What is Kohiko Mai?
Kohiko Mai is a short-term, strength-based intervention designed for Year 7-10 learners (rangatahi) who are not making expected progress across the curriculum and/or have become disengaged from learning. These learners’ needs include, but go beyond, the acquisition of specific literacy, numeracy or oracy skills. Kohiko Mai is designed particularly for learners for whom other programmes of support have not worked.
Kohiko Mai will support teachers to take a holistic view of their Kohiko Mai rangatahi and consider from every angle the best ways to enhance their engagement and learning. The focus of Kohiko Mai is on optimising the interaction between the learner and the learning environment. The result will be a substantive impact on the lives of these learners who are at risk of leaving school without being engaged in education, employment or training. At a system level, Kohiko Mai will provide examples of different ways to work with learners who need a change in approach right now if they are to experience educational success.
Why is it named Kohiko Mai?
The project name, Kohiko Mai, is significant. Kohiko is to flash or twinkle. It is the metaphor for how a learner shines when they learn something new. Kohiko Mai is an invitation to shine. The opportunity for learning shines first, grabs the attention, then the student shines with the new learning. Kohiko can also mean to interrupt or butt in – which can apply to disrupting the path that a learner is on, in order to create new opportunities. It encapsulates the concept of innovation which resides in this programme.
This project focuses on rangatahi in the vulnerable period of Year 7-10. The Kohiko Mai methodology is based on the principles of Universal Design for Learning. This means it can be used in any schooling context for learners of this age – full primary, intermediate, middle school, secondary school and area school.
What does Kohiko Mai look like in a school?
Kohiko Mai is a school-owned endeavour. It is not external people ‘running’ the programme. Each school will have a team of teachers, with one acting as lead teacher. At least one school leader will also be involved. Each school can have one or more intakes. An intake is a group of up to 20 students, with teachers being involved in one or more intakes.
All teachers in the group will collectively take responsibility for improving outcomes for these learners. They will also commit to ongoing formative evaluation to inform further innovation. The focus of the programme will be most intently on the Kohiko Mai learners, but teachers will likely shift their practice for all students they teach.
Who might be involved?
- Rangatahi – lifting their belief in themselves as competent learners
- Whānau/ family – supporting their rangatahi as a learner
- Kaitautoko – the student’s advocate
- Teachers – using their understanding of the learner to design rich learning experiences
- School lead – leading the school-based endeavour and first point of contact for the mentor
- Evaluation Associates Mentor – responsive to the needs of each context – providing support, resources and strategies
- Principal – active commitment to the initiative
- Mana Whenua – sharing aspirations for rangatahi
If your school would like to be involved in this programme in 2020 please email firstname.lastname@example.org to register your interest.