Sonia+O'Donnell


 * LOTEHAT Workshop Reflections **

Module 1 Intro Module 2 Standards. To do: look at standards to relate back to staff at staff meeting early in term 2 Module 3 Scaffolding To do : How do I teach and how can this be improved? How can I build language learning? Profile self, school and students using ethnographic interview questionnaire, to better understand the intra and inter cultural context of my teaching Update my intra cultural profile in relation to a new cohort of students or recent experiences of my own An inter cultural person notices differences and similarities about different cultures. This is important Intra - within Inter - between || Identifying language specific needs Being conscious and aware of differences in language eg formal/informal, dialects etc Classroom language use || Resources Use resources that are "realia" new term for authentic resources Authenticity of the resource and the purpose of which we use it The use the learner makes of it Ask students to bring in their own piece of realia and ask why ? What authentic resources do I use already? In what ways can they promote: Active construction Making connections Interaction Reflection Responsibility Play music while the students are working What about Italian idol?Does it exist? Use resources creatively || Language learning and language awareness My Def'n: language is a specific form of communication. It can be verbal/non verbal. Examples from the classroom: hand gestures, posters, speaking solely in language I do this often. After looking at statements about language, I will also include the definition of "what is language?" empowerment, knowledge, power, social. Identity. Values and beliefs. Articulate. Meaning What could I do in the classroom to reflect this? Discuss some of the statements. Have visual cues. Do I engage with the students "what is language?" reflect on how "real" my teaching is Language awareness "a person's sensitivity to, and conscious awareness of, the nature of language and its role in human life" How does language enter the personal lives of the students? Communication Building relationship Imagining/creating negotiating meaning Building identity Do the Zulu small group task with 701 & 801. Discuss. Textbook: Esplora! The view of language is one of socialization. It concentrates mainly on interactions between young people and the language they use. For example, it uses mobile phone texting language throughout. It also relates To identity as, by the end of the text book, we have a more in depth understanding of the individual characters. It is difficult to express the 'slang' of Italy in written form in a text book. For example, the equivalent of "beauty". (as in "you beauty"). Supplement this by using my own experiences of travelling through Italy. Use relevant slang throughout the class when speaking to the students. Show sign of expression like "mamma Mia" to express delight, frustration, etc. Also, find real resources || Our intracultural selves Many different influences Enculturation Lots of things going on in the classroom.. Great idea to not blanket the kids under one lesson! Ongoing process How do I use and develop my own language skills? Important to continue learning and practicing Survey -my cultural and linguistic world Name Where we're you born Where we're your parents born Where did you grow up Where did you go to primary school Secondary school Which languages do you use for daily or regular communication Which languages do you use for daily or regular interaction How would you describe your nationality? Why? What parts of Australian culture influence or play a role in your life Which of these are important to you What parts of the culture of the other languages you use regularly influence or play a role in your life Which of these are important to you How do you feel about learning and or using languages other than English What do you think has influences your opinion? Activity.. All about me in pictures How do you encourage for students to look at the world from other cultural perspectives? Encourage students to go to different places eg all encompassing English as per their regular world. Then step outside their place and step into another cultural world || 25th May 2012 || Situating assessment practices inquiry based (for teachers and students) consolidate assessment - why are we doing it? formative assessment (FA)- progress! when the evidence actually used to adapt the teaching work to meet learning needs. promoting students' learning. FA - can have better correlation between teachers. Aim: wanting to better student achievement We have to cater for a wide range of experience and adjust tasks accordingly. Curriculum isn't everything. Teach what is important not just follow the curriculum. VELS is limited - progress beyond. Interpret VELS as minimum requirement. Language specific curriculum is being designed. Specific yet not restrictive. thinking about what we're doing and why. reflect on VELS - how does it frame learning? how does this framing compare with the "rainbow" 10 principles : assessment for learning and the implications what were identified? Skills - listening so important yet hard to measure according to VELS year 7,8 or 9 - aim is for students to enjoy languages..... from there, work on more formal work gearing towards VCE the assessment cycle conceptualising ---> eliciting ---> judging ---> validating validation of all stages Scarino 2009 The processes of formative assessment it is really important to use different ax tasks For students to take ownership of their learning and progress self assessment is critical. As teachers we are always observing and examining written work which gives us an insight on their progress. I like the idea of giving students ‘pre unit’ requirements – what are we going to look at? What is your goal? What do you need to do to progress/learn? How do you think you went? How do you think you can improve reaching the goal you have set? Considering evidence of learning Models and modelling Contrasting paradigms – traditional and alternative Traditional is more strict – factual, rule based etc Alternative is holistic – || Knowledge as separate from the knower || Knowledge as inextricable from the knower ||
 * **Module**
 * & Date** || **Reflections** ||
 * 1,2 & 3 || Reflections on modules 1, 2 and 3
 * 4 || Module 4
 * 5 || Module 5
 * 6 || Module 6
 * 10 || Module 10
 * 11
 * Assessment for learning should be part of effective planning of teaching and learning: (rainbow sheet)
 * give students a "what are we learning/where are we going" prior to starting unit of work
 * rubrics
 * plan a wide range of assessment tasks
 * get students to 'self assess'
 * affective planning - working through all different activities
 * varied activities
 * need to communicate to students the importance of not relying on grades (A,B,C etc) to measure learning/progress
 * how students learn?
 * how do i learn 'better'? what activities suit my learning style?
 * if concentrating too much on "grades" may miss engaging in class
 * learners making connections between what i have learnt and what i am currently learning
 * assessment for learning should be recognised as central to classroom practice
 * A4L - a key professional skill for teachers
 * A4L - should be sensitive and constructive because any assessment has an emotional impact
 * scaffold learning to encourage students to participate
 * how do you support students who do not perform as well in assessable tasks as they do in non assessable tasks
 * observations as assessment. must provide evidence to justify
 * A4L - should take account of the importance of learner motivation
 * A4L - should promote committment to learning goals and a shared understanding of the criteria by which they are assessed
 * rubrics - discuss and show what higher/lower end of scales. get students to mark previous work to see where they sit on rubric scale
 * A4L - should receive constructive guidance about how to improve
 * tell students how to improve positively
 * A4L - develops learners' capacity for self-assessment so that they become reflective and self-managing
 * students go outside comfort zone
 * without skills of being self critical students can become lost - where are errors? why have i made it? how can i change this?
 * give guidance/model/focus for students to start doing this
 * some just follow model. some take risks
 * A4L - should recognise the full range of achievement of all learners
 * rich learning tasks - Melbourne zoo for example. a grid - bloos + gardiners multiple intelligences- levels going up and across. gives students opportunity to choose activties to do in order to progress. may have to guide students in their choices of activities ie a range of activities.
 * gives students a boost to self esteem - gives ownership to their learning
 * What are my students learning?**
 * How do they interpret/figure things out?**
 * What do they mean when they interact?**
 * How do they use their language?**
 * How are they participating in activities?**
 * What position are they enacting in relation to each other and the learning material?**
 * What identities are they developing?** ||
 * || Module 13 – 25th may 2012
 * || Module 13 – 25th may 2012
 * Knowledge as scientific, factual, objective etc || Knowledge as non-scientific allowing for opinions, emotions, beliefs etc ||
 * Knowing as an act of individual consciousness || Knowing as an act of social, cultural, historical and linguistic formation ||
 * Knowledge as rule based and focused on generalisation || Knowledge as experience based, focussed on specificity ||

