-being
Working with special populations among the gifted with particular reference to gender, culture, locality, socio-economic circumstances, and ākonga with learning, behavioural, and physical challenges.
Identification of Gifted Māori students: Bevan-Brown and Niederer (2012)
See chart here. Do a stock-take of the school / kura current environment:
What ways do you already identify gifted Māori?
Which would you like to implement?
What are your next steps?
Learning objectives and PLD intentions:
Tools and planning resources
Teaching methods and materials for ākonga.
The Educultural Wheel (2004)
The Educultural Wheel developed by Angus Macfarlane (2004) in 'Kia hiwa ra! ' has been developed as a framework expanded for The Hikairo Schema for Primary or Secondary: Culturally Responsive Teaching and Learning (2021: NZCER Press).
Print out this framework and consider how these āhuatanga values are able to be reflected in your practice
Look at The Hikairo Schema for either primary or secondary and decide a focus based on 'He Rauemi Aromatawai' which aligns with The Educultural Wheel
Identify a focus for your own practice, based on either Huataki, Ihi, Kotahitanga, Āwhinatia, Ira Manaaki, or Rangatiratanga from The Hikairo Schema
Identify where you are on the Poutama in The Hikairo Schema, and where you would like to be, to help you with aligning with 'Tātaiako - Cultural competencies for teachers of Māori learners' (2011:MoE) , and 'Our Code, Our Standards' (2017: ECNZ)
Learning objectives and PLD intentions:
Tools and planning resources
Teaching methods and materials for ākonga.
(Alternative version) Exploring the Components of a Māori Concept of Giftedness
In MoE's "Gifted and talented students meeting their needs in New Zealand Schools", Angus Macfarlane adapted on the the work of Jill Bevan-Brown (1996) and Mahaki and Mahaki (2007)
Understanding of concepts in relation to giftedness, as expanded meanings, and implications of the concept. Use this chart to complete the activity below.
Under ‘expansion on meaning’ put these in your own words
Under ‘implications for educators’ create bullet points of the practical steps you might take in your class/kura.
Learning objectives and PLD intentions:
Improvements in well-being
Working with special populations among the gifted with particular reference to gender, culture, locality, socio-economic circumstances, and ākonga with learning, behavioural, and physical challenges.
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Māpura Pātaka Rauemi: Māori Profiles
Mana Tu, Mana Ora: Identifying Characteristics of Maori Giftedness
This is an excellent place to begin your journey. We suggest you read this short paper and using a highlighter, outline the main messages and points that resonate with the needs of your ākonga.
When this paper was presented Pita Mahaki (Tohu Matauranga Maori, Dip Tchg, Post Grad Diploma in Ed) was Head of Maori Studies and Dean of Māori Students at Waiheke High School.
Pita’s tribe is Tuhoe and his hapu is Ngati Rongo. His wife Claire Mahaki (Bachelor Matauranga Māori Te Wananga o Raukawa, Dip Tchg, Post Grad Diploma in Ed) was Head of Learning Programmes at Waiheke High School.
Both Pita and Claire have been in Māori education over the last 15 years, working in immersion and bilingual classes in mainstream schools. Their experience covers both primary and secondary school and over a long period of time they have developed the concepts in this paper which form the basis of their teaching philosophy and pedagogy.
They were both completing their Masters Degrees with a focus on Māori and gifted and developing a teaching model for Māori achievement.
Māori Profiles of the Gifted and Talented
Activity using Betts and Neidhart profiles chart which has been based on Mahaki and Mahaki (2007)
Put names to profiles based on ākonga that you can attribute to having these āhuatanga (values) to make them real
Learning objectives and PLD intentions:
Support for ākonga as Māori and Pasifika
Identification methods for ākonga.
Recognising giftedness in Māori students
A reflective tool from MoE's "Gifted and talented students meeting their needs in New Zealand Schools", which has been based on Mahaki and Mahaki (2007).
Under ‘implications for educators’ create bullet points of the practical steps you might take in your class/kura
Learning objectives and PLD intentions:
Improvements in well-being
Working with special populations among the gifted with particular reference to gender, culture, locality, socio-economic circumstances, and ākonga with learning, behavioural, and physical challenges.
Identification of Gifted Māori students: Bevan-Brown and Niederer (2012)
See chart here. Do a stock-take of the school / kura current environment:
What ways do you already identify gifted Māori?
Which would you like to implement?
What are your next steps?
Learning objectives and PLD intentions:
Tools and planning resources
Teaching methods and materials for ākonga.
The Educultural Wheel (2004)
The Educultural Wheel developed by Angus Macfarlane (2004) in 'Kia hiwa ra! ' has been developed as a framework expanded for The Hikairo Schema for Primary or Secondary: Culturally Responsive Teaching and Learning (2021: NZCER Press).
Print out this framework and consider how these āhuatanga values are able to be reflected in your practice
Look at The Hikairo Schema for either primary or secondary and decide a focus based on 'He Rauemi Aromatawai' which aligns with The Educultural Wheel
Identify a focus for your own practice, based on either Huataki, Ihi, Kotahitanga, Āwhinatia, Ira Manaaki, or Rangatiratanga from The Hikairo Schema
Identify where you are on the Poutama in The Hikairo Schema, and where you would like to be, to help you with aligning with 'Tātaiako - Cultural competencies for teachers of Māori learners' (2011:MoE) , and 'Our Code, Our Standards' (2017: ECNZ)
Learning objectives and PLD intentions:
Tools and planning resources
Teaching methods and materials for ākonga.
(Alternative version) Exploring the Components of a Māori Concept of Giftedness
In MoE's "Gifted and talented students meeting their needs in New Zealand Schools", Angus Macfarlane adapted on the the work of Jill Bevan-Brown (1996) and Mahaki and Mahaki (2007)
Understanding of concepts in relation to giftedness, as expanded meanings, and implications of the concept. Use this chart to complete the activity below.
Under ‘expansion on meaning’ put these in your own words
Under ‘implications for educators’ create bullet points of the practical steps you might take in your class/kura.
Learning objectives and PLD intentions:
Improvements in well-being
Working with special populations among the gifted with particular reference to gender, culture, locality, socio-economic circumstances, and ākonga with learning, behavioural, and physical challenges.
