Identifying Characteristics of Pasifika Giftedness
Leasiosiofa'asisina Max Galu (2010) symposium presentation
Read through the presentation and discuss the aspects of differentiation in relation to your own students:
“To maximise the potential of gifted and talented Pasifika children in our schools.”
Look at correlation with Tapasā concepts (download Tapasā) and other rauemi.
Learning objectives and PLD intentions:
Understanding Pasifika gifted learners
Concepts of giftedness, for ākonga.
Perceptions of Māori and Polynesian Students Educated in Segregated Classes
Identification and selection research on interviews conducted by Max Galu : Kawerau Intermediate (2006). The 13 participants ranged in age from 13-16 years and class levels from years 9-12.
Read background research on students to compare the experiences and perceptions of Maori and Polynesian children educated in segregated classes for the gifted, the intention, to see how appropriate these provisions are in meeting their educational needs.
Learning objectives and PLD intentions:
Improvements in well-being, and support for ākonga as Māori and Pasifika
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.
Profiles of the Pasifika Gifted and Talented
Excerpt from: Jessie Fuamatu (2008). E ala mai mauga le manuia. Unpublished MEd thesis, University of Auckland.
Look at the profiles for Samoan and Tongan students and find common characteristics, and points of difference.
How can you differentiate these two countries, while also finding simular approaches for enagement in the classroom?
Learning objectives and PLD intentions:
Support for ākonga as Pasifika.
Identification methods for ākonga.
Gifted and Talented Tongan Students in New Zealand
A presentation by Lesieli MacIntyre and Ingrid Frengley-Vaipuna
Look at the profiles for Tongan students and Samoan students above, and find common characteristics, and points of difference.
How can you differentiate these two countries, while also finding simular approaches for enagement in the classroom
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Māpura Pātaka Rauemi: Pasifika Profiles
Identifying Characteristics of Pasifika Giftedness
Leasiosiofa'asisina Max Galu (2010) symposium presentation
Read through the presentation and discuss the aspects of differentiation in relation to your own students:
“To maximise the potential of gifted and talented Pasifika children in our schools.”
Look at correlation with Tapasā concepts (download Tapasā) and other rauemi.
Learning objectives and PLD intentions:
Understanding Pasifika gifted learners
Concepts of giftedness, for ākonga.
Perceptions of Māori and Polynesian Students Educated in Segregated Classes
Identification and selection research on interviews conducted by Max Galu : Kawerau Intermediate (2006). The 13 participants ranged in age from 13-16 years and class levels from years 9-12.
Read background research on students to compare the experiences and perceptions of Maori and Polynesian children educated in segregated classes for the gifted, the intention, to see how appropriate these provisions are in meeting their educational needs.
Learning objectives and PLD intentions:
Improvements in well-being, and support for ākonga as Māori and Pasifika
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.
Profiles of the Pasifika Gifted and Talented
Excerpt from: Jessie Fuamatu (2008). E ala mai mauga le manuia. Unpublished MEd thesis, University of Auckland.
Look at the profiles for Samoan and Tongan students and find common characteristics, and points of difference.
How can you differentiate these two countries, while also finding simular approaches for enagement in the classroom?
Learning objectives and PLD intentions:
Support for ākonga as Pasifika.
Identification methods for ākonga.
Gifted and Talented Tongan Students in New Zealand
A presentation by Lesieli MacIntyre and Ingrid Frengley-Vaipuna
Look at the profiles for Tongan students and Samoan students above, and find common characteristics, and points of difference.
How can you differentiate these two countries, while also finding simular approaches for enagement in the classroom