How would you characterise the evidence of learning that emerges from the interaction?

Teacher observing students making links between words. Teacher opens up interaction but students ‘steer’ conversation.

Reflecting on making judgements. Some tasks are purely ‘black and white’ re an answer. Students sometimes like that. Other activities are based on judgements based on teacher.

Language assessment focused exclusively on the skills and abilities of the individual being assessed – like an actor in the spotlight. The individual performance is now exposed as forming part of a larger collective activity. It involves the efforts of many others in addition to the individual whose performance is ‘in the spotlight’.

Language tests are holistic – the challenge is how to make tests holistic within the classroom. We have to try to provide both ‘arenas’. Taking one performance in isolation is not sufficient to judge learning.

3 lessons per week over 2 weeks || For example, chapter four has a section of the catacombs. students are to create an advert (either written or oral) about the catacombs, using realia (posters, apps, etc) for inspiration. Students usually do a cultural project for each chapter and using previous data, where realia was not available, a comparison can be made to gauge changes in understanding, engagement, learning etc. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || ===Using realia in the classroom to enhance engagement and learning.=== ||
 * Student Learning Question || How does the use of realia within the classroom enhance student engagement and learning? ||
 * Teacher Learning Question || What processes can I use to gather data measuring the impact of realia (I am also including ICT in the term "realia") within the classroom and also within the school community? ||
 * Rationale || * to improve the Languages profile within the school
 * to increase access to and use of ICT in Italian classes (as well as my ICT skills)
 * develop language usage skills in the students
 * develop cultural awareness in the students ||
 * Design || **WHO?** I have chosen my year 7 Italian class.. They are in the SEAL program therefore most are high ability. Most also, have not been exposed to another language. As observed thus far, most are very receptive to learning a language and pick up concepts quickly.
 * WHAT DATA NEEDS TO BE GATHERED?**
 * pre use:**
 * survey students in engagement and learning in Italian (how engaged? what have you learnt? what would you like to learn? etc)
 * bring in some realia from home and also from the net. Ask students opinions.
 * show some apps on whiteboard using projector. Survey interest. Ask whether they think it would be useful in their language learning.
 * previous test/CAT results
 * During:**
 * record level of interest in language? has it changed since introducing realia within the classroom?
 * record level of language retention? Has this improved since using ICT in the classroom?
 * take diagnostic notes of how students are taking responsibility for their own learning. That is, after a teacher led introduction, what are the students doing with the information
 * post use:**
 * record how language retention has changed - improvement? if so, significant?
 * record level of interest - more interesting/less interesting?
 * Time Frame?**
 * **Implementation** Students are using the book "Esplora" as their text book. Each chapter takes approximately half a term and involves learning grammar, culture, everyday Italy etc. Using the book as the starting point, incorporate realia as a trigger for discussion in groups.
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||
 * Implications ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * IPAD 32 GB used in classroom || Students have access to half a class set of ipads. using teacher IPAD on projector as the 'guide' the students will be able to access and experience Apps which have been bought. || 1 || $498 || $498 ||
 * IPAD VGA adapter || For connecting IPAD to projector || 1 || $35 || $35 ||
 * Case/Protector || protect IPAD || 1 || $50 || $50 ||
 * IPOD 32GB || To enable students to listen to songs/podcasts etc in a group || 1 || $307 || $307 ||
 * Headphone splitter || for Ipod/Ipad || 2 || $20 || $40 ||
 * IPOD skin || protect IPOD || 1 || $17 || $17 ||
 * APPS || various apps from Apps store including WALKS, translators.games etc ||  || $150 || $150 ||
 * Masks || Various masks from Scribbler masks for display around the classroom/foyer to "Italianise" the school more and make Languages more visible. || 3+ || $35 || $105 ||
 * Italian books/ audio books || Various texts at different levels of competency for students to read/listen to in class || various || various || approx. $200 ||
 * Posters || Various Italian posters || 3+ || various || approx. $100 ||

Eg. confident, unsure, mixed || Possible ways to address gap || In this area || have the students Taking over this Role || Engaging in casual conversations with other speakers of Italian |||| How consistently I use this Not very often. |||| Examples from my Practice Phone calls with my family |||| How I feel about my capabilities Not very confident || Possible ways to address gap Practice More with my mother || Feature Features of the verb system, especiallytense past tenses |||| What I know about it I know of the different tenses of verbs, and have taught the present, and the passato prossimo |||| What I need to learn about it To become more familiar With using which form of the past in which circumstance. |||| Possible Ways to Address Gap Study past work done at university. Enrol in an Italian course. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Make use of more realia eg local newspapers, tv programs || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * Using Italian in a principled way for regular management interaction (eg management/organization, instruction, discussing) and creating a learning environment |||| At the start of each lesson, the students remain standing until greeted and instructed to sit. All done in Italian with some hand gestures. Long term -the students will be taking over the role and greet their peers. ||||  |||| I feel confident about my capabilities
 * ** Language Use Outside the Classroom ** ||
 * Language Feature
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Language
 * ** Explicit knowledge of language use ** ||
 * Language
 * Language
 * Understanding of common Italian politeness conventions and how they may vary according to regions and age groups |||| I understand there are differences but not sure on the conventions |||| do a more in depth study at specific regional levels re this language convention. Tis would give me abetted understanding. |||| Visit Italy :-))
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * Ø Goals, objectives & timeline for future learning ||

SECTION A: Discuss these questions with your table group SECTION B: MY GOALS Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself. J McCulloch 2008
 * ICT PLAN **
 * What ICT resources have you used in your classroom? ||
 * // From an intercultural perspective //, how did it promote:
 * active construction ** of learning/ideas
 * making connections ** with prior learning, new knowledge, across languages and cultures
 * interaction ** between learners/users of the language
 * reflection ** on language learning and use
 * responsibility ** for learning and for appropriate communication across cultures ? ||
 * Making connections: E.g. interaction between Learners. ||
 * What ICT resources (equipment and programs) do you have access to: Personally? At school? What do your students have access to? ||
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT? ||
 * How would this enhance your teaching of your language? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What ideas for ICT projects do you currently have? ||
 * By the end of next week: ||
 * Resources (including how you will get help if needed): ||
 * By the start of Term 3: ||
 * Resources (including how you will get help if needed): ||
 * By the end of Term 3: ||
 * Resources (including how you will get help if needed): ||