How could you engage the use of learning theories and styles in your main
subject area?
Socio cultural theory in the classroom is creating a learning relationship with teacher, student and the work being taught. Where there is more involvement, interaction with the students cultural story. This can be done by creating different environments in the classroom, such as a learner centred environment that creates space for them to connect to their cultural story (Lee, 2015). There are various methods in which you can implement socio-cultural theory into your main subject area.
Students can create a link between them and the local area they live in, which creates a space for them to connect to, adding their own story and knowledge. My department decided to do this as there are students who do not have their own pepeha, some students do not have families, some students parents do not know a pepeha, others are from overseas, these students do not have a cultural identity linked to the environment they are living in. The department wanted these students to be able to create their own identity within the community. Here there is a relationship created between students and the environment, for example, students learn information about Maunga, Awa and what they mean for the community.
An educator will make sure involvement and interaction is happening from those students who are culturally competent, in this case those with a strong knowledge of their own Pepeha and Te Reo Maori. An educator can do this through implementing Ako, Tuakana, Teina. Here both teacher and students can find a relationship where they learn off these more skilled Maori students (Ministry of Education). Whanaungatanga is the relationship created through shared experiences where students work together to make a sense of belonging (Whakawhanaungatanga in the classroom). Those students who are culturally immerse can create a relationship with new students through sharing their knowledge of Pepeha, once both students are aware of the information they both can share a sense of belonging to that area through Pepeha.
Implementing socio-cultural theory is utilising participation in a certain community (Learning Theories), this was done in this year 9 class, as we formed a group in a circle practicing the Pepeha one by one, actions were implemented, here all student performed together, students felt welcome in this group, slowly students gained confidence because of everyone being involved in the same activity. An educator’s role when implementing socio cultural theory, is to form an environment where conversation and participation can occur (Learning Theories). When students in the future explain their knowledge of the area to somebody else, conversation can occur and participation in knowledge sharing of the different areas.
Sociocultural theory can effectively be engaged using a range of differentiated learning styles. For example the presentation of Pepeha creates an auditory environment for these learners to participate, these learners will excel at reciting this information listening to them selves and others (Nakano, 2016). This can easily be done as students learn Pepeha off by heart by taking turns presenting and learning off others. Here the Maori concept of Ako, Tuakana and Teina can be utilised, as these auditory learners could be the Teina who listen to the correct pronunciation of the Tuakana, or they are the Tuakana who can deliver a Pepeha competently
References
Chelsi Nakano, 2016, The Four Different Types of Learners, And What They Mean to Your Presentations retrieved from https://blog.prezi.com/the-four-differenttypes-of-learners-and-what-they-mean-to-your-presentations-infographic/
Michele S. Lee, 2015 SPACE: Student Perspectives About Civic Engagement Volume 1 | Issue 1 Article 6 Implementing the Sociocultural Theory While Teaching ESL
Teacher’s Toolbox 