RPI Day 8 Reflection
What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme?
A key learning for me was that the heart of the Manaiakalani Reading Programme is to motivate learners to engage meaningfully with the curriculum. Reading is not simply about understanding a text—it is about empowering students to become creators, designers, and creative thinkers who actively construct meaning.
The Create element reinforced the importance of giving learners opportunities to apply their understanding, make choices, collaborate with others, and connect their learning to authentic tasks. I also discovered how much easier the podcast tool has become to use, providing students with an engaging way to share their thinking and demonstrate their understanding through oral language.
Alongside this, I explored how AI tools can be used purposefully to support creativity rather than replace it. These digital tools help shift learners from being consumers of information to confident producers who create, design, and share meaningful learning.
What did I learn that could improve my capability and confidence in teaching reading?
One of the most valuable experiences was becoming a creative illustrator and performer during our reading session. Instead of simply analysing a poem, we interpreted it through art and performance, then reflected on how our ideas were similar to and different from a published illustration. This showed me that there is no single “correct” interpretation of a text and that creative responses encourage deeper thinking and rich discussion.
It gave me the confidence to move beyond traditional comprehension activities and provide my students with opportunities to represent their understanding in creative ways.
What did I learn that could be used with my learners?
I learned that creativity is essential for engagement and empowerment. Texts can be explored through many modes, including images, writing, speech, layout, movement, drama and film. When students create, they become active meaning-makers rather than passive recipients of information.
The idea of providing routine opportunities for short creative responses really stood out to me. These can happen before, during or after reading, with either structured or open-ended tasks and opportunities for student choice and collaboration. I’m especially excited to try creating one-shot films as a hook into reading, allowing students to bring a scene or idea from a text to life.
I also learned about the SAMR model, where digital tools can do more than substitute paper tasks—they can modify and redefine learning by enabling students to create, share and receive meaningful feedback.
What did I learn that could be shared with colleagues or whānau/aiga?
I would share the message that reading should lead to creating, not just consuming. Encouraging learners to respond creatively through podcasts, illustrations, drama, digital storytelling or short films helps develop critical and creative thinkers. Sharing these digital artefacts with whānau also makes learning visible and celebrates students’ voices, strengthening the connection between home and school.
